BUILDING AND ENHANCING

NEW LITERACIES
ACROSS THE CURRICULUM

JENNIFER T. GAMBOA
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 MODULE 1: INTRODUCTION OF KEY CONCEPTS
Objectives:
At the end of the lesson, the pre-service teacher should be able to:
1. compare the basic concepts of traditional and 21st century literacies and skills;
2. explain the features and critical attributes of the 21st century literacies.

A. Definitions of Traditional Literacies

Literacy is the ability to use written language actively and passively. It is also the
ability to read and write one's own name and further for knowledge and interest, write
coherently, and think critically about the written word. The inability to do so is called
illiteracy or analphabetism. Visual literacy includes in addition the ability to understand
all forms of communication, be it body language, pictures, maps, or video.
Evolving definitions of literacy often include all the symbol systems relevant to a
particular community. Literacy encompasses a complex set of abilities to understand
and use the dominant symbol systems of a culture for personal and community
development. In a technological society, the concept of literacy is expanding to include
the media and electronic text, in addition to alphabetic and number systems. These
abilities vary in different social and cultural contexts according to need and demand.
The primary sense of literacy still represents the lifelong, intellectual process of
gaining meaning from a critical interpretation of the written or printed text. Key to all
literacy is reading development, a progression of skills that begins with the ability to
understand spoken words and decode written words, and culminates in the deep
understanding of text.
Reading development involves a range of complex language underpinnings
including awareness of speech sounds, spelling patterns, word meaning, grammar and
patterns of word formation, all of which provide a necessary platform for reading fluency
and comprehension. Once these skills are acquired the reader can attain full language
literacy, which includes the abilities to approach printed material with critical analysis,
inference and synthesis; to write with accuracy and coherence; and to use information
and insights from text as the basis for informed decisions and creative thought.

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Traditional Literacy
Traditional Literacy is defined as the integration of listening, speaking, reading,
writing and critical thinking. It includes a cultural knowledge which enables a speaker,
writer or reader to recognize and use language appropriate to different social situations.
To further explain what is literacy and how it is different to traditional literacy, please
open the link provided for you. https://prezi.com/pwv0xwhw_jo5/traditional-literacy/

Functional Literacy
How is literacy different from functional literacy? Literacy is usually defined as the
ability to read, write, and do math. But what do we mean by reading? People may be
able to read the words in a document, but can they grasp its arguments or
analogies? How about writing? Students may be able to write or type sentences, but
can they express complete, cogent thoughts? Then there’s math. Workers may be
able to count numbers, but do they know how to analyze graphs, interpret statistics, or
plan budgets? These are skills needed to make decisions and function well in daily life.

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DILBERT © Scott Adams. Used By permission of ANDREWS MCMEEL SYNDICATION. All rights reserved.

Clearly, reading or writing words and numbers is not enough to assess

literacy. People need to be able to understand and use those words and numbers for
practical purposes, such as deliberating ideas and solving problems. This broader
definition of literacy is called functional literacy.
Functional literacy refers to the practical skill set needed to read, write, and do
math for real-life purposes, so people can function effectively in their community. This
definition comes from the United National Educational, Scientific and Cultural

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Organization, or UNESCO, an international agency that researches education, science,
and communication.
In the U.S., functional literacy is assessed by the National Assessment of Adult
Literacy, or NAAL. NAAL is put together every few years by the National Center for
Education Statistics, a research division of the Institute of Education Sciences in the
Department of Education. This research classifies literacy according to four levels:
1. Below Basic Literacy: reading and writing words and numbers in very simple
documents.
Examples: locating easily identifiable information on a chart; signing a form; adding a
dollar amount to a deposit slip.
2. Basic Literacy: performing simple skills to understand short texts.
Examples: reading a pamphlet; using a TV guide; comparing ticket prices.
3. Intermediate Literacy: performing challenging skills to understand long texts.
Examples: looking up information in a reference book; summarizing a long article;
placing an order and calculating the cost.
4. Proficient Literacy: performing creative and critical thinking skills to understand
dense or complex texts.
Examples: comparing viewpoints in editorials; interpreting statistical graphs;
measuring and calculating the costs of food items per ounce.
Notice that as we advance from Below Basic to Basic, Intermediate, and Proficient, we
go from simple tasks to more and more complex skills.

Kinds of Functional Literacy

1. Media Literacy is the ability to access, evaluate, and create messages through
different types of media. Its purpose is to turn people from mass consumers into
thoughtful citizens who aren’t susceptible to propaganda or advertising.
2. Religious Literacy is the ability to interpret religious scriptures and communicate
with different faiths. Religious literacy is important for combating fundamentalism
(e.g., religious fanaticism) and prejudice (e.g., Islamophobia).

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3. Financial Literacy is the ability to manage finances and make decisions about
money. Whether you’re a consumer, a business owner, or a voter, understanding
financial budgets, interest rates, and savings is an essential life skill.
4. Computer Literacy is the ability to use computers. This skill set can range from
basic competency (i.e., using applications like email and Microsoft Office) to
advanced knowledge (e.g., programming and computer science).
5. Legal Literacy is the ability to comprehend laws so you are able to follow policies
and legal procedures.
6. Scientific Literacy does not necessarily mean memorizing facts; rather, it is
knowing how to conduct experiments and identify evidence that supports or
contradicts preconceived beliefs or hypotheses.
7. Health Literacy is the ability to understand healthcare information, particularly for
making medical decisions or lifestyle choices about nutrition, exercise, sleep, and
other factors that affect physical and mental well-being.
8. Civic Literacy (a.k.a. Civics) is awareness of how government works as well as
your rights and responsibilities as a citizen and voter.

Functional Literacy and Technology

Now, because our society is so high-tech, there are two key points emphasizing
functional literacy by connecting it to technology.
1. Functional literacy is primarily about skills or applied knowledge. It’s only secondarily
about facts or subject-matter knowledge.
For example, scientific literacy doesn’t mean you have memorized the intricacies of how
quantum computers work. Instead, it means you know how to ask questions and apply
methods of verification or falsification that make such technologies possible.
2. Functional literacy keeps our high-tech society functioning. The kinds of functional
literacy mentioned are relative to today’s highly complex, technological society, but that
doesn’t make them any less valid.
For instance, the ancient Greeks got-by fine without media literacy or computer literacy,
but that’s because they didn’t have digital networks. If these examples of functional
literacy are unique to our high-tech society, we evidently need them.

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Early/ Emergent Literacy
Emergent literacy is the term used to describe the reading and writing experiences
of young children before they learn to write and read conventionally (Teale & Sulzby,
1986). Emergent literacy begins at birth, regardless of whether or not a child has a
disability. For older emergent literacy learners, it is important to keep all activities age
respectful.
Emergent literacy is commonly defined as the behaviors of reading and writing that
lead to conventional literacy and “comprises all of the actions, understandings and
misunderstandings of learners engaged in experiences that involve print creation or
use” (Koppenhaver & Erickson, 2003, p. 283), and these experiences are not only
necessary but closely related to later literacy outcomes (Justice and Kaderavek, 2004).
Emergent literacy behaviours and understandings are directly related to opportunity
and experience. Students with significant disabilities often have the fewest learning
opportunities and experiences that lead to literacy.

Students who are emerging in their understandings of literacy are working to

understand the functions of print and print conventions. Developing phonological
awareness, alphabet knowledge, and important receptive and expressive language

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skills will eventually allow students to use reading and writing to interact with others.
Emergent readers and writers are making discoveries and learning about literacy when
they explore literacy materials, observe print within the natural environment, interact
with conventional readers and writers, and see models of how and why print is used
(Teale & Sulzby, 1992).
Examples of emergent literacy behaviors may include interpreting a story through
pictures rather than through text, manipulating books in nonconventional ways (e.g.,
looking at the book from back to front or holding it upside down), scribbling, and the use
of invented spelling (Clay, 1993; Koppenhaver, 2000).
An emergent reader is one who is interested in books but can’t yet read them
independently or may be able to read some words but requires continued support to
make meaning from print. It could also be a student who is not yet interested in reading
books. An emergent reader may have not yet developed intentional or symbolic means
of communication.
An emergent writer is one who is learning to use written language to express
communicative intent, and beginning writing is defined as starting with emergent writing
(drawing, scribbling, and writing letters) and ending with conventional writing abilities,
usually acquired by second or third grade for typically developing children. (Strum, Cali,
Nelson, & Staskowski, 2012)
Regular participation in reading and writing activities plays a central role in
supporting typical children’s understandings about print. Research in emergent literacy
shows that students with significant disabilities, including those with complex
communication needs, can benefit from the same type of literacy activities used with
typically developing children but may require more time and opportunity. Regular
participation in reading and writing activities plays a central role in supporting
understandings about print for ALL students.

Many of the studies and literature surveys the last four decades have a common
finding: nothing replaces sound early literacy instruction, even when taking into
consideration recent technical advances.

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If students with significant disabilities are not exposed to reading and writing materials,
how can they learn to use them?

Old assumptions about Emergent Literacy

An emphasis on functional skills, rote memorization, and readiness activities
typically take precedence over in-depth literacy instruction (Skotko, Koppenhaver, &
Erickson, 2004). Literacy development for 70-90% of students with significant
disabilities rarely approached conventional literacy skills expected for typically
developing students (Koppenhaver and Yoder, 1992).
 Literacy is learned in a predetermined, sequential manner that is linear, additive, and
unitary.
 Literacy learning is school-based.
 Literacy learning requires mastery of certain pre-requisite skills.
 Some children will never learn to read.

New thinking about Emergent Literacy

Holistic and explicit instructional approaches to balanced literacy that include
daily reading, writing, and word study are critical for all learners, including those with
significant disabilities (Erickson, Koppenhaver, & Cunningham, 2006; Sturm & Clendon.,
2004).
 Literacy is learned through interaction with and exposure to all aspects of literacy (i.e.
listening, speaking, reading, and writing).
 Literacy is a process that begins at birth – there are no prerequisites.
 Literacy abilities/skills develop concurrently and interrelatedly.
 All children can learn to use print meaningfully.

From an emergent literacy perspective, reading and writing develop concurrently

and interrelatedly in young children, fostered by experiences that permit and promote
meaningful interaction with oral and written language (Sulzby & Teale, 1991), such as
following along in a big book as an adult reads aloud or telling a story through a drawing
(Hiebert & Papierz, 1989).

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 Through the concept of emergent literacy, researchers have expanded the purview
of research from reading to literacy, based on theories and findings that reading, writing,
and oral language develop concurrently and interrelatedly in literate environments
(Sulzby & Teale, 1991)

Literacy and Basic Skills

The mandate of the UNESCO Institute for Lifelong Learning (UIL) is to promote
lifelong learning with a focus on adult and continuing education, literacy and non-formal
basic education. In addition, UIL is contributing to UNESCO’s priority focus on literacy
by strengthening national capacities to scale up quality, inclusive and gender-sensitive
literacy programmes.
UIL’s main activities in Literacy and Basic Skills
1. Promoting holistic, integrated and cross-sectoral approaches to literacy through
advocacy, networking and partnership activities.
2. Facilitating policy dialogue with key officials and assisting them to integrate literacy
and basic skills into national education policies and development strategies.
3. Conducting action-oriented and policy-driven research and disseminating the results
in order to improve the quality and relevance of literacy policies and programmes.
4. Making available evidence-based knowledge and examples of innovative literacy
and numeracy policies and programmes.
5. Developing the capacities of literacy stakeholders.

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B. Definitions of the 21 Century Literacies
With the wealth of information that can be easily accessed through various media -
the Internet, TV, radio, printed materials, formal and informal instruction - how do we
guide our students in learning skills or competencies that have great use for them to
adjust to the demands of the 21st century? A 21st century teacher must be familiar with
the new literacies, or new areas of learning, that you have to emphasize and prioritize
when handling teaching and learning activities.

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 21st Century Literacies Description
The Arts and Creativity This literacy can be manifested in creative
ways of problem-solving and expressed
through the production of various art
works. Teachers and students need to be
more adept in the arts and manifest
creativity in various activities.

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Eco-literacy This entails acquiring knowledge about
climate change, pollution, loss of natural
habitats and biodiversity as well as the
impacts of environmental problems on
human lives. Moreover, solutions on how
these environmental problems could be
addressed must also be practiced.
Teachers and students need to develop
awareness of the environment.
Cyber literacy/Digital Literacy This competency is based on the reality
(Information and ICT Knowledge) that societies and workplaces have now
become more information-driven.
Workplaces of the 21st century rely heavily
on electronic (digital) forms of data storage
and management as well as in the area of
communications. Teachers and students
need to develop familiarity and skills in the
use of computers, the internet and other
information technologies.
Financial Literacy Teachers and students are expected to be
knowledgeable about the basics of
economics and financial management.
This way, you as a teacher, can extend
the skill into livelihood activities,
entrepreneurship, and wise handling of
personal finances.
Media Literacy Teachers and students are expected to be
knowledgeable and skilled in the area of
communications particularly the media.
Teachers and students must learn how to
discern news and information based on

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 the forms and contents as to how these
information are transmitted via various
forms of media.
Social/Emotional Literacies Teachers and students need to acquire
social skills that are attuned to the norms
of your current society. Emotional
intelligence must also be developed to be
able to effectively manage the stresses of
a fast-paced 21st century society.
Globalization and Multicultural Literacy Teachers and students need to develop a
culture of respect for cultural diversity.
There is value in having a perspective as a
global citizen whose local actions can
have an impact on the wider global arena.
You also have to understand how world
events may also affect you and your
community at the local level.

Traditional Classroom  21st Century Classroom

 Time-based.  Outcome-based.
 Focus: Memorization of discrete  Focus: What students know and
facts. can do.
 Lessons focus on the lower levels  Learning is designed on upper
of Bloom’s Taxonomy- levels of Bloom’s- synthesis,
knowledge, comprehension and analysis and evaluation (and
application. includes lower levels as curriculum
is designed down from the top.)
 Textbook- driven  Research-driven.
 Passive learning  Active learning.
 Learners work in isolation-  Learners work collaboratively with

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 classroom within four walls. classmates and others around the
world- the Global Classroom.
 Teacher- centered: Teacher is the  Student- centered: Teacher is a
center of attention and provider of facilitator or coach.
information.
 Little to no student freedom.  Great deal of student freedom.
 Fragmented curriculum.  Integrated and interdisciplinary
curriculum.
 Grades averaged.  Grades are based on what was
learned.
 Teacher is the judge. No one else  Self, peer and other assessments
sees the students’ work. are used. Public audience to judge
and the use of authentic
assessments.
 Curriculum is irrelevant or  Curriculum is connected to
meaningless to the students. students’ interests, experiences,
talents and the real world.
 Print is the primary vehicle of  Performances, projects and multiple
learning and assessment forms of media are used for
learning and assessment.
 Diversity in students is ignored.  Curriculum and instruction address
student diversity.
 Literacy is the 3R’s- reading,  Multiple literacies of the 21st
writing and arithmetic Century Learning
 Driven by NCLB and standardized  Driven by exploration, creativity and
testing mania. 21st century skills.

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C. Features of the 21st Century Teaching and Learning
The term "21st -century skills" is generally used to refer to certain core competencies
such as collaboration, digital literacy, critical thinking, and problem-solving that
advocates schools the need to teach to help students thrive in today's world.
The term “21st century” has become an integral part of educational thinking and
planning for the future. Educators and administrators are actively searching for ways to
prepare students for the future, and the educational system has been evolving faster
than ever before.
Various studies have shown us that rote memorization is not an effective learning
strategy and that teacher-centered classrooms (versus student-centered classrooms)
may not be the most efficiently structured ones for student engagement.
Nowadays, we don’t live in the same world. Society is a mix of many different beliefs
and cultures. Globalization has opened up the world and allowed people to connect in
new and exciting ways. We blend traditions and create unique belief systems that are
not taught in any classroom, but are developed through our life experiences and
passions. We transmit our values and cultures without the expectation of them being
adopted by our audience – just accepted by them.
As always, at its core, the role of education is to prepare students to become active,
successful, and contributing members of society. The essence of education’s role has
not changed.
Society has changed. We cannot adequately prepare students for the society that
exists today or will exist tomorrow, if we continue to prepare them for the society that
existed yesterday. In order to prepare students to play their role in the 21st century
society we are a part of, a few things need to be considered when deciding how
education will look in our schools and classrooms.
1. Instruction should be student-centered.
The days of lecturing teachers has passed – though not entirely. While student-
centered learning is strongly encouraged in the 21st century, this does not mean that the
teacher can never give a lecture again. Instead, it means that the main source of
knowledge in the classroom should not be the teacher. Education is no longer about
listening to the teacher talk and absorbing the information.

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 In order to contribute to society, students will need to be able to acquire new
information as problems arise. Then, they will need to connect the new information with
the knowledge they already have and apply it to solving the problem at hand. They will
not be able to call upon a teacher for answers, so will need to have ‘learned how to
learn’ on their own.
In this classroom model, the teacher would act as a facilitator for the students.
Instead of passively receiving information, the students would gather information on
their own, under the guidance of their teacher. Different learning styles are encouraged,
and students have an enhanced sense of motivation and responsibility. They engage in
many different types of hands-on activities, as well as demonstrate learning in many
different ways.
2. Education should be collaborative.
Students must learn how to collaborate with others. Society today has people
collaborating across the globe. How can students be expected to work with people from
other cultures, with different values from their own, if they are not able to work with the
people, they see each day in their classroom?
Students should be encouraged to work together to discover information, piece it
together, and construct meaning. Collaboration should also be dynamic. Students
should learn how to recognize the different strengths and talents each person can bring
to a project, and change roles depending on those attributes.
Schools should also be collaborating with other educational institutions around the
world to share information and learn about different practices or methods that have
been developed. They should be willing to alter their instructional methods in light of
new advancements.
3. Learning should have context.
Student-centered does not mean that the teacher gives up all control of the
classroom. While students are encouraged to learn in different ways, the teacher still
provides guidance as to the skills that need to be acquired. The teacher can make a
point of helping students to understand how the skills they are building can be applied in
their lives. Students will be much more motivated to learn something that they can see
the value in.

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 Since we are no longer preparing students for specific tasks and roles, we need to
take a more general approach and teach them the skills that are useful in any situation.
Lessons have little purpose if they do not have any impact in a student’s life outside of
the school.
4. Schools should be integrated with society.
In order to prepare students to become responsible citizens, we need to model what
a responsible citizen is. Schools will often work at accomplishing this by creating events
for the school community, by encouraging students to join committees or take part in
school projects, and by occasionally helping the community around them with activities
such as food drives or neighborhood clean-ups.
Education needs to help students take part in this global community and find ways of
impacting more than just their neighborhood. This doesn’t mean that they do not need
to learn the value of helping others around them and protecting their immediate
environment, but that they should also be learning about how they can help and protect
a world further away from them, but also closer all the time.

D. Critical Attributes of the 21st Century Education

The world of teachers and students is expected to continue to change dramatically
throughout the 21st century and beyond. There is a paradigm shift in the way teaching
and learning is delivered. A 21st century teacher needs to develop essential knowledge,
skills, attitudes, and values to be able to cope with these changes and to help your
students address them as well. A modern-day teacher needs to be aware of the critical
attributes of the 21st century education and must strive to understand them in order to
integrate them in teaching.
1. Integrated and Interdisciplinary
Nowadays, knowledge is no longer distinctly divided into clear-cut learning chunks or
separate subjects. Education in the 21st century is characterized by linkages among
various subject areas in an integrated manner. The new approach promotes the
utilization of learning from various disciplines.

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 This critical attribute implies that teachers need to review the school curriculum and
identify strategies or ways on how different subjects can be effectively linked to enhance
the learning experiences of students.
For example, music and algebra can be linked together in the discussion of
fractions. The time signature of music uses fractions; as such, you, as a good teacher,
can certainly apply this to both your music or math classes.
2. Technologies and Multimedia
Education in the 21st century makes full use of available Information and
Communication Technology, or ICT (e.g., computers and the internet) as well as
multimedia (e.g., using audio- and video-based instruction) to improve teaching and
learning activities. The ability to find, evaluate, utilize, and create information using
technologies and multimedia, or digital technology in general, is referred to as digital
literacy. As a teacher, some of your day-to-day activities – writing reports, creating
multimedia presentations, and communicating or exchanging information with your
colleagues and students online – require different levels of digital literacy. As such, it is
important for you to develop your digital literacy skills so that you can in turn pass these
on to your learners.
This critical attribute implies that your school will need to acquire and use computers
and various multimedia equipment to enhance learning to the best extent possible.
Training is also needed for teacher-users as part of a bigger “technology plan.”
3. Global Classrooms
Education in the 21st century aims to produce global citizens by exposing students to
the concerns of the region and other countries. They are encouraged to react and
respond to issues as part of their roles as global citizens.
This critical attribute implies that teachers need to include current global
issues/concerns, such as peace and respect for cultural diversity, climate change, and
global warming, in classroom discussions.

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4. Creating/Adapting to Constant Personal and Social Change, and Lifelong
Learning
Education in the 21st century subscribes to the belief that learning does not only
happen inside the school and during one’s schooling years. Learning can take place
anywhere, anytime, regardless of one’s age.
This means that teachers should facilitate students’ acquisition of KSAVs that go
beyond academics. Learning should take place not only for the purpose of passing
exams, but also for transferring knowledge to real life situations. The curriculum should
be planned in such a way that the students will continue to learn even outside the
school’s portals.
5. Student-Centered
Education in the 21st century is focused on students as learners. It is tailor-fit to
address the individual learning needs of each student. Differentiated instruction is
common in 21st century classrooms, where diverse student factors are taken into
account when planning and delivering instruction. A teacher can structure learning
environments that address the variety of learning styles, interests, needs, and abilities
found in classroom.
This critical attribute implies that teachers should act as facilitators of learning — not
as “sages on the stage” but as “guides on the side.” Learners should be given
opportunities to discover new knowledge, learn with one another, and create their own
learnings.
6. 21st Century Skills
Education in the 21st century promotes the skills needed to be productive members
of today’s society. It is not enough for students to learn the basic skills of reading,
writing, and numeracy, but should develop in themselves skills that would help them
cope with life and work in 21st century communities. These skills include, among others,
critical and creative thinking skills, problem solving and decision making, and ICT
literacy and skills. A teacher is expected to possess these 21st century skills before he
can help his students develop these skills.

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7. Project-Based and Research-Driven
Among the critical attributes of 21st century education is the emphasis on data,
information, and evidence-based decision making. It relies heavily on student-driven
activities to encourage active learning. This implies that teachers of the 21st century
need to be knowledgeable about research to guide their students’ learning through self-
directed activities, such as learning projects within and outside their classrooms.
Investigatory projects showcased in many science fairs across Southeast Asia and in
the world are examples of research-based activities of students.
8. Relevant, Rigorous and Real-world
Education in the 21st century is meaningful because it is rooted in real life day-to-day
activities of learners. It can be applied to the realities of the present and includes what
students need to develop to enable them to become productive members of the 21st
century.
This critical attribute implies that topics are taught using current and relevant
information and linked to real-life situations and context. A 21st century teacher needs
to be updated on the current trends, developments, and issues in the school,
community, and in the world, so that teaching will be relevant to the lives of the
students. Newspapers, TV and radio news, and the internet are good sources of
relevant and up-to-date information that can be accessed.

E. Basic Strategies for Developing Literacy

Research on reading indicates that good readers use a variety of strategies to make
sense of what they read. This is often referred to as making meaning, or literacy
strategies. The same research has shown that effective readers use specific strategies
when reading that show they understand or comprehend what they are reading. The six
strategies are: making connections, visualizing, inferring, questioning, determining
importance, and synthesizing.
1. Making Connections
The brain is a learning machine. Everything you do, think, and wonder has the
potential to be stored as a neuron, or a cell in your brain. These neurons form
communities by branching out and connecting to other neurons. The neurons are

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grouped by similarities, forming memories that make sense. For example, the
understanding of the word 'round' helps you understand and make connections to
several objects, including the moon or a ball.
Connections are a way to relate or link information. You make a real-life connection
when you take information and relate it to something you have seen or done yourself.
When you make real-life connections between what you already know and what you are
reading, it can help you better understand what you are reading.
Reading is no exception. When children read, they're reminded of previously stored
knowledge, or schema. The books they read can be connected in three ways:
1. text to self: reminding children of something that happened in their own lives;
2. text to text: when a book reminds them of another they've read;
3. text to world: when the text reminds them of something, they've seen in the world at
large.
Encourage readers to make connections first to “text to self”, then “text to text”, then
“text to world”.
Example: The story of The Adventures of Tom Sawyer written by Mark Twain.
In this story, an orphan named Tom Sawyer goes through many adventures. One
time, Tom and his two friends ran away to an island and the townspeople thought Tom
and his friends had drowned. Tom got word of this and wanted to sneak back into town
to see for himself how sad they were.
Tom wrote Aunt Polly a note on a piece of bark so she wouldn't worry about him.
Suddenly, his aunt and others arrived when Tom was leaving the note by her bed. Tom
hid under her bed until she fell restlessly asleep. Tom managed to slip away and he
cautiously rowed his boat ashore a mile up from the village.
Let's take a look at the meaning of the words 'adventure' and 'cautiously' from the story:
Adventure means to go on exciting journey or trip.
Cautiously means to move in a careful way.
Now, let's try to make real-life connections to these words.
Text to Self
When making connections to yourself, you want to think about things in your life you
have already done or seen. Use your own experiences to find a connection.

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Take 'adventure' for example. Can you think of anything you've done that relates to an
adventure?
Text to World
When making connections to the world, you are relating what you are reading to what's
going on around you.
2. Visualizing
Visualizing refers to our ability to create pictures in our heads based on text we read
or words we hear. It is one of many skills that make reading comprehension possible.
All readers make mental pictures, or visualizations, of the words they read. When
readers visualize the text, they are then able to understand elements of the story, such
as plot, in a deeper way.
Importance of Visualizing
1. Visualizing strengthens reading comprehension skills. Students gain a more
thorough understanding of the text they are reading by consciously using the words to
create mental images.
2. Students gain more deliberate practice with this skill, the act of visualizing text
becomes automatic. Students who visualize as they read not only have a richer reading
experience but can recall what they have read for longer periods of time. (Harvey &
Goudvis 2000)
3. Visualizing creates a personal link between the readers/listeners and the text.
Readers, who can imagine the characters they read about, for instance, may become
more involved with what they are reading. This makes for a more meaningful reading
experience and promotes continued reading.
How Can You Make It Happen?
Visualizing is a skill that can be helpful in many domains, and while it is often
associated with teaching early readers, even experienced readers can benefit from
practice with this skill. When selecting a text for a visualizing activity, start with a piece
that contains descriptive language and strong verbs and that lends itself to conjuring
vivid images. It is not necessary to start with an entire book—even a well-crafted
sentence or short paragraph can provide a rich springboard for a visualizing lesson.

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To make learning visible, have children draw and talk about mental pictures that a story
prompts.
Example: Say, "I am going to describe a picture made up of shapes. Listen carefully to
the description. If you like, you can close your eyes and try to create a picture in your
mind as I talk. When I am done, you can draw the picture I've described."
"There is a square in the middle of a page. It has a circle inside it. There is a triangle
on top of the square."
3. Questioning
Questioning is the beginning for understanding the thinking stuff of a brain.
Questioning is the basis for all learning. Questions that students ask or teachers ask
students allow students and teachers both to assessment what they know and how to
progress toward better and deeper understanding as effective questions lead not only to
answers, but to more questions.
All readers ask questions as they read. They wonder what will happen next, or what
a character is thinking, or when the story will shift. By asking questions, children engage
with the text and become more deeply involved, which allows them to understand and
comprehend in a rich, powerful way.
Students who are reading novels can think about questions such as, "If you were
going to make a movie based on your book, who would you want to play the main
characters?" "What would the scenery look like?" and "Where would you want to do the
filming?" These questions get at the imagery created in the mind of the readers and
encourage those readers to share their mental pictures in their responses.
The Purposes of Questioning
a) to interest, engage and challenge students;
b) to check on prior knowledge and understanding;
c) to stimulate recall, mobilizing existing knowledge and experience in order to create
new understanding and meaning;
d) to focus students’ thinking on key concepts and issues;
e) to help students to extend their thinking from the concrete and factual to the
analytical and evaluative;

22
f) to lead students through a planned sequence which progressively establishes key
understandings;
g) to promote reasoning, problem solving, evaluation and the formulation of
hypotheses; &
h) to promote students’ thinking about the way they have learned.
4. Inferring
The skill of inferring is closely related in the fields of science and literacy. As a
reading strategy, inferring requires readers to use prior knowledge and the information
stated in a text to draw conclusions.
Making an inference involves using what you know to make a guess about what you
don't know or reading between the lines. Readers who make inferences use the clues in
the text along with their own experiences to help them figure out what is not directly
said, making the text personal and memorable. Helping students make texts memorable
will help them gain more personal pleasure from reading, read the text more critically,
and remember and apply what they have read.
While inferring can be difficult for students, it is often necessary to understand the
full meaning of a text. As with other reading comprehension strategies, students need
explicit instruction in how to make inferences and when to apply the strategy. Teachers
can support students as they develop proficiency with this skill through discussion of
wordless picture books, and activities like charades.
As books become more complex, the plot becomes less straight-forward. Not all
information is directly given to a reader, and we are left to connect the dots, or infer, on
our own. For example, in the story 'Little Red Riding Hood', we know the wolf is mean
and selfish because of the way he acts, not because the story actually tells us so. We've
inferred this important concept.
5. Determining Importance
Determining importance is a strategy that readers use to distinguish between what
information in a text is most important versus what information is interesting but not
necessary for understanding. This practical reading strategy enables students to
distinguish between the most and least important information presented in textbooks
and nonfiction reading.

23
 Although teachers find this strategy difficult for many students to accurately execute,
it is essential to comprehending complicated nonfiction text. As teachers we need to
explicitly and systematically teach our students how to extract the most important
information they read.
To help students make connections with the strategy of determining importance, we
bring a bag filled with camping items to the classroom. We tell the students that they
must choose five of the most important items needed for an imaginary camping trip and
list a compelling reason for each item chosen. Once the students have had the
opportunity to select and think about their chosen supplies, they turn to a partner and
discuss their decisions.
In order to help students build their skill and confidence in this strategy, we must
provide explicit instruction and ample opportunities for guided practice. Books generally
contain a lot of information. However, not all information is important to the plot of the
story.
6. Synthesizing
The most complex reading strategy, synthesizing, is the process of merging ideas
over the course of a text in order to further understanding. Like summarizing,
synthesizing requires readers to read the full story. However, synthesizing doesn't just
happen at the end of the book; rather, it happens as the reader gets new information.
The reader pieces new insights together to understand and make new predictions
throughout the book. This complex strategy can be taught at any age. By its nature, it
should be taught after students have had practice with the other five strategies.
Guide Questions:
1. Define the different traditional literacies;
2. Describe the 21st century literacies;
3. Identify the features of 21st century teaching and learning;
4. Describe the critical attributes of the 21st century education; and
5. Describe the basic strategies for developing literacy.

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Answers to Guide Questions:
1. Traditional Literacy is defined as the integration of listening, speaking, reading,
writing and critical thinking. It includes a cultural knowledge which enables a speaker,
writer or reader to recognize and use language appropriate to different social situations.
Functional literacy refers to the practical skill set needed to read, write, and do math
for real-life purposes, so people can function effectively in their community.
Emergent literacy is the term used to describe the reading and writing experiences of
young children before they learn to write and read conventionally (Teale & Sulzby,
1986). Emergent literacy begins at birth, regardless of whether or not a child has a
disability. For older emergent literacy learners, it is important to keep all activities age
respectful.
Basic literacy is to promote lifelong learning with a focus on adult and continuing
education, literacy and non-formal basic education.
2. Descriptions of the 21st Century Literacies
The Arts and Creativity. This literacy can be manifested in creative ways of problem-
solving and expressed through the production of various art works. Teachers and
students need to be more adept in the arts and manifest creativity in various activities.
Eco-literacy. This entails acquiring knowledge about climate change, pollution, loss of
natural habitats and biodiversity as well as the impacts of environmental problems on
human lives. Moreover, solutions on how these environmental problems could be
addressed must also be practiced. Teachers and students need to develop awareness
of the environment.
Cyber literacy/ Digital Literacy (Information and ICT Knowledge). This competency
is based on the reality that societies and workplaces have now become more
information-driven. Workplaces of the 21st century rely heavily on electronic (digital)
forms of data storage and management as well as in the area of communications.
Teachers and students need to develop familiarity and skills in the use of computers,
the internet and other information technologies.
Financial Literacy Teachers and students are expected to be knowledgeable about
the basics of economics and financial management. This way, you as a teacher, can

25
extend the skill into livelihood activities, entrepreneurship, and wise handling of personal
finances.
Media Literacy. Teachers and students are expected to be knowledgeable and skilled
in the area of communications particularly the media. Teachers and students must learn
how to discern news and information based on the forms and contents as to how these
informations are transmitted via various forms of media.
Social/Emotional Literacies. The teacher and students need to acquire social skills
that are attuned to the norms of your current society. Emotional intelligence must also
be developed to be able to effectively manage the stresses of a fast-paced 21st century
society.
Globalization and Multicultural Literacy. The teacher and students need to develop a
culture of respect for cultural diversity. There is value in having a perspective as a
global citizen whose local actions can have an impact on the wider global arena. You
also have to understand how world events may also affect you and your community at
the local level.
3. Features of the 21st century education are:
 Instruction should be student-centered.
 Education should be collaborative.
 Learning should have context.
 Schools should be integrated with society.
4. Critical attributes of the 21st century education
 Integrated and Interdisciplinary
 Technologies and Multimedia
 Global Classrooms
 Creating/Adapting to Constant Personal and Social Change, and Lifelong
Learning
 Student-Centered
 21st Century Skills
 Project-Based and Research-Driven
 Relevant, Rigorous and Real-world
5. Basic strategies for developing literacy

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1. Making Connections
2. Visualizing
3. Questioning
4. Inferring
5. Determining importance
6. Synthesizing

Assessments #1
Pre- Service Teachers (PSTs) (in groups) will create a poster on the different literacies.
The small groups will present their outputs.

Assessment #2
Divide the class into two groups. Each group prepares a graphic organizer to present
attributes of 21st century teaching and learning.
Process: discussion of concepts and effective use of charts and/or diagrams.
Output: simplified ideas, information showing the attributes of 21st literacies visually
presented through the different graphic organizer.

Assessment #3
Class observation: PSTs observe class instruction considering strategies, integration of
21st literacies, instructional materials used, etc.
Process: Field notes will be taken to document the observation.
Output: Observation Report

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 MODULE 2: TEACHING STRATEGIES FOR THE
DEVELOPMENT OF LITERACY SKILLS AND TEACHING
RESOURCES

Objectives:
At the end of the unit, the pre-service should be able to:
1. demonstrate teaching strategies that promote literacy;
2. show skills in the selection, development and use of age-appropriate instructional
resources that will develop literacy, and higher-order and creative thinking skills; and
3. design activities appropriate for the development of literacy skills.

A. Strategies for the Development of Emergent Literacy Skills and

Teaching Resources
1. Pictures and objects. Establish predictable routines through pictures and other
objects.
A boy and his teacher peel an orange. When routines are established, children begin
to learn about objects and vocabulary associated with certain activities. Active
participation in all steps of a routine can reinforce concepts and language skills.
Routines can also help a child to develop sequencing skills (first/then; start/finish), and
some tasks can be arranged in left to right order, such as setting the table, laying out
clothes, or arranging materials for any activity.
2. Letters and words. Create a communication-rich environment with meaningful
activities in the natural context.
The development of a wide range of vocabulary and concepts are essential to
success in literacy. Model the appropriate language for your child throughout the day.
For example, "Let's put on your smooth rubber boots today. It's raining and they will
help keep your feet dry." Or "Let's put the cold milk in the red plastic cup. Can you help
me pour it?" Just adding some adjectives (wet/dry, rough/smooth, big/little) and more
detailed descriptions can help to expand a child's vocabulary and to reinforce concepts.

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3. Sounds. Provide concrete language-embedded experiences.
Children who are blind or visually impaired need the opportunity to experience things
through hands-on activities that are meaningful and fun. Example: A boy touches the
head of a baby lamb. As mentioned above, they will often need specific instruction
because of the lack of access to information through incidental learning.
A book about a farm will be much more meaningful if the child has first had a chance
to visit an actual farm, touch different kinds of animals, touch their fur or feathers, feel
how big they are, listen to their calls (moo, neigh, quack), examine what they eat (hay,
grain), and learn about what they produce (e.g. milk, eggs, wool).
4. Read aloud experiences.
A young child and adult explore a tactile book together. Many children benefit from
reading aloud. It is a time for them to enjoy special individual attention, to reinforce
language and concept development, and to work on book handling skills. In order for
the experience to be pleasant and meaningful, however, it is important to follow a few
basic tips.
 Reading a book with a young child should be fun for both the adult and child.
 Choose a book that relates to the child's own experiences.
 Read at a pace that is appropriate to the child.
 Provide props to supplement the illustrations. Concrete objects, movements, and
sounds may all be helpful.
 Modify the book to meet a child's individual needs and interests. Add texture, color,
tactile cues, or anything to enhance the experience and make the book more
accessible to the child.

B. Beginning Reading Skills and Teaching Resources

How does the brain acquire basic literacy skills? As the teacher chooses appropriate
strategies to build young learners’ reading abilities, it is important to understand the
internal command center that processes and builds these competencies. The generally
agreed building blocks of reading include phonemic awareness, phonics, fluency,
vocabulary, and comprehension. There are five areas to appreciate the underlying brain
development that occurs and how this can affect the teacher’s instructional approach.

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Basic Literacy Skills or Beginning Reading Skills
1. Phonemic Awareness. It is the ability to hear, identify, manipulate, and substitute
phonemes—the smallest units of sound that can differentiate meaning—in spoken
words.
Phoneme, in linguistics, smallest unit of speech distinguishing one word (or word
element) from another, as the element p in “tap,” which separates that word from “tab,”
“tag,” and “tan.” A phoneme may have more than one variant, called an allophone (q.v.),
which functions as a single sound; for example, the p’s of “pat,” “spat,” and “tap” differ
slightly phonetically, but that difference, determined by context, has no significance in
English. In some languages, where the variant sounds of p can change meaning, they
are classified as separate phonemes—e.g., in Thai the aspirated p (pronounced with an
accompanying puff of air) and unaspirated p is distinguished one from the other.
Research shows that teaching sounds along with letters of the alphabet helps
students better understand how phonemic awareness relates to their reading and
writing.

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2. Phonics Instruction. It is the ability to understand that there is a predictable
relationship between phonemes (sounds) and graphemes (the letters that represent
those sounds in written language) in order to associate written letters with the sounds of
spoken language.
Phonics is the crucial link between what learners hear and how they read and write.
Known as “cracking the code” on reading, phonics instruction is most effective when
children start around the age of five.
Critics of phonics instruction argue that the English language includes many irregular
spellings that don’t incorporate predictable phonics patterns. However, phonics
instruction teaches children a system for remembering how to read words. Once
children learn, for example, that phone is spelled this way rather than foan, their brain
commits the spelling to memory, which, in turn, helps them read, spell, and recognize
the word instantly. Building a memory bank of letter-sound relationships through
systematic and sequenced instruction is found to be an effective approach to building
phonics skills.
3. Fluency Instruction. It is the ability to read text accurately, quickly, and
expressively, either to oneself or aloud.
Fluency is critical to building a child’s motivation to read in the first place. When the
brain has to focus on what each word means, reading becomes a laborious task that

31
prevents students from gathering meaning. Once fluency skills are developed, though,
students are able to recognize words and comprehend them at the same time.
Fluency develops gradually over considerable time with the repeated, accurate
sounding out of words. For young readers who regularly interact with the same texts
over and over again, fluency might be mistaken for memorization. At this point, students
may know what a word “looks like” but may not have yet developed the correct neural-
phonological models of the word.
As students begin to acquire words more easily, they should also practice dividing
text into meaningful chunks, knowing when to pause and change intonation and tone.
With regular guidance and feedback, students begin to recognize these cues during
reading and develop deeper comprehension. Fluent readers practice reading
consistently and can demonstrate their skills through natural reading that sounds as if
they are speaking.
4. Vocabulary Instruction. It is the growing, stored compilation of words that students
understand and use in their conversation (oral vocabulary) and recognize in print
(reading vocabulary).
The good news is that children are born to learn new words. Studies show there are
direct links between how many words children hear spoken at home and how well they
excel by the age of eight. This is because most vocabulary is learned indirectly—
meaning it is absorbed in the brain through every day experiences, i.e., via
conversation, from being read aloud to by adults, or from independent reading. For
those children who don’t experience these events regularly, vocabulary often suffers.
New readers use their oral vocabulary to make sense of the words they see in print.
During early reading, students mentally search for a word in their vocabulary that
matches the written word they see on the page. When their oral vocabulary comes up
short, reading is momentarily interrupted. That new word must be learned, in both form
and meaning, before it can be added to their mental vocabulary.
It goes without saying that readers cannot understand what they are reading without
knowing what most of the words mean. This being the case, direct instruction of
explicitly taught vocabulary, as well as word-learning strategies can help build a
flourishing vocabulary and improve reading fluency and comprehension.

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5. Comprehension Instruction. It is the ability to understand, remember, and make
meaning of what has been read—this is the purpose for reading.
Comprehension puts all the pieces together to make a student become a proficient
reader. Even before students are reading for themselves, they can begin practicing
comprehension skills when books are read aloud to them. Predicting, inferring, making
connections, and analyzing what is read are all skills that can be modeled and practiced
with an adult and help prepare students to do this work independently.

C. Developing Functional Literacy

Participatory Approach
How can we improve “Functional literacy?” We need to select activities that practice
real world skills. The ideal method is the “Participatory Approach” as defined by Peyton
& Crandall (1995) and Huerta-Marcia (1993)
Participatory approaches to learning are active approaches that encourage people
to think for themselves. Participants actively contribute to teaching and learning, rather
than passively receiving information from outside experts, who may not have local
understanding of the issues. The approach encourages people to share information,
learn from each other, and work together to solve common problems.
As people become more experienced with the approach, they take increasing
responsibility for planning their own learning sessions. They learn how to work together
in a group. They also gain experience in using the activities and visual tools to do their
own fieldwork.
Participatory approaches are used in situations where a number of people must
work together to resolve a common problem. Good problem solving requires input from
a variety of people with many types of experience and expertise. It also includes
everyone who is interested in finding the best solution —the stakeholders. Experience
shows that when everyone contributes to the learning process, then people feel more
ownership of the problem and develop more appropriate solutions for their context.
An example of this is the issue about HIV/AIDS which often involves the whole
community. It requires that people from international, national, regional and local
organizations work together. Participatory workshops can be very effective in bringing

33
people together, from members of local communities to national NGOs and international
policy-makers.
When people at international, national and regional levels have the opportunity to
learn and to work together, there can be better co-ordination of services. The
workshops can raise awareness of HIV/AIDS, as well as developing knowledge, skills
and attitudes relating to HIV/AIDS.

Goals of Participatory Approach

1. To have every student, as well as the teacher, actively participate in the classroom
activities.
2. To change the role of the teacher, instead of us giving instructions and then stepping
back to allow students to work, the teacher works together with the students.
3. To force us to practice our micro-teaching skills, as we help learners to accomplish
the goals that we set
4. To use realistic materials, because we are training students for realistic situations.
For large classes it is IMPOSSIBLE to give each student individual attention. So, we
have students work in pairs or small groups, and give attention to the groups as a
whole.
5. To include extra-textual components among our activities such as pictures, logos or
objects, to reflect the realistic nature of the activities.

How does this approach help the learners?

Students feel more supported, as they are getting time to talk to the teacher directly
in a more “private” way because 100% participation is the goal, this means that every
student gets an opportunity to practice literacy skills.
Students must practice communicating their problems with the teacher; Students
must as well practice communicating possible solutions to problems, which is a
priceless “real-life skill”
Advantages and disadvantages of participatory approaches to learning
Advantages
 They use inexpensive resources.

34
 They can be used in any physical setting.
 They are interesting and fun- helping to involve people in the subject.
 They help people to build self-confidence.
 They help people to learn about themselves.
 They help people to understand the perspectives of others.
 Participants with different degrees of experience and literacy can use them.
 They prevent individuals from being singled out for what they know, or don't know.
 They are less intimidating for less confident participants.
 They can help people to analyze complex situations.
 Outcomes are often documented during the process and do not depend on jargon.
 They are memorable.
 Lessons learnt can be brought back to local communities or organizations.

Disadvantages
 They are difficult to plan, because planning often depends on what the participants
want to do.
 Involving stakeholders takes time.
 It can take time for people who are used to being "students" rather than
"participants" to feel comfortable with these approaches.
 Facilitator techniques can be difficult to master and use effectively.
 They can make people feel uncomfortable, for example about drawing.
 They can be difficult to document in a report format but can be documented well
using photographs or by keeping flipcharts.
 Some people may not consider them to be valid ways of working.
 Participants may be more focused on the creative, rather than learning, aspect of the
activity.
 It can be difficult to establish clear action points or conclusions from the activity.

D. 21st Century Literacy Skills and Teaching Resources

1. Student-Led Learning (Cooperative Learning)

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 Student- or peer-led learning is where students themselves facilitate their learning,
often by students in the year above, guiding students in group activities to discuss
materials with their peers and solve problems. This helps them to think through what
they have previously been taught and encourages collaborative learning.
Cooperative learning is a student-centered, instructor-facilitated instructional
strategy in which a small group of students is responsible for its own learning and the
learning of all group members. Students interact with each other in the same group to
acquire and practice the elements of a subject matter in order to solve a problem,
complete a task or achieve a goal.
Panitz offers a similar definition; he goes on to add that the teacher maintains control
of the learning environment, designs learning activities, structures work teams, and, in
his view, does not empower students.
Kagan (1989) contributes that in cooperative learning the teacher designs the social
interaction structures as well as learning activities.
Johnson, Johnson and Holubec (1993) state that in cooperative learning students
can maximize their own and each other’s learning when they work together.

The power of student-led learning

Teaching, of course, plays a central role in education. However, in contemporary
education there is little doubt that the focus has shifted from teaching to learning.
Adopting an educational approach that places students at the center of the process has
gained in popularity not only because it offers students the choice of what and how they
learn, but because its independent approach also equips them with the key skills they
will later rely on in life. This is achieved by providing students with greater responsibility
for their learning, encouraging more collaboration within the classroom, while ensuring
that active and meaningful learning occurs.
Student-led learning encourages greater autonomy and helps ease student
transition from the classroom to life after school. It is also a pedagogical approach that
is becoming more widely adopted in international education and will hopefully become
the norm, not the exception.

36
The positive impact or power of student-led learning
1. It steps away from the outdated one-size-fits-all model and embraces the
personalized learning ethos by helping students discover their own potential;
2. It encourages learning through trial and error and reducing the negative
connotations imbued with ‘mistakes’;
3. It develops independent and critical thinking and problem-solving skills; and
4. It increases engagement in the classroom.

Creating a student-led classroom

The benefits of student-led learning are clear and there are some simple and effective
ways to facilitate student-led learning and help pupils take greater ownership of
their education.
1. Rearrange the classroom
One of the easiest ways to encourage greater engagement from students in their
learning is to change the physical learning environment. If students are able to
determine what their classroom looks like, they can create a more enjoyable learning
environment and can view teaching and learning in a more positive light.
This could involve rearranging the layout of tables and chairs but could also involve
‘softer’ touches such as display boards and posters that motivate the class and highlight
key learning areas for the term.
2. Develop self-awareness
Flexible learning environments can also support students in developing their
confidence as this approach naturally lends itself to more peer group and collaborative
learning activities. This allows students to become more aware of their personal
strengths and weaknesses through which SMART goals can be developed to extend
and improve their approach to learning as much as possible.
3. Use individualized learning applications
With the support of individualized learning applications, this self-awareness can be
further built upon through instantaneous feedback loops and reinforced learning.
Adaptive on-line resources used in the classroom or at home allow students to work

37
effectively at an appropriate level, receiving support or being challenged by the app,
depending on the way they interact with it.
4. Aim for conceptual understanding
Student-led learning is centered around the idea of students actively participating in
their education. With this in mind, students should focus their learning on underlying
concepts rather than simply memorizing facts as this deeper understanding will invite
more diverse and cross-curricular applications.
To facilitate this, teachers can encourage students to ask questions and
demonstrate the links between different concepts and subjects or even experiences
beyond the classroom, which are more connected to their personal sphere.
5. Encourage reflection
Importantly, in student-led learning much of the success relies upon a student’s
ability to be reflective and aware of their own learning process and outcomes. After all,
only if a student can leverage and address their strengths and weaknesses respectively
will success follow.
A useful way of developing critical reflection is by encouraging students to keep
a class journal as part of their homework routine. This can help them maintain and
analyze their progress towards achieving their goals and can also help inspire students
to push themselves further.
Self-reflection is an important aspect of learning, and by creating opportunities for
students to reflect on their progress, we are, in turn, deepening their understanding not
only of key concepts, but also their personal learning process. It is this self-inquiry that
provides valuable insights for teachers and students alike and if conducted at the
beginning and end of each unit can inform an adaptive student-led learning experience
that empowers all involved.
There are two critical element of cooperative learning and these are group team
work and team goals (Slavin,1996).

Principles and Elements in Constructing a Lesson in Cooperative Learning Model

1. Positive interdependence. Each student in the same group has a unique
contribution to make to the joint effort. Team members depend and rely on one another

38
to achieve the goal. Each group member’s effort is required and indispensable for group
success.
2. Individual accountability. All students in a group must be accountable for
contributing their own share of the work and mastering all of the material to be learned
to the group’s success.
3. Face-to-face promotive interaction. Although some of the group work may be
parceled out and done individually, some must be done interactively, with group
members providing one another with feedback, challenging reasoning and conclusions,
and perhaps most importantly, teaching, helping, supporting, applauding and
encouraging one another in order to reach the group’s goals.
4. Appropriate use of social, interpersonal, collaborative and small-group skills.
Students are encouraged and helped to develop and practice trust-building, leadership,
decision-making, communication, and conflict management skills.
5. Group processing. Team members set group goals, describe what member actions
are helpful or not, periodically assess what they are doing well as a team, and identify
changes they will make to function more effectively in the future.

2. Inquiry-Based Classroom Environment

The Inquiry-based Learning Model emerged in the 1960s, during the “discovery
learning” movement and relies upon the idea that individuals are able to learn by
investigating scenarios and problems, and through social experiences. Rather than
having to memorize information from printed materials, instructors encouraged their
students to conduct investigations that would satisfy their curiosity, help them broaden
their knowledge base and develop their skills and mental frames.
The key to success for students is making sure they are engaged with any material
they are learning. Sometimes, that’s easier said than done. For many students, the
traditional classroom approach leaves them bored and unengaged. As a result, they
aren’t effectively learning (or understanding) the material being taught. That’s where
inquiry-based learning comes in.

39
 Inquiry-based learning is an approach to learning that emphasizes the student’s
role in the learning process. Rather than the teacher telling students what they need to
know, students are encouraged to explore the material, ask questions, and share ideas.
Inquiry-based learning uses different approaches to learning, including small-group
discussion and guided learning. Instead of memorizing facts and material, students
learn by doing. This allows them to build knowledge through exploration, experience,
and discussion.
It is important to remember that inquiry-based learning is not a technique or practice
per se, but a process that has the potential to increase the intellectual engagement and
deep understanding of learners, urging them to:
 Develop their questioning, research and communication skills.
 Collaborate outside the classroom.
 Solve problems, create solutions, and tackle real-life questions and issues.
 Participate in the creation and amelioration of ideas and knowledge.

Is Inquiry-Based Learning Effective?

Just like experiential learning, inquiry-based learning actively engages students in
the learning process. Students aren’t just hearing or writing what they are learning.
Instead, students get the chance to explore a topic more deeply and learn from their
own first-hand experiences.
We retain 75% of what we do compared to 5% of what we hear and 10% of
what we read. Inquiry-based learning allows students to better understand and recall
material by actively engaging with it and making their own connections.

The Benefits of Inquiry-Based Learning

1. Enhances learning experiences for children. Sitting in a classroom taking notes
isn’t always the most effective (or fun) way to learn. Rather than memorizing facts from
the teacher, inquiry-based learning enhances the learning process by letting students
explore topics themselves.
2. Teaches skills needed for all areas of learning. As they explore a topic, students
build critical thinking and communication skills. The cognitive skills that students

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develop can be used to improve comprehension in every subject, as well as in day-to-
day life.
3. Fosters curiosity in students. An inquiry-based learning approach lets students
share their own ideas and questions about a topic. This helps foster more curiosity
about the material and teaches skills students can use to continue exploring topics they
are interested in.
4. Deepens students’ understanding of topics. Rather than simply memorizing
facts, students make their own connections about what they are learning. This allows
them to gain a better understanding of a topic than they would get by just memorizing
and recalling facts.
5. Allows students to take ownership of their learning. Students have the
opportunity to explore a topic, giving them more of a sense of ownership over their
learning. Instead of the teacher telling them what they should know, students are able to
learn in a way that works for them.
6. Increases engagement with the material. As a form of active learning, this
approach encourages students to fully engage in the learning process. By allowing
students to explore topics, make their own connections, and ask questions, they are
able to learn more effectively.
7. Creates a love of learning. Inquiry-based learning is designed to teach students a
love of learning. When students are able to engage with the material in their own way,
they will not only be able to gain a deeper understanding but they are able to develop a
passion for exploration and learning.

The 5 Steps of Inquiry-Based Learning

The inquiry-based learning includes the following steps:
1. Ask questions
2. Probe into various situations
3. Conduct analyses and provide descriptions
4. Communicate findings, verbally or in writing
5. Think about the information and knowledge obtained

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The Principles of Inquiry-Based Learning
There are certain principles that govern inquiry-based learning and can be
summarized as follows:
Principle 1: Learners are in the center of the entire process, while instructors,
resources and technology are adequately organized to support them.
Principle 2: All learning activities revolve around information-processing skills.
Principle 3: Instructors facilitate the learning process, but also seek to learn more about
their students and the process of inquiry-based learning.

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Principle 4: Emphasis should be placed on evaluating the development of information-
processing skills and conceptual understanding, and not on the actual content of the
field.

The 4 Forms of Inquiry

There are four forms of inquiry that are commonly used in inquiry-based instruction:
1. Confirmation inquiry. Learners are given a question, as well as a method, to which
the end result is already known. The goal is to confirm the results. This enables learners
to reinforce already established ideas, and to practice their investigative skills.
2. Structured inquiry. Learners are given the question and the method of achieving
the result, but the goal is to provide an explanation that is already supported by the
evidence gathered during and through the investigative process.
3. Guided inquiry. Learners are only given a question. The main goal is to design the
method of investigation and then test the question itself. This type of inquiry is not
typically as structured as the previously mentioned forms.
4. Open inquiry. Learners must form their own questions, design investigative
methods, and then carry out the inquiry itself. They must present their results at the end
of the process.
In an instructional setting, inquiry-based learning can give instructors the opportunity
to allow students to fully explore problems and scenarios, so that they can learn from
not only the results, but also the process itself. They are encouraged to ask questions,
explore their environments, and obtain evidence that support claims and results, and
design a convincing argument regarding the way they reached to the end result.

3. Collaborative Learning
Collaborative learning is the educational approach of using groups to enhance
learning through working together. The groups of two or more learners work together to
solve problems, complete tasks, or learn new concepts.
This approach actively engages learners to process and synthesize information and
concepts, rather than using rote memorization of facts and figures. Learners work with
each other on projects, where they must collaborate as a group to understand the

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concepts being presented to them. Through defending their positions, reframing ideas,
listening to other viewpoints and articulating their points, learners will gain a more
complete understanding as a group than they could as individuals.

Collaborative vs. Cooperative Learning: What is the Difference?

There is some confusion about what is the difference between these two types of
learning. In fact, cooperative learning is a type of collaborative learning, which is why at
first glance, the two might seem similar.
1. In cooperative learning, participants are responsible for a specific section of their
own learning and success, and also that of the group as a whole. They must use their
knowledge and resources to make sure that all team members understand the concepts
that they are learning; while in, collaborative learning, individual participants must also
take responsibility for their team learning and succeeding, but their roles, resources,
and organization is left up to them.
2. The roles and structure of cooperative learning are predefined, and are often likened
to the cast and crew of a theatre production: the success of the show depends on all of
the interconnected roles supporting each other, but there is a director overseeing the
project closely. In collaborative learning, there is no director to administer the rules of
engagement, so the group itself must self-direct.

20 Collaborative Learning Tips and Strategies for Teachers

There is an age-old adage that says, “Two heads are better than one.” Consider
collaboration in recent history: Watson and Crick or Page and Brin (Founders of
Google). But did you know it was a collaborative Computer Club about basic
programming at a middle school that brought together two minds that would change the
future of computing? Those two were, of course, Bill Gates and Paul Allen, the founders
of Microsoft.
Collaborative learning teams are said to attain higher-level thinking and preserve
information for longer times than students working individually. Why? Groups tend to
learn through “discussion, clarification of ideas, and evaluation of other’s ideas.”
Perhaps information that is discussed is retained in long-term memory. Research by

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Webb suggests that students who worked collaboratively on math computational
problems earned significantly higher scores than those who worked alone. Plus,
students who demonstrated lower levels of achievement improved when working in
diverse groups.
Many consider Vygotsky the father of ‘social learning.’ Vygotsky was an education
rebel in many ways. He controversially argued for educators to assess students’ ability
to solve problems rather than merely acquire knowledge. The idea of collaborative
learning has a lot to do with Vygotsky’s idea of the “zone of proximal development.” It
considers what a student can do if aided by peers and adults. By considering this model
for learning, we might consider collaboration to increase students’ awareness of other
concepts.
1. Establish clear group goals. Effective collaborative learning involves the
establishment of group goals, as well as individual accountability. This keeps the group
on task and establishes an unambiguous purpose. Before beginning an assignment, it
is best to define goals and objectives to save time.
2. Keep groups midsized. Small groups of three or fewer usually lack enough
diversity and may not allow divergent thinking to occur. Groups that are too large create
‘freeloading’ where not all members participate. A moderate size group of four or five is
ideal.
3. Establish flexible group norms. Research suggests that collaborative learning is
influenced by the quality of interactions. Interactivity and negotiation are important in
group learning.
4. Build trust and promote open communication. Successful interpersonal
communication must exist in teams. Building trust is essential. Deal with emotional
issues that arise immediately and any interpersonal problems before moving on.
Assignments should encourage team members to explain concepts thoroughly to each
other. Studies found that students who provide and receive intricate explanations gain
most from collaborative learning. Open communication is the key.
5. For larger tasks, create group roles. Decomposing a difficult task into parts saves
time. You can then assign different roles. A great example is in a classroom of science
lab, fifth grade students assumed different roles of group leader, recorder, reporter, and

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fact-checker. The students might have turns to choose their own role and alternate roles
by sections of the assignment or classes.
6. Create a pre-test and post-test. A good way to ensure the group learns together
would be to engage in a pre and post-test. In fact, many researchers use this method to
see if groups are learning. An assessment gives the team a goal to work towards and
ensures learning is a priority. It also allows instructors to gauge the effectiveness of the
group. Changes can be made if differences are seen in the assessments over time.
Plus, Bloom’s taxonomy can be used to further hone in on specific skills.
Individuals should also complete surveys evaluating how well the group functioned.
‘Debriefing’ is an important component of the learning process and allows individuals to
reflect on the process of group learning.
7. Consider the learning process itself as part of assessment. Many studies such
as those by Robert Slavin at Johns Hopkins have considered how cooperative learning
helps children develop social and interpersonal skills. Experts have argued that the
social and psychological effects on self-esteem and personal development are just as
important as the learning itself.
In terms of assessment, it may be beneficial to grade students on the quality of
discussion, student engagement, and adherence to group norms. Praise younger
groups for the following (for digital collaborative learning, for example) standards. This
type of learning is a process and needs explicit instruction in beginning stages.
Assessing the process itself provides motivation for students to learn how to behave in
groups.
8. Consider using different strategies, like the Jigsaw technique. The jigsaw
strategy is said to improve social interactions in learning and support diversity. The
workplace is often like a jigsaw. It involves separating an assignment into subtasks,
where individuals research their assigned area. Students with the same topic from
different groups might meet together to discuss ideas between groups.
This type of collaboration allows students to become ‘experts’ in their assigned topic.
Students then return to their primary group to educate others. Strategies here include
using clusters, buzz groups, round-robin, leaning cells, or fishbowl discussions.

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9. Allow groups to reduce anxiety. When tackling difficult concepts, group learning
may provide a source of support. Groups often use humor and create a more relaxed
learning atmosphere that allows for positive learning experiences. Allow groups to use
some stress-reducing strategies as long as they stay on task.
10. Establish group interactions. The quality of discussions is a predictor of the
achievement of the group. Instructors should provide a model of how a successful group
functions. Shared leadership is often useful here. Students should work together on
the task and maintenance functions of a group. Roles are important in group
development. Task functions include:
 Initiating Discussions
 Clarifying points
 Summarizing
 Challenging assumptions/devil’s advocate
 Providing or researching information
 Reaching a consensus
Maintenance involves the harmony and emotional well-being of a group. Maintenance
includes roles such as sensing group feelings, harmonizing, compromising and
encouraging, time-keeping, relieving tension, bringing people into the discussion, and
more.
11. Use real-world problems. Experts suggest that project-based learning using open-
ended questions can be very engaging. Rather than spending a lot of time designing an
artificial scenario, use inspiration from everyday problems. Real world problems can be
used to facilitate project-based learning and often have the right scope for collaborative
learning.
12. Focus on enhancing problem-solving and critical thinking skills. Design
assignments that allow room for varied interpretations. Different types of problems might
focus on categorizing, planning, taking multiple perspectives, or forming solutions. Try
to use a step-by step procedure for problem-solving. Mark Alexander explains one
generally accepted problem-solving procedure:
1. Identify the objective
2. Set criteria or goals

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3. Gather data
4. Generate options or courses of action
5. Evaluate the options using data and objectives
6. Reach a decision
7. Implement the decision
13. Keep in mind the diversity of groups. Mixed groups that include a range of
talents, backgrounds, learning styles, ideas, and experiences are best. Studies have
found that mixed aptitude groups tend to learn more from each other and increase
achievement of low performers. Rotate groups so students have a chance to learn from
others.
14. Consider demographics. Equally, balanced gender groups were found to be most
effective. Some research suggests that boys were more likely to receive and give
elaborate explanations and their stances were more easily accepted by the group. In
majority male groups girls were ignored. In majority girl groups, girls tended to direct
questions to the boy who often ignored them. You may also want to specifically discuss
or establish gender equality as a norm. This may seem obvious, but it is often missed. It
may be an issue you may want to discuss with older students.
15. Use scaffolding or diminished responsibility as students begin to understand
concepts. Serve as a facilitator, such as by gauging group interactions or at first,
providing a list of questions to consider. Allow groups to grow in responsibility as times
goes on. After all, increased responsibility over learning is a goal in collaborative
learning.
16. Include different types of learning scenarios. Studies suggest that collaborative
learning that focuses on rich contexts and challenging questions produces higher-order
reasoning. Assignments can include laboratory work, study teams, debates, writing
projects, problem-solving, and collaborative writing.
17. Technology makes collaborative learning easier. Collaboration had the same
results via technology as in person, increased learning opportunities. Try incorporating
free savvy tools for online collaboration online meetings. Be aware that some research
suggests that more exchanges related to planning rather than challenging viewpoints
occurred more frequently through online interactions.

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 This may be because the research used students that did not know one another. If
this is your scenario, you may want to start by having students get to know each other’s
backgrounds and ideas beforehand on a blog or chat-board.
18. Avoid ‘bad group work’. As with any learning strategy, it’s important to have a
balanced approach. Cynics usually have a valid point. A New York Times article, cites
some criticism of collaboration for not allowing enough time for individual, creative
thinking. Allow some individual time to write notes before the groups begin. This may be
a great way to assess an individual grade.
19. Be wary of ‘group think‘. While collaborative learning is a great tool, it is always
important to consider a balanced approach. At times, group harmony can override the
necessity for more critical perspectives. Some research suggests that groups favored
the more confident members. Changing up groups can help counter this problem.
20. Value diversity. Collaborative learning relies on some buy-in. Students need to
respect and appreciate each other’s viewpoints for it to work. For instance, class
discussions can emphasize the need for different perspectives. Create a classroom
environment that encourages independent thinking. Teach students the value of
multiplicity in thought. You may want to give historical or social examples where people
working together were able to reach complex solutions.

Benefits of Collaborative Learning

1. Turns learning into a truly active process. The learner must organize their
thoughts, present a cohesive argument to demonstrate their point, defend that point to
their peers, and convince others that their argument is correct. This active engagement
means that the individual learns, and retains, more knowledge.
2. Promotes learning from others viewpoints. Learners benefit from hearing diverse
viewpoints. Studies show that when a person is exposed to diverse viewpoints,
especially from people with varied backgrounds, they learn more.
3. Teaches how to think critically and quickly. The learner must quickly synthesize
responses and, if they find that their argument is lacking, adjust their ideas on the fly.
Individuals learn how to think critically and quickly, while intaking new information and
adjusting their own viewpoint as new ideas are introduced.

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4. Promotes listening to criticism and advice. The learner will also listen to others
talking through their ideas, offering their thoughts for or against their peers’ arguments.
This dynamic approach means that learners gain a more full understanding of the topic,
as they have to consider it from all angles.
5. Develops public speaking and active listening skills. Individuals learn to speak
well in front of an audience of their peers, to listen actively, to challenge ideas and build
a framework of ideas in conjunction with others. This increased social ease will help
individuals both socially and at work.
6. Improves cooperation. When given a specific goal, learners are more likely to
engage in thoughtful discussion with each other, improving both their understanding of
the subject and their esteem for each other.

4. Higher- Order Thinking Skills (HOTS) Activities

High-order thinking skills are a series of important competencies individuals can
utilize in order to improve learning progress and critical thinking. Those who employ
high-order thinking skills understand how to analyze and evaluate complex information,

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categorize, manipulate and connect facts, troubleshoot for solutions, understand
concepts, connections and big picture thinking, problem solve, ideate and develop
insightful reasoning.
High-order thinking skills, also called high-order thinking or HOT, refer to skills
that go beyond memorizing information or regurgitating stories—skills at the bottom of
the Bloom’s Taxonomy hierarchy—and emphasize the development of analytical skills.
High-order thinking skills are thought to be harder to teach and learn than mere
facts, but are ultimately more important for developing critical thinking and analytical
faculties. Though essential at the university and college level, high-order thinking skills
are thought to be increasingly important in early education.

HOT requires that we do something with the facts. We must understand them, infer
from them, connect them to other facts and concepts, categorize them, manipulate

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them, put them together in new or novel ways, and apply them as we seek new
solutions to new problems. The following are several ways to access higher order
thinking:
Concepts
To understand a group of facts, it is important to understand the conceptual "family"
to which this group of facts belongs. A concept is an idea around which a group of
ideas revolves — a mental representation of a group of facts or ideas that somehow
belong together. Concepts help us to organize our thinking.
Football, basketball, tennis, swimming, boxing, soccer, or archery all fit the concept
of sports. In addition, a person might also group these sports into two more specific
concept categories: team sports, such as football, basketball, and soccer; and individual
sports, such as tennis, swimming, boxing, and archery.
Concept Formation
Concepts can represent objects, activities, or living things. They may also represent
properties such as color, texture, and size (for example, blue, smooth, and tiny); things
that are abstract (for example, faith, hope, and charity); and relations (for example,
brighter than and faster than). Concepts come in a variety of forms, including concrete,
abstract, verbal, nonverbal, and process.
 Concrete or Abstract
 Abstract concepts can be used and thought about, but we cannot use our senses
to recognize them as we can with concrete concepts. In order to understand abstract
concepts, we either have to experience them or compare them to something else we
already know. Imagination, friendship, freedom, and jealousy are examples of
abstract concepts.
 Concrete concepts are those that we can see, touch, hear, taste, or smell. They
are generally easier to understand than abstract ones because a person can actually
see or touch concrete concepts. However, as students move from elementary to
middle to high school, they need to be able to grasp more and more abstract
concepts. Not only are abstract concepts harder for students to learn, but they are
also harder for teachers to teach.

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 Verbal or Nonverbal
 Verbal concepts are those that use language to explain them. They are described
by using words, such as love, habitat, and peace. A concept may be both abstract
and verbal, such as democracy, or both concrete and verbal, such as tool.
 Nonverbal concepts are those that lend themselves to being easily understood by
being pictured or visualized, such as circle, cup, and evaporation.
Many times both verbal and non-verbal concepts can be used to explain something.
While many people prefer one over the other, it is good to think about a concept both by
picturing it and by describing it with words. Constructing both visual and verbal
representations yield a more thorough understanding of the concept.
 Process
Process concepts are those that explain how things happen or work. They often
include a number of steps that a person must understand in order to master the
concept as a whole. Photosynthesis is an example of a process concept in science.
The photosynthesis process has certain steps that must take place in a certain
order. Math and science courses use process concepts frequently.
Schemas
Bernice McCarthy, a well-known educator, summed it up like this: "Learning is the
making of meaning. Meaning is making connections. Connections are the concepts."
McCarthy is saying that in order to learn something, we must understand its meaning.
We make meaning by connecting new ideas to ones we already have. The links or
chains with which we connect new ideas or information to ones we already know are
their common concepts.
Schema is a pattern or arrangement of knowledge that a person already has stored
in his brain that helps him understand new information. A student may have a definite
image in his mind of what a reptile looks like from information he has learned about
reptiles from pictures that he has been shown, by what he has read and by what he has
been told. When he encounters a creature that he has never seen before, and the
creature has all of the qualities that he has stored in his brain about reptiles, then he
can infer or draw the conclusion that it probably is a reptile.

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 Some schemas are also linked to rules and predictable patterns that we have
learned. Students can develop schemata for the tests a certain teacher gives, because
she always gives the same type of test. This helps a student to know how to study for
the test because he knows the kinds of questions the teacher is going to ask. A schema
does not always follow a pattern or a rule, however, due to exceptions or irregularities.
For example, students may think that they have mastered a spelling or grammar rule
only to have the teacher give an exception to the rule. On the whole, however, using a
schema or pattern is a way to make helpful predictions.
Metaphors, similes, and analogies
Metaphors, similes and analogies are ways to explain the abstract or unfamiliar by
showing how the abstract/unfamiliar phenomena shares characteristics with or
compares to a familiar object, idea or concept. Metaphors, similes and analogies may
also result in the creation of an image in the mind's eye.
The ability to create similes, metaphors and analogies is a greater skill than
understanding those created by others. A correctly formed metaphor, simile or analogy
indicates that the person understands the subject matter so well that he can make
another representation of it. This represents concept connection at higher levels. The
capacity to reason using metaphors, similes and analogies is related to the ability to
draw inferences from what is read or discussed.
Visualization
Not all thinking is done in words. Sometimes a person may form visual images or
pictures in her mind that are equally as meaningful as, or more meaningful than, words.
When many of us are asked to give directions to a person, we are able to see a map or
visual in our minds that helps us to give these directions.
When you read a really good novel, do you visualize what the setting and the
characters look like? Are you running your own movie camera? When you are asked
the difference between a square and a trapezoid, do you see in your mind what each of
these figures looks like? If you can do these things, then you have the ability to use
visual imagery. Visualization is especially helpful to students in subjects such as
literature, geography, biology, and math.

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Inference
To infer is to draw a conclusion — to conclude or surmise from presenting evidence.
An inference is the conclusion drawn from a set of facts or circumstances. If a person
infers that something has happened, he does not see, hear, feel, smell, or taste the
actual event. But from what he knows, it makes sense to think that it has happened.
Sometimes inferring is described as "reading between the lines."
Authors often give clues that are not directly spelled out. When a reader uses the
clues to gain a deeper understanding of what he is reading, he is inferring.
Assessments of the ability to make inferences about written text are used to measure
reading skill or listening skill.
Inferring is sometimes confused with implying. An author or speaker implies while
the reader or listener infers. When we say that written text or a speaker implies
something, we mean that something is conveyed or suggested without being stated
outright. For example, when the governor said he would not rule out a tax increase, he
implied that he might find it necessary to advocate raising some taxes.
Inference, on the other hand, is a thought process performed by a reader or listener
to draw conclusions. When the governor said he would not rule out a tax increase, the
listener or reader may infer that the governor had been given new information since he
had until now been in favor of tax reductions.
Problem solving
Not a day goes by that a person doesn't have to solve problems. From the moment a
person gets up in the morning and decides what to eat for breakfast, what to wear to
work or to school, or how to explain to the teacher why he didn't get his homework done
or to his boss why his monthly report isn't finished, he is solving problems. Problems
can affect many aspects of our lives, including social, personal, health, and, of course,
school.
Being able to problem solve in school is extremely important. What to write for an
essay, how to solve a problem in math, choosing the correct materials for a science
experiment, or even deciding who to sit next to at lunch can all be significant problems
that a student must solve. How a student goes about solving his problems is important

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in terms of how successful the results will be. Problems need to be worked through
systematically and logically in order to come to a satisfactory conclusion.
When problem solving, it is important to remember the steps needed to be taken.
First, the problem needs to be defined and given definite limitations by drawing a mental
box around it.
Being creative, considering several strategies, and trying out multiple strategies as a
means toward reaching the solution is part of being a good problem solver. It is
important in problem solving to remember that mistakes are learning opportunities
because a person learns what doesn't work.
In scientific research, the goal is as often to prove a theory wrong as it is to prove a
theory right. Thomas Edison was asked once how he kept from getting discouraged
when he had made so many mistakes before he perfected his idea of the light bulb. He
had tried over 2,000 ways before one worked. Edison responded that he had not made
2,000 mistakes, but rather that he had over 2,000 learning experiences that moved him
closer to the answer.
Idea generation
How often have students heard the teacher say, "Let's hear your ideas about this,"
or "I need to have some more ideas about how this will work?" Coming up with original
ideas is very important in higher order thinking. But what are ideas and where do they
come from?
Insights
Some ideas come from insight — a spontaneous cohesion of several thoughts. An
insight is like a light bulb turning on in a person's head. Insights are great thoughts that
help a person to see or understand something, quite often something that he has not
been able to figure out before.
For example, a student may be having trouble getting all of his homework done
every night. Usually this student leaves his math homework until last because he
doesn't like math and math is hard for him. Suddenly, he considers that if he does his
hardest subject first, the rest of the homework won't seem so bad, and he might actually
finish it all. This student just had an insightful idea about how to solve his homework
problem.

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Original Ideas
Some ideas are called original ideas which are thoughts that a person has made up
himself and has not copied from someone else. Many teachers look for students who
can come up with ideas that no other students have had. To have original ideas, a
person has to use his creative imagination. There are several ways to generate original
ideas:
Brainstorming
One way to generate original ideas or to create a new method of doing things is by
brainstorming. Brainstorming can be done individually or in groups, although we usually
do this best in groups. It has been said that the best way to have a good idea is to have
a lot of ideas. In order to have a lot of ideas, we need to brainstorm.
When brainstorming, the foremost goal is to generate as many ideas as
possible, regardless of the feasibility of the idea. If students brainstorm in a group,
they can build on each other's ideas. One student's suggestion may give another
student a terrific idea that he would not have thought of without the other student's idea.
Group members can "hitchhike" on each other's ideas, and modify each other's ideas in
order to make new ideas. Becoming good at brainstorming has a practical application to
adult life as well as being useful in school. Many new products, such as the iron that
turns itself off, were developed by adults through brainstorming.
Critical thinking
Another way to form ideas is to use critical thinking. This involves a person using his
own knowledge or point of view to decide what is right or wrong about someone else's
ideas. This is sometimes called "having a mind of your own." It means that a person
doesn't have to believe or accept everything that someone else says or writes.
For example, a friend decides that Babe Ruth is the best baseball player who ever
lived. But another friend may feel that Mark McGuire deserves that title, and he may
have lots of facts to support his position.
In addition to evaluating other people's ideas, critical thinking can also be used to
evaluate things. A person does this when he is deciding which new telephone or book to
buy. Of course, critical thinking can sometimes be carried too far. Nobody likes the
person who argues about everything and only feels his point of view is right. If used

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reasonably, however, critical thinking can help a student be successful in school and
elsewhere.
Creativity
Creativity can be measured by its fluency, flexibility, originality, and elaboration. The
most creative minds are those for whom creative thought is fluid. The most creative
thinkers are also flexible within their creating — they are willing and able to manipulate
their thinking to improve upon that which they are creating.
Creative thinkers are able to elaborate on their creation, largely because it is their
creation and not one that has been borrowed. When creative thinkers are at the peak of
their creative process, they may enter a state of concentration so focused that they are
totally absorbed in the activity at hand. They may be in effortless control and at the peak
of their abilities.
Successful Intelligence
Robert Sternberg, a well-known professor of psychology and education at Yale
University, says that successful people use three kinds of intelligence: analytical,
creative, and practical. A successful person, according to Sternberg, uses all three.
Analytical intelligence uses critical thinking. The analytical student most often gets
high grades and high test scores in traditional school. The analytical student likes
school and is liked by her teachers. A person with analytical intelligence is good at
analyzing material. Analytical thinking includes judging, evaluating, comparing,
contrasting, critiquing, explaining why, and examining.
When students are given three choices for a project in science, they analyze each in
their own way and then make their choices. In literature class, students critique a poem.
In math class, they solve word problems. In history class, students compare and
contrast the causes of World War I and World War II. And after school at football
practice, the football coach and the team analyze their upcoming opponents each week.
Analytical thinking is also used to evaluate things. A person does this when he uses
critical thinking to decide which computer or skateboard to buy. He also does this when
he decides which movie to go to or which TV program to watch.
Creative thinkers are original thinkers who see things differently. Creative thinkers
often feel confined by school because they are asked to do things in an uncreative way.

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They may often get average grades in a traditional school, ask questions that may seem
odd or unusual, and are sometimes viewed by their teachers as a "pain" because they
want to do things their way.
Creative thinking involves creating, discovering, imagining, supposing, designing,
"what if-ing," inventing and producing. Forming creative ideas means coming up with
an unusual, novel, or surprising solution to a problem. People who have creative ideas
are able to apply problem-solving skills in a new situation. They see relationships others
just don't see until they are pointed out. Inventors such as Thomas Edison took the
information they had and regrouped it until something new happened. Creative thinking
has novelty, flexibility and originality.
The invention of Velcro is a good example. The inventor of Velcro got his idea from a
cock-a-bur that stuck on his pants when he walked in the woods. When he looked
closely at the cock-a-bur on his pants, he saw that one "side" had lots of points (the
cock-a-bur) and the other "side" was made of lots of round loops (the pants material).
He also noticed how firmly the cock-a-bur was stuck to his pants. He decided that
pointed and looped surfaces could be a good way to join two items. Thus, Velcro was
born.
Being creative isn't just about inventing. It's also about solving unexpected problems
that come up every day. For example, the Apollo 13 mission had a problem with the air
filter in the lunar module. The filter in the lunar module needed to be replaced with the
one from the command module, but the two filters had differently shaped fittings that
could not be interchanged. The ground crew brainstormed and figured out a way to
make the new filter fit into the old hole by using plastic baggies, duct tape, and a sock,
and creatively solved the problem with the materials at hand.
Solutions to the world's problems will never be found in textbooks. They reside in the
minds of creative, inventive people. So it is important for all students to exercise their
creative "muscles."
People with good practical intelligence are said to have good common sense.
They may not make the best grades in traditional school, but they know how to use
knowledge, how to adapt it to different situations, and often how to get along with
others. Practical thinkers can take knowledge and apply it to real life situations. Practical

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thinking involves practicing, demonstrating, using, applying and implementing
information.
For example, in science class, students may tell all the ways reptiles are useful to
people. In math class, students may develop a monthly food budget for a family of four
based on actual food costs at the local grocery. In history class, students may explain
how a certain law has affected their lives, and how their lives might be different if that
law did not exist. In literature class, they may tell what general lesson can be learned
from Tom Sawyer's way of persuading his friends to whitewash Aunt Polly's fence, and
they give examples of how that method is used in today's advertising. All of these are
examples of how to use practical intelligence.
So which type of thinking — analytical, creative and practical — is best or most
useful? There is no one, best way to be smart or to think. All three kinds of thinking are
useful and interrelated, and all three contribute equally toward successful intelligence.
Analytical thinking is good for analyzing and information. Creative thinking allows us to
come up with novel solutions and original ideas. Practical thinking helps us adapt to our
environments and use common sense in real life. The Velcro inventor first used creative
intelligence to transform the relationship of cock-a-burs and his pants into a broader
concept. He used practical intelligence to realize the many applications for his creative
invention. He also used analytical intelligence to examine each of those potential
applications and then decide which applications he would pursue first. Although many of
us are stronger in one of the three intelligences than the other two, more success is
achieved when we learn to balance and use all three.

5. Creative Learning
Creative learning is the process of acquiring knowledge and abilities using creative
processes. In other words, creative learning means creating theories, tests, stories,
solutions, analysis and designs as opposed to simply trying to memorize only these
information.

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Role and Importance of Creativity in Classroom
A good classroom environment always has some elements of creativity which makes
the lessons more interesting and interactive. The right mix of creativity along with
curriculum helps students to be innovative and also encourages them to learn new
things. Students can grow up as good communicators in addition to improving their
emotional and social skills. Creative classrooms can really transform the way students
acquire education and how they apply it in their real life. In fact, creative expression
plays a key role in a student’s emotional development.
1. Learn with fun. Creative classrooms give an opportunity for students to learn with
fun. The teaching activities such as storytelling and skits help them to learn without the
pressure of learning. Students are always fun loving and including creative activities
along with curriculum gains their interest for learning.
Fun team building activities can be organized so as to promote creative thinking in
groups and helping them to learn about accepting others’ ideas.
2. Freedom of Expression. Unlike the conventional teaching methods, the creative
classrooms give them the opportunity to express themselves. Whether it is debate or
classroom discussions or field trips, students have the chance to come out of their
shelves and become a part of it. This freedom of expression gives them a sense of
goodness and happiness.
Making some contributions in the learning sessions gives them a sense of
satisfaction too. A creative approach to learning makes them more open with the
puzzles that come their way and gives them a feeling of accomplishment and pride.
3. Emotional Development. Creative expression is important for a kid to trigger up
their emotional development. Importantly, this has to happen at their lower classes itself
so that they grow up by responding well to the happenings around them.
Creativity gives them that freedom to explore the surroundings and learn new things
from them. Students would always love a classroom setting that helps them to explore
freely without setting them any boundaries. When they can show off their true emotions
in a creative manner in their classrooms, they can build up good confidence level.
4. Enhances Thinking Capability. Creativity can stimulate imaginative thinking
capability in students. That is why teachers promote activities such as open-ended

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questions, creative team building activities, brainstorming sessions and debates amidst
busy curriculum schedules.
Some teachers tactfully use these techniques to teach tough lessons to make
children learn with fun and ease. Activities such as puppet shows will keep the students
feel interested in the learning sessions and the flow of images in their mind gives them
the pleasure of creativity.
The open-ended questions will open them a world of imaginative thinking and they
can come up with creative responses.
5. Reduced Stress and Anxiety. When some time is set aside for creativity in between
all the strenuous study times, it takes a lot of stress away from students. This sense of
joy keeps them relaxed and reduces their anxiety which in turn helps them to prepare
well for exams and excel in it.
Integrating more hands-on learning and making room for visual reflection is really
going to make a positive impact. Encouraging productive discussions as well as making
the classroom layout more flexible all matters a lot in gearing up a creative classroom
atmosphere.
6. Boosts Problem Solving Skills. The brainstorming activities involving puzzles can
stimulate the skills of problem-solving in children. Creativity can really alter the way
students approach a problem and it can be impressively optimistic once they go through
creative teaching sessions.
Creative problem solving can be encouraged in classrooms that help students to
think out of the box and be more imaginative and innovative. With this way, the
problems or opportunities are redefined by the students and the solutions or responses
would be more innovative.
7. Improves Focus and Attention. The average attention or concentration span of a
lower class kid is just a few minutes. The conventional teaching methods would be
boring for them and they may lose their focus in the midway. Including creative teaching
strategies such as storytelling and skits are sure to improve their focus and attention
and the study time would be more productive.

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 Playing memory games, taking regular breaks and intervals to bring in some
creativity and setting a flexible classroom environment can make a lot of improvement in
their attention span.
8. Better Communicators. A classroom environment that promotes creativity opens
them a world of communication. Students can make better conversation and stimulate
innovative thinking and talking sessions in their free time. This also triggers group
problem solving and shared learning that gives them a feeling of togetherness.
Classroom debates not only help them to think creatively but also understand and
welcome others’ views. This kind of shared creative experience helps them to open up
to one another and grow up as better communicators.
9. Follow Passions. Working out the passions in addition to excelling in academics is
important for a student to come up successful in life. A good classroom environment
should give space for students to follow their passions whether it is music, dance,
poetry, drawing or other art forms. This gives students a sense of happiness which in
turn helps them to approach academics with a free mind.
Setting aside time for such activities is really going to help them develop their
creative talents in addition to academic brilliance. Students who rightly use these
opportunities can come out of the school with flying colors.
10. Future Opportunities. A stimulating classroom can have charts that visualize the
goals with timelines that help students to have a look on the go. The classrooms are the
place where students get the basement for how successful they can be when they grow
up. The skills and the confidence they gain throughout their school days are really going
to make an impact in the way they prosper the career.
In fact, creative persons have an upper hand in triggering future opportunities than
those with a mere academic skill set. They can express freely during knock out rounds
and the way they present themselves really matters in this competitive phase.
11. Innovative Mindset. Open-ended questions and classroom discussions are two
popular creative teaching strategies that help students to develop an innovative
mindset. Students get opportunity to think more critically about the question or subject
and come up with innovative ideas.

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 The friendly classroom discussions also aid them to think decisively about others’
ideas and contributions while thinking critically to produce something innovative. A
stimulating classroom setting which is colorful rather than black and white can do the
trick to lower class students and teachers can make some effort to bring in some humor
between the lessons.
12. Drive Lifelong Learning. A person with a creative mindset always has that craving
to learn new things every time and this helps them to have that amazing feeling of
lifelong learning. This would really keep them engaged and active throughout which in
turn helps them to stay young always.
A curious mind always loves to learn more and the creative classrooms can build up
a curious mindset in children through unconventional ways. The education apps are on
the rise with the growing mobile market, however, it is the role of a good teacher to
bring in the right mix of creativity in classrooms and bring out the best in the students.
The pleasure of creativity also contributes a lot to improved health and this helps them
to have a continued growth in academics as well as world of creativity.

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Guide Questions:
1. What are the strategies for the development of emergent literacy skills and teaching
resources?
2. How does the brain acquire basic literacy skills?
3. What is the difference between collaborative vs. cooperative learning?

Answers to Guide Questions:

1. Pictures and objects. Establish predictable routines through pictures and other
objects.
Letters and words. Create a communication-rich environment with meaningful
activities in the natural context.
Sounds. Provide concrete language-embedded experiences.
Read aloud experiences.
 Reading a book with a young child should be fun for both the adult and child.
 Choose a book that relates to the child's own experiences.
 Read at a pace that is appropriate to the child.
 Provide props to supplement the illustrations. Concrete objects, movements, and
sounds may all be helpful.
 Modify the book to meet a child's individual needs and interests. Add texture, color,
tactile cues, or anything to enhance the experience and make the book more
accessible to the child.
2. As the teacher chooses appropriate strategies to build young learners’ reading
abilities, it is important to understand the internal command center that processes and
builds these competencies. The generally agreed building blocks of reading include
phonemic awareness, phonics, fluency, vocabulary, and comprehension. There are five
areas to appreciate the underlying brain development that occurs and how this can
affect the teacher’s instructional approach.
a. There is some confusion about what is the difference between these two types of
learning. In fact, cooperative learning is a type of collaborative learning, which is why at
first glance, the two might seem similar.

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 In cooperative learning, participants are responsible for a specific section of their
own learning and success, and also that of the group as a whole. They must use their
knowledge and resources to make sure that all team members understand the concepts
that they are learning; while in, collaborative learning, individual participants must also
take responsibility for their team learning and succeeding, but their roles, resources,
and organization is left up to them.
The roles and structure of cooperative learning are predefined, and are often likened
to the cast and crew of a theatre production: the success of the show depends on all of
the interconnected roles supporting each other, but there is a director overseeing the
project closely. In collaborative learning, there is no director to administer the rules of
engagement, so the group itself must self-direct.

Assessments #4: Teaching Demonstration.

The class will be divided into three groups. Each group will demonstrate, explain and
critique strategies for the development of the different literacy skills utilizing appropriate
teaching-learning resources to develop higher-order and creative thinking skills.

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 MODULE 3: 21st CENTURY SKILL CATEGORIES
Objectives:
At the end of the unit, the pre-service teacher can:
1. explain the different categories of 21st century skills; and
2. demonstrate teaching strategies that promote the development of 21st century
literacy skills in a particular subject area.

The 21st Century skills are 12 abilities that today’s students need to succeed in their
careers during the Information Age. The twelve 21st Century skills are:
1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills
These skills are intended to help students keep up with the lightning-pace of today’s
modern markets. Each skill is unique in how it helps students, but they all have one
quality in common. To start, let's dive into the three categories that 21st Century skills
fall into.

The Three 21st Century Skill Categories

The 21st Century skills are broken into three main categories:
1. Learning skills- (Four C’s) teaches about the mental processes required to adapt
and improve upon a modern work environment.

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2. Literacy skills- (IMT) focuses on how learners can discern facts, publish outlets,
and the technology behind them. There’s a strong focus on determining trustworthy
sources and factual information to separate it from the misinformation that floods the
Internet.
3. Life skills- (FLIPS) take a look at intangible elements of the learner’s everyday life.
These intangibles focus on both personal and professional qualities. Altogether,
these categories cover all 12 21st Century skills that contribute to a student’s future
career.

Category 1. Learning Skills (The Four C’s)

The four C’s are by far the most popular 21st Century skills. These skills are also
called learning skills. More educators know about these skills because they are
universal needs for any career. They also vary in terms of importance, depending on an
individual’s career aspirations.

The 4 C's of 21st century learning skills are:

1. Critical thinking (Finding solutions to problems). Critical thinking empowers students
to discover the truth in assertions, especially when it comes to separating fact from
opinion. With critical thinking, students do not just learn a set of facts or figures; instead,
they learn how to discover the facts and figures for themselves. They ask questions.
They become engaged in the world around them. They help others think critically, too.
That might be the most important part of critical thinking.

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 Critical thinking is essential to improvement. It is the mechanism that weeds out
problems and replaces them with fruitful endeavors. It is what helps students figure stuff
out for themselves when they don’t have a teacher at their disposal.
Problem Solving Curriculum
Here’s few of the ways we foster critical thinking and problem solving with our
curriculum:
a. Asking open-ended questions – ask students open-ended questions and have
them reflect and record their answers. Asking questions that do not have one right
answer helps.
b. Categorizing and classifying – having students categorize or classify examples
helps them to identify the example according to a rule or set of rules. They have to think
critically in order to apply the proper rules.
c. Make decisions – scenarios are a huge way to foster critical thinking and problem
solving. Placing students in a real-life scenario and asking them to make decisions is a
great way to sharpen their critical thinking and problem-solving skills. This offers
students a safe environment to make mistakes that they can learn from. It also affords
students the opportunity to try a scenario over and over to experience all of the
possibilities.
d. Find patterns – Finding patterns is about having the student assess what they are
learning and finding similar opportunities for this information to apply in real life. Where
have they seen or heard of a similar scenario? Where can they find this item in real life?
Where would this rule apply in the real world?
2. Creativity (Thinking outside the box). Creativity is equally important as a means of
adaptation. This skill empowers students to see concepts in a different light, which leads
to innovation. In any field, innovation is the key to adaptability and overall success of
any organization. Learning creativity as a skill requires someone to understand that “the
way things have always been done” may have been best 10 years ago — but someday,
that has to change.
Creativity teaches students learn how to be creative by solving problems, creating
systems, or just trying something they haven’t tried before. That doesn’t mean every

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student will become an artist or a writer. Instead, it means they’ll be able to look at a
problem from multiple perspectives — including those that others may not see.
Creativity allows students to embrace their inner strengths from big-picture planning to
meticulous organization. As a student learns about their creativity, they also learn how
to express it in healthy and productive ways. More importantly, they also become
motivated to share that creativity with others. Just like with critical thinking that makes
creativity contagious.
One student creates an interesting or innovative solution to a problem. Then, when
they share it, the next student can become inspired to try something similar. That’s not
to say every single creative endeavor will be a ringing success. Students will fail at
some point, and some of their ideas simply won’t work. But that is okay.
The point of creativity is to encourage students to think differently than convention
demands. They don’t have to do things the way they have always been done. Instead,
they can figure out a better way. Students don’t have to embrace their creativity alone,
either. In fact, creativity works best when combined with the next 21st Century skill.
3. Collaboration (Working with others). Collaboration means getting students to work
together, achieve compromises, and get the best possible results from solving a
problem.
Collaboration may be the most difficult concept in the four C’s. But once mastered, it
can bring any organization back from the brink of failure. The key element of
collaboration is willingness. All participants have to be willing to sacrifice parts of their
own ideas and adopt others to get results. That means understanding the idea of a
“greater good,” which in this case tends to be a wide success.
Collaboration is important because whether students realize it or not, they will
probably work with other people for the rest of their lives. Virtually every job requires
someone to work with another person at some point, even if it is for something as
simple as what to get for lunch.
Practicing collaboration and teamwork helps students understand how to address a
problem, pitch solutions, and decide the best course of action. It is also helpful for them
to learn that other people don’t always have the same ideas that they do. In fact, as

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students practice collaboration more and more, they will learn that they have almost
none of the same ideas that others do.
This can affect students in one of two ways: first, it could discourage them since
nobody seems to agree with them that often; second, it could embolden them because
they realize they are bringing something unique to every conversation.
As a teacher, it is crucial that students are encouraged to look at themselves through
that second lens. That way, students learn that they should speak up when they have
an idea.
4. Communication (Talking to others). Communication is the glue that brings all of
these educational qualities together.
Communication is crucial for students to learn how to effectively convey ideas
among different personality types. Without understanding proper communication,
students in the 21st Century will lack a pivotal skill to progress their careers.
Communication is the practice of conveying ideas quickly and clearly. In the age
of text-based communications — SMS, emails, social media, etc. — it’s never been
more important for students to learn how to convey their thoughts in a way that others
can understand them. That is because text-based communications lack tone, which is
critical to understanding the context of someone’s words. Still, even in situations where
vocal tone is available, students need to learn how to communicate effectively.
Reading an audience — even if it’s just two other people in a group discussion —
lets students determine whether they should keep expanding on an idea or wrap up
their point. The point is that as students practice communication, they become better at
efficiently conveying an idea without losing their point “in the weeds,” so to speak.
With communication locked down, students can streamline their ideas and make a
positive impression on those around them. Still, it’s important to note that
communication isn’t enough on its own to help students with 21st Century skills. To
really succeed, students need to use all four of these skills together

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Category 2. Literacy Skills (IMT)

Literacy skills are the next category of 21st Century skills. They are sometimes called
IMT skills, and they are each concerned with a different element in digital
comprehension.
The three 21st Century literacy skills are:
1. Information literacy: (Understanding facts, figures, statistics, and data). It is the
foundational skill which helps students understands facts, especially data points that
they will encounter online. More importantly, it teaches them how to separate facts from
fiction.
In an age of chronic misinformation, finding truth online has become a job all on its
own. It is crucial that students can identify honesty on their own.
2. Media literacy: (Understanding the methods and outlets in which information is
published).It is the practice of identifying publishing methods, outlets, and sources while
distinguishing between the ones that are credible and the ones that aren’t. Just like the
previous skill, media literacy is helpful for finding truth in a world that is saturated with
information.
This is how students find trustworthy sources of information in their lives. Without it,
anything that looks credible becomes credible. But with it, they can learn which media
outlets or formats to ignore. They also learn which ones to embrace, which is equally
important.
3. Technology literacy: Understanding the machines that make the Information Age
possible. Technology literacy goes another step further to teach students about the
machines involved in the Information Age.

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 As computers, cloud programming, and mobile devices become more important to
the world, the world needs more people to understand those concepts. Technology
literacy gives students the basic information they need to understand what gadgets
perform what tasks and why.
This understanding removes the intimidating feeling that technology tends to have.
But technology literacy unmasks the high-powered tools that run today’s world. As a
result, students can adapt to the world more effectively. They can play an important role
in its evolution.

Essential Steps to Teach Information Literacy

1. Define Information Literacy
The Internet is not going away, so students need to know how to keep themselves safe
from misinformation for their entire lives. The younger the students, the simpler the
terms should be.
Explain information literacy as “understanding what’s true and what’s a lie. Explain it
in terms of “identifying fake information and understanding real news.”
However, the scope of these definitions doesn’t mean information literacy is difficult
to understand. Anyone who knows about the Internet can learn about information
literacy.
2. Show Examples of Trustworthy and Untrustworthy Information
Examples are the best way to show the real-world applications of information
literacy. The more extreme the examples you provide, the clearer you can make your
point.
Example: the New York Times has built a reputation on integrity and open information.
It’s earned 122 Pulitzer Prizes for excellence, and it’s been in business since 1851.
They also talk extensively about their hiring processes and requirements, which means
their standards for personnel are high. It can be contrasted with that with social media,
most notably Facebook or Twitter. The open-ended nature of these social networks
means it’s easy for someone to make an unfounded claim.
That misinformation — especially when it’s made to look legitimate — is dangerous,
especially to young minds. That’s why it’s so important to clarify that students shouldn’t

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trust everything they see on a social network at first glance. They need to learn how to
verify that a source is trustworthy for themselves.
3. Define What Makes an Online Source Trustworthy
There’s a knee-jerk reaction for everyone (not just students) to believe something
they read, especially when it comes from a friend or reinforces an opinion. But that is a
dangerous way to live. Believing too much misinformation will leave someone just as
ignorant as if they had no information in the first place. So what qualities make a source
trustworthy?
a. The Author Is Listed on the Information
While fame doesn’t automatically qualify someone as a “good source” of information,
it’s helpful to see that an author is listed on an article or blog post. If they are, that
means they’re claiming personal responsibility for the information they are conveying.
If it is inaccurate, their reputation and career will suffer. Finding an author’s name
should be easy. It’ll either be at the top or bottom of a page. If the students can’t find
one for an information source, that is a major red flag.
b. The Author Has a Positive Reputation
In the event that students can find an author’s name, the next step is to verify the
author’s reputation. Students can do this in an instant by searching the author’s name
on Google, Bing, or another search engine. The results should show that author’s
record of published works and their social media accounts. If either seems biased or
inaccurate, then you have to question the author’s credibility.
c. A Date Shows the Information as Current
Dates matter. Information changes in a flash, thanks to the Internet. If a student
needs to verify information as credible, they need to find a date. Likewise, the
information isn’t credible if there’s no date at all.
d. The Domain Is Credible (.com, .edu, .gov)
Domain names say a lot about websites. “.com, .edu, and .gov” are still the most
credible domain endings for websites. “.club, .xxx, .info, .site” and other variations are
much less credible.

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e. The Website Is Well-Designed
Web design is surprisingly important in verifying a website’s credibility. Sloppy,
outdated appearances mean the information may not be trustworthy. If someone didn’t
put work into their website to make it look good, you can’t trust that they have put the
necessary effort into verifying their information.
On the other hand, websites that look sleek, modern, and easy-to-use are more
credible. This is especially true for websites that display properly on desktops, laptops,
smartphones, and tablets.
f. The Writing Is Grammatically and Linguistically Correct
Students need to evaluate the way information is written, especially with spelling and
grammar. Poor grammar, slang, and misspellings are all red flags that mean someone
isn’t properly relaying accurate information. If they didn’t want to learn grammar and
spelling, they probably didn’t follow up on the accuracy of their information either.
4. Encourage Critical Thinking
Critical thinking is the process of evaluating information, questioning it, and
determining if it is worthwhile. Clever students will quickly pick up on these concepts
and immediately start questioning everything they hear. But everyone should know how
to think critically. In terms of information literacy, students can practice critical thinking
by asking these questions:
 Does someone or an organization benefit from this information?
 Does this information sound biased toward one side or another?
 Can you tell the author’s opinion?
 Does the heading or headline match the information in the body?
 Does the information conflict with something the student knows to be true?
These questions are only the beginning. Critical thinking will lead students to
question and investigate any detail they believe will help them understand and verify
information better.
5. Introduce Other 21st Century Skills
Information literacy is just one of a dozen 21st Century skills that you can teach your
students. All of these skills help students understand technology, its role in their lives,
and how they can use it responsibly.

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 Most importantly, you can teach media literacy, technology literacy, and digital
literacy in addition to your information literacy lessons. Media literacy teaches students
how to identify publishing methods, outlets, and sources. So when they look at a
webpage, they can immediately tell if they are looking at a blog, newspaper, conspiracy
theorist, or some other option. Technology literacy takes that information a step further
and introduces students to the machines that empower the Information Age. They learn
about computers, servers, and even how the Internet works.

Category 3. Life Skills (FLIPS)

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

The five 21st century life skills are:

1. Flexibility: Deviating from plans as needed. Flexibility is the expression of
someone’s ability to adapt to changing circumstances. Flexibility requires learners them
to show humility and accept that they will always have a lot to learn — even when they
are experienced.
Still, flexibility is crucial to a student’s long-term success in a career. Knowing when to
change, how to change, and how to react to change is a skill that will pay dividends for
someone’s entire life.
2. Leadership: Motivating a team to accomplish a goal. Leadership is someone’s
penchant for setting goals, walking a team through the steps required, and achieving
those goals collaboratively.

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 Whether someone’s a seasoned teacher or a fresh hire just starting their careers,
leadership applies to career. Entry-level workers need leadership skills for several
reasons. The most important is that it helps them understand the decisions that
managers and leaders make.
Then, those entry-level employees can apply their leadership skills when they are
promoted to middle management (or the equivalent). This is where 21st Century skill
learners can apply the previous skills they have learned.
It is also where they get the real-world experience they need to lead entire
organization. As they lead individual departments, they can learn the ins and outs of
their specific careers. That gives ambitious students the expertise they need to grow
professionally and lead whole team or group. True success also requires initiative,
requiring students to be self-starters.
3. Initiative: Starting projects, strategies, and plans on one’s own. Initiative only comes
naturally to a handful of people. As a result, students need to learn it to fully succeed.
This is one of the hardest skills to learn and practice. Initiative often means working on
projects outside of regular working hours.
The rewards for students with extreme initiative vary from person to person.
Sometimes they are good grades and other forms of rewards. Regardless, initiative is
an attribute that earns rewards. It’s especially indicative of someone’s character in
terms of work ethic and professional progress. That goes double when initiative is
practiced with qualities like flexibility and leadership.
4. Productivity: Maintaining efficiency in an age of distractions. Along with initiative,
21st Century skills require students to learn about productivity. It is the student’s ability
to complete work in an appropriate amount of time. In business terms, it’s called
“efficiency.”
The common goal of any professional — from entry-level employee to CEO — is to
get more done in less time. By understanding productivity strategies at every level,
students discover the ways in which they work best while gaining an appreciation for
how others work as well. That equips them with the practical means to carry out the
ideas they determine through flexibility, leadership, and initiative.

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5. Social skills: Meeting and networking with others for mutual benefit. Social skills are
crucial to the ongoing success of a professional. Business is frequently done through
the connections one person makes with others around them.
This concept of networking is more active in some industries than others, but proper
social skills are excellent tools for forging long-lasting relationships. While these may
have been implied in past generations, the rises of social media and instant
communications have changed the nature of human interaction.
As a result, today’s students possess a wide range of social skills. Some are more
socially adept than others. Some are far behind their peers. And some lucky few may be
far ahead, as socializing comes naturally to them.
But most students need a crash course in social skills at least. Etiquette, manners,
politeness, and small talk still play major roles in today’s world. That means some
students need to learn them in an educational setting instead of a social setting. For
them, it’s another skill to add to their lives.

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Guide Questions:
1. What are the twelve 21st century skills?
2. What are the three 21st century skill categories?

Answers to Guide Questions:

1. The twelve 21st century skills are:
Critical thinking
Creativity
Collaboration
Communication
Information literacy
Media literacy
Technology literacy
Flexibility
Leadership
Initiative
Productivity
Social skills
2. The three 21st Century skill categories are:
Learning skills- (Four C’s) teaches about the mental processes required to adapt and
improve upon a modern work environment.
Literacy skills- (IMT) focuses on how learners can discern facts, publish outlets, and the
technology behind them. There’s a strong focus on determining trustworthy sources and
factual information to separate it from the misinformation that floods the Internet.
Life skills- (FLIPS) take a look at intangible elements of the learner’s everyday life.
These intangibles focus on both personal and professional qualities. Altogether, these
categories cover all 12 21st Century skills that contribute to a student’s future career.

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Assessment #5:
Oral recitation
Each member of the group is required to share ideas on the topic discussed.
Process: A display on the use of the different skills during the activity must be evident.
Output: Graphic Organizer

Assessment #6:
Design and demonstrate an activity showing at least (3) the 21 st century skills in your
respective major of concentration.
Output: Demonstration Teaching/ Video Recording

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 MODULE 4: 21st CENTURY LITERACIES

4A. Globalization and Multicultural Literacy

Objectives:
At the end of the unit, the pre-service teacher can:
1. discuss concepts of globalization and multicultural literacy;
2. explain the dimensions of multiculturalism;
3. display skill in the use of Mother Tongue, Filipino and English to convey ideas

A. Globalization
Global literacy is an understanding of how the world is organized and
interconnected and the possibilities and constraints facing its peoples. Globally literate
students analyze and think critically about the world and their roles in it. They
understand and appreciate global systems, circumstances, and relationships that
influence peoples’ lives. Globally literate students are empowered to effect positive
change in an increasingly interconnected world.

Global Literacy has two aims:

1. To address issues of globalization, racism, diversity and social justice (Guo, 2014). It
requires awareness and action, consistent with a broad understanding of humanity,
the planet, and the impact of human decision on both.
2. Global Literacy also aims to empower students with knowledge and take action to
make a positive impact in the world and their local community (Guo, 2014).

Characteristics of a Global Citizen

 Respect for humans no disregard of their race, gender, religion or political
perspectives.
 Respect for diversity and various perspectives.
 Promoting sustainable patterns of living, consumption, and production.
 Appreciate the natural world and demonstrate respect towards the rights of all living
things.

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B. Multiculturalism
Multicultural Literacy
 Refers to the skills involved when uncovering biases in regards to culture, as well as
the ability to take different perspective to gain a more humane perspective.
 Consists of the skills and ability to identify the creators of knowledge and their
interests (Banks, 1996), to uncover the assumptions of knowledge, to view
knowledge from diverse ethnic and cultural perspective, and to use knowledge to
guided action that will create a humane and just world (Boutte, 2008).
 Brings attention to diversity, equity and social justice to foster cultural awareness by
addressing difficult issues like discrimination and oppression towards other
ethnicities.
According to Boutte (2008) education for multicultural literacy should help students
to develop the 21st century skills and attitudes that are needed to become active citizens
who will work towards achieving social justice within our communities. Because of the
growing racial, language and ethnic diversity in our country, Multicultural Literacy needs
to be transformed in substantial ways to prepare students to function effectively in the
21st century.

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The OECD Global Competence Framework
OECD (Organization for Economic Co-operation and Development) It is a unique
forum where government work together to address the economic, social and
environmental challenges of globalization.
Four Domains of Global Competence:
1. Investigate the world- globally competent students are aware, curious and
interested in learning about the world and how it works. Investigate the world beyond
their immediate environment by examining issues of local, global and cultural
significance.
2. Communicate ideas- globally competent students can effectively communicate,
verbally and non-verbally, with diverse audiences. Communicate ideas by engaging in
open, appropriate and effective interactions across cultures.
3. Recognize perspective- globally competent students recognize that they have a
particular perspective, and that others may or may not share it.
4. Take Action- globally competent students have the skills and knowledge to not just
learn about the world, but also to make a difference about the world.

6 Ways to Implement a Real Multicultural Education in the Classroom

1. Define multiculturalism. There has been an increase in global mutual acceptance of
opposing views and different cultures – though arguably, there is still a long way to go.
Specifically when it comes to America, it is crucial that multicultural education exist with
the increasing number of students who speak a second language and come from
somewhere else. Diversity exists even within mainstream society and students need to
have the communication life skills that multicultural education promotes.
2. Observe your students closely, and value your real-life experience of diversity
over the textbook version. David Kolb created a four-step model for really
understanding the needs of a particular student group. He starts with concrete
experience, adds reflective observation and then moves to abstract conceptualization
and active experimentation.
In other words, multicultural education cannot be taught in a textbook. It must be
developed by each educator based on a particular student group.

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3. Learn your students’ learning styles. Teachers can help students discover their
academic strengths by helping them discover their own learning style. In this way,
students discover what method of comprehension works best for them based on their
own backgrounds and personalities.
4. Encourage your students to be proud of their heritage. Educators should look
for ways to emphasize the differences between students in a positive light. This might
mean writing essays on family background or partnering with other students to help
each other develop projects that accent the culture of the other.
5. Be aware of your biases. In order to fully understand the significance of
multiculturalism in the classroom, educators must first thoroughly examine their own
cultural beliefs, values, and biases. Then prospective educators are ready to begin
learning about other cultures–to become familiar with their values, traditions,
communication styles, learning preferences, contributions to society, and relationship
patterns of their future students.
6. Create assignments that celebrate multiculturalism. If used cleverly, classroom
assignments can provide a primary window into a student’s cultural beliefs. There are
tons of ways that educators can approach multiculturalism in K-12 classrooms but the
first step is recognizing its importance.

C. Intercultural Communication
The term "intercultural communication" is often used to refer to the wide range of
communication issues that inevitably arise within an organization composed of
individuals from a variety of religious, social, ethnic, and educational backgrounds. It is
the discipline that studies communication access from different cultures and social
groups, or how a culture affects communication.
According to Dr. Milton J. Bennett of Intercultural Development Research Institute
(IDRI), Intercultural communication is the study and practice of communication across
cultural contexts. It applies equally to domestic cultural differences such as ethnicity and
gender and to international differences such as those associated with nationality or
world region.

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 Intercultural communication is an approach to relations among members of these
groups that focuses on the recognition and respect of cultural differences, seeks the
goal of mutual adaptation leading to biculturalism rather than simple assimilation, and
supports the development of intercultural sensitivity on the part of individuals and
organizations to enable empathic understanding and competent coordination of action
across cultural differences.
The importance of effective intercultural communication:
1. Communication serves as an expression of cultural background.
2. Communication shapes cultural identity. "Ethnic identities, class identities, and
professional identities are formed and enacted through the process of
communication. Language- is the cornerstone of intercultural communication.

Historic Overview of Intercultural Communication

For the proper name of the field "Intercultural Communication" credit is often given to
American anthropologist Edward T. Hall, who used it for the first time in his book The
Silent Language in 1959. The book is sometimes called "the field's founding document"
(Hart 1998).
Prior to publishing the book, Hall was a staff member at the Foreign Service Institute,
USA (1951-1955), where he, together with his colleagues, worked out what can be
called the first original paradigm for Intercultural Communication:
Main elements of Hall's paradigm for Intercultural Communication (Hart 1998) were:
 Systematic empirical study and the classification of nonverbal communication
(defined as communication that does not involve the exchange of words).
 Emphasis, especially in nonverbal communication, on the out-of-conscious level of
information-exchange.
 Focus on intercultural communication, not as earlier on macro-level mono-cultural
studies.
 A non-judgmental view toward and acceptance of cultural differences.
 Participatory training methods in Intercultural Communication.

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 DO’S DONT’S
Avoid assumptions, jokes which are Using the same approach worldwide.
misunderstood.
Investigate other culture’s perception. Fail to take language barriers into account.
Avoid using words which convey the most Letting cultural differences become a
specific denotative meaning. source of conflict that hinder the process
of work.

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Guide Questions:
1. What is globalization and multicultural literacy?
2. What is the historical overview of intercultural communication?

Answers to Guide Questions:

1. Global literacy is an understanding of how the world is organized and interconnected
and the possibilities and constraints facing its peoples. Globally literate students
analyze and think critically about the world and their roles in it. They understand and
appreciate global systems, circumstances, and relationships that influence peoples’
lives. Globally literate students are empowered to effect positive change in an
increasingly interconnected world.
Multicultural Literacy
 Refers to the skills involved when uncovering biases in regards to culture, as well as
the ability to take different perspective to gain a more humane perspective.
 Consists of the skills and ability to identify the creators of knowledge and their
interests (Banks, 1996), to uncover the assumptions of knowledge, to view
knowledge from diverse ethnic and cultural perspective, and to use knowledge to
guided action that will create a humane and just world (Boutte, 2008).
 Brings attention to diversity, equity and social justice to foster cultural awareness by
addressing difficult issues like discrimination and oppression towards other
ethnicities.
2. For the proper name of the field "Intercultural Communication" credit is often given to
American anthropologist Edward T. Hall, who used it for the first time in his book The
Silent Language in 1959. The book is sometimes called "the field's founding document"
(Hart 1998).
Prior to publishing the book, Hall was a staff member at the Foreign Service Institute,
USA (1951-1955), where he, together with his colleagues, worked out what can be
called the first original paradigm for Intercultural Communication.

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Assessment #7 (Group Work)
Analysis of a video clip: PSTs watch a video clip that highlights the dimensions of
multiculturalism.
Output: Make a comic strip in Mother Tongue highlighting the key feature of the film
watched.

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4B. Social Literacy
Objective:
At the end of the unit, the pre-service teacher can demonstrate social and people
skills.

Social literacy is an individual’s ability to successfully and deliberately mediate their

world or family members, workers, citizens, and lifelong learners. In other words, it is
referred as social intelligence, the ability to build relationships in any social
environment. Social Literacy involves knowing how to express one’s own emotions in a
proper manner, and therefore, is often linked to Emotional Literacy.
Emotional Literacy is the ability to recognize, understand and appropriately
express our emotions and feelings. It involves having self-awareness and recognition of
one’s own feelings and knowing how to manage them, such as the ability to stay calm
when angered or to reassure oneself when in doubt.
It includes empathy, i.e. having sensitivity to the feelings of other people and it has
been said that emotionally literate people are able to employ self-discipline in order to
harness their emotions and identify and reach their personal goals.

Why is Social Literacy Important?

Social Literacy is important because students need to learn the necessary skills to
communicate and widen their social circles. Communication is crucial no matter where

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one go. Whether it is being used at home to interact with family members or at school to
discuss with peers, being socially literate allows people to successfully expand their
social circles and maintain those relationships.
A. Social Cognition and Social Skills
Social cognition is a sub-topic of social psychology that focuses on how people
process, store, and apply information about other people and social situations. It
focuses on the role that cognitive processes play in our social interactions. The way we
think about others plays a major role in how we think, feel, and interact with the world
around us. Social cognition involves several processes in perceiving other people and
how we come to know about the people in the world around us.
It involves the study of these mental processes that involved perceiving,
remembering, thinking about, and attending to the other people in our social world.
Psychologists are interested in why we attend to certain information about the social
world, how this information is stored in memory, and how it is then used to interact with
other people.

The Role of Social Cognition

Try to imagine that you are getting ready to go on a blind date. Not only do you
worry about the impression and signals that you are sending to the other person, you
are also concerned with interpreting the signals given by the other individual. How do
you form an impression of this person? What meaning do you read into the other
person's behavior?
This is just one example of how social cognition influences a single social
interaction, but you can probably think of many more examples from your daily life. We
spend a considerable portion of every day interacting with others, which is why an entire
branch of psychology formed to help understand how we feel, think and behave in
social situations.

The Development of Social Cognition

Developmental psychologists also study how social cognition develops over the
course of childhood and adolescence. As children grow, they become more aware not

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only of their own feelings, thoughts, and motives but also of the emotions and mental
states of others. As this awareness increases, children become more adept at
understanding how others are feeling, knowing how to respond in social situations,
engaging in prosocial behaviors, and taking the perspective of others.
While there are many different theories that look at how social cognition develops,
one of the most popular focuses on the work of the psychologist Jean Piaget. According
to Piaget, a child's cognitive development goes through a series of stages.
 During the earliest stages of development, children are very egocentric. They see
the world from their own perspective and struggle to think about how other people
may view the world.
 As children grow older, children become increasingly adept at perspective-taking
and have an increased ability to think about how and why people act the way they
do in social situations.
More recently, research has provided evidence that children develop the ability to
think about the perspectives of other people at an earlier age than Piaget previously
believed. Even young preschoolers exhibit some ability to think about how other people
might view a situation.
One of the most important perspective develops in the early emergence of social
cognition is the growth of a theory of mind and it refers to a person's ability to
understand and think about the mental states of other people. It is the emergence of a
theory of mind that is critical to being able to consider the thoughts, motives, desires,
needs, feelings, and experiences that other people may have. Being able to think about
how these mental states can influence how people act is critical to forming social
impressions and explaining how and why people do the things that they do.

Stages of Theory of Mind

One study found that children typically progress through five different theory of mind
abilities in a sequential, standard order. These are tasks, from easiest to most difficult:
1. The understanding that the reasons why people might want something (i.e. desires)
may differ from one person to the next;

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2. The understanding that people can have different beliefs about the same thing or
situation;
3. The understanding that people may not comprehend or have the knowledge that
something is true;
4. The understanding that people can hold false beliefs about the world; and
5. The understanding that people can have hidden emotions, or that they may act one
way while feeling another way.

Social Skill
A social skill is any competence facilitating interaction and communication with
others where social rules and relations are created, communicated, and changed
in verbal and nonverbal ways. The process of learning these skills is
called socialization.
Verbal skills involve the spoken language, while nonverbal communication includes
body language, facial expressions and eye contact. Any time a person interacts with
another person, social skills are used in some ways. Strong social skills can help you
build and maintain successful relationships professionally and personally.
Social skills are used to communicate with others daily in a variety of ways
including written and visual. Social skills are also referred to as interpersonal or soft
skills. The following are some of the very important social skills:
a. Good Communication Skills
Good communication skills involve choosing words carefully, clarifying statements
and reiterating complex conversations to verify information. Communication skills are
especially valuable to people in publishing, advertising and media roles.
b. The Ability to Have Empathy
Empathy is the ability to have a visceral understanding of what another person is
going through. This skill allows you to put yourself in another person’s place and
recognize the thoughts, emotions and experiences that person is having. The ability to
have empathy allows a person to give more personal levels of attention and care and to
provide a sympathetic listening platform. Developing this skill is particularly
advantageous for those working in healthcare, childcare or educational roles

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c. Conflict Resolution Skills
Having the ability to mediate disputes and resolve conflict among colleagues is an
important professional skill. Conflict resolution skill involves the ability to clarify a
specific dispute, listen in a non-judgmental manner to both perspectives and offer
suggestions for reaching an equitable compromise.
This ability can help keep peace in a workplace and maintain high customer
satisfaction levels. This trait is especially helpful for those working in managerial or
oversight capacities.
d. The Value of Patience
Patience is an exceptional people skill that is valuable in every profession. Patience
involves being able to maintain an even temper, to repeat and explain information as
necessary and to control anger in even the most trying situations. Those in customer
service, complaint departments and human resources roles should work particularly
hard at developing this skill.
e. Tolerance and Understanding
Professional workplaces are made up of people from all walks of life. Having
tolerance and understanding for the differences of others is vital to long-term success.
Tolerant people have the ability to accept differences, even when they don’t personally
agree with or condone them. This is a special valuable skill in workplace environments
that cater to people of vastly different ethnic, religious and cultural backgrounds.

Distinct Advantages to Having Well Developed Social Skills

1. More and Better Relationships.
Identifying well with individuals leads to more relationships and, at times, friendships.
By developing social skills, one becomes more charismatic which is a desirable trait.
People are more interested in charismatic people as charismatic people are (or at least
appear to be) more interested in them.
Most people know one cannot advance far in life without having a strong
interpersonal relationship. Focusing on relationships will help get one a job, get
promoted and make new friends. Well-honed social skills can increase happiness and

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satisfaction and gives a better outlook on life. More relationships can also help to
reduce the negative effects of stress and boost your self-esteem.
2. Better Communication.
Relating with people and being able to work in large groups naturally develops
one's communication skills. After all, one cannot have great social skills without good
communication skills and being able to convey one's thoughts and ideas may be the
single most important skill that can be developed in life.
3. Greater Efficiency.
Those who are good with people can more easily avoid being with the people they
do not like as much as others. Some people dread social interactions because they do
not wish to spend time with individuals who do not have similar interests and viewpoints.
It is a lot easier to attend a meeting at work or a party in your personal life if one knows
at least some of the people who will be there.
4. Advancing Career Prospects.
Most worthwhile jobs have a 'people component' and the most lucrative positions
often involve a large amount of time spent interacting with employees, media and
colleagues. It is rare that an individual can remain isolated in their office and still excel in
their job. Most organizations are looking for individuals with a particular, tactical, skill
set: the ability to work well in a team and to influence and motivate people to get things
done.
5. Increased Overall Happiness.
Getting along and understanding people will help open many personal and career-
related doors. Having the confidence to start a conversation at a work-related
conference may lead to a new job offer with a higher salary. A smile and 'hello' in a
social situation may lead to a friendship being formed.

Characteristics of Social Skills

 Social skills are goal-directed.
 Socially - skilled behaviors are interrelated in the sense that one person may use
more than one kind of behavior at the same time, for the same goal.

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 Social skills should be appropriate to the situation of communication. Different social
skills will be used for professional and personal communication.
 Social skills can be identified as certain types of behavior whereby an individual can
be judged on how socially skilled they are.
 Social skills can be taught, practiced and learned.
 Social skills should be under the cognitive control of the individual - learning them
involves learning when to use particular behaviours, as well as what behaviours to
use, or how to use them.

How to Improve Social Skills

There are several ways to improve social skills. Here are just a few things to begin:
1. Get feedback. It can be helpful to ask trusted friends, mentors or confidante who
could provide with honest feedback about areas for improvement.
2. Set goals. Use this feedback to start setting measurable goals toward building a
strong, well-rounded set of social skills. The SMART goals framework might be helpful
to track personal progress.
3. Find resources. There are countless classes, guides, books and other tools both
online and off. While resources are often paid for, there are also many free options. Try
to search for materials based on specific topics such as body language or charisma.
4. Identify areas for practice. Once identified the learned tactics and tips for
improving social skills, put them into practice at home and work. Look for volunteer
opportunities or extra-curricular activities where the interpersonal skills can be practiced
with less pressure. The best way to improve social skills is to put learning into practice.

B. Emotional Intelligence
Many of us are aware of IQ (Intelligence Quotient) which was designed to measure
intellectual intelligence; it gives a score from a series of tests. Higher IQs indicate better
cognitive abilities, or the ability to learn and understand. People with higher IQs are
more likely to do well academically without exerting the same amount of mental effort as
those with lower IQ scores.

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 A logical assumption, therefore, is that people with higher IQs will be more
successful at work and through life. This assumption has been proven incorrect – there
is more to success than simply being ‘clever’.
Emotional Intelligence (EI or sometimes EQ – Emotional Quotient) is a more
modern concept and was only fully developed in the mid-1990s, by Daniel Goleman,
among others. Emotional Intelligence is the measure of an individual’s abilities to
recognize and manage their emotions, and the emotions of other people, both
individually and in groups.

Benefits of Higher Emotional Intelligence

1. People with higher emotional intelligence find it easier to form and maintain
interpersonal relationships and to ‘fit in’ to group situations.
2. People with higher emotional intelligence are also better at understanding their own
psychological state, which can include managing stress effectively and being less likely
to suffer from depression.
There is no correlation between IQ and EI scores. In other words, academic aptitude
(IQ) has no connection with how people understand and deal with their emotions and
the emotions of others (EI). This makes perfect sense: we have all met very clever
people who nonetheless had no idea about how to deal with people, and the reverse.
Some people have high IQs and low emotional intelligence and vice versa, while some
people score highly on both and some do not. IQ and EQ attempt to measure different
forms of human intelligence; along with personality, these measures make up an
individual’s psyche.
Emotional intelligence is one part of the human psyche that we can develop and
improve by learning and practicing new skills. Emotional intelligence tests require that
the person taking the test answers questions honestly and it is therefore a lot easier to
‘cheat’ at an EI test than it is an IQ test.
Ultimately emotional intelligence can only be measured by how an individual
progress through life by:
 developing meaningful relationships with others;
 their interpersonal skills and understanding;

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 their ability to manage their own emotions; and
 their personal skills.

Elements of Emotional Intelligence

Daniel Goleman divided Emotional Intelligence into ‘Personal’ and ‘Social’
competences, which broadly split between personal and interpersonal skills. Within
each of these sections are a range of skills which are the elements of emotional
intelligence.

Personal Skills or Competences Social Skills or Competences

How we manage ourselves How we handle relationships with others
 Self-awareness  Empathy
o Emotional awareness o Understanding others
o Accurate self-assessment o Developing others
o Self-confidence o Service orientation
 Self-regulation o Leveraging diversity
o Self-control o Political awareness
o Trustworthiness  Social Skills
o Conscientiousness o Influence
o Adaptability o Communication
o Innovation o Conflict management
 Motivation o Leadership
o Achievement drive o Change catalyst
o Commitment o Building bonds
o Initiative o Collaboration and cooperation
o Optimism o Team capabilities

Personal Skills or Competences

There are three areas of personal skills or competences in emotional intelligence.
1. Self-awareness and it encompasses emotional awareness, accurate self-
assessment and self-confidence. Self-awareness is the skill of being aware of and

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understanding emotions as they occur and as they evolve. It is wrong to think of
emotions as either positive or negative. Instead, think of them as appropriate or
inappropriate.
For example, anger is usually associated with being a negative emotion. However, it
can be a completely reasonable and appropriate emotion in certain circumstances –
emotional intelligence allows us to recognize our anger and understand why this
emotion has occurred.
2. Self-regulation or Self-management includes self-control, trustworthiness,
conscientiousness, adaptability and innovation. Self- regulation or self- management
skills relate to the emotions a person is feeling at any given time or in any given
circumstance and how well one manages them. Self-control is a fundamental part of
this, but other aspects relate to what one do: whether one behave in a way which is
recognized as ‘good’ or ‘virtuous’ or not.
3. Self-motivation includes our personal drive to improve and achieve commitment to
our goals, initiative, or readiness to act on opportunities, and optimism and resilience.
Self-motivation and personal time management are key skills in this area. Do not make
unreasonable demands to yourself; learn to be assertive rather than just saying, ‘Yes’ to
the demands of others

Social or Interpersonal Skills or Competences

Interpersonal skills are the skills people use to interact with other people. They
enable us to communicate appropriately and build stronger, more meaningful
relationships. Emotional intelligence includes how we understand others and their
emotions, and our actions and behaviours towards them. There are two key aspects:
1. Empathy
Empathy is an awareness of the needs and feelings of others both individually and
in groups, and being able to see things from the point of view of others. Empathy helps
us to develop a stronger understanding of other people’s situations. It includes
understanding others, developing others, having a service orientation, leveraging
diversity, and political awareness.

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 Empathy can often be difficult to achieve. Observe the following suggestions how to
empathize with others:
a. Learn to listen effectively to both the verbal and non-verbal messages of others,
including body movements, gestures and physical signs of emotion.
b. Use questions to find out more about other people and what they are feeling, and
feedback to clarify that you have correctly understood their feelings.
c. Acknowledge and respect the feelings of others even if you disagree, and avoid
making comments or statements that are judgmental, belittling, rejecting or
undermining.
2. Social Skills
Social skills encompass a wide range of relationship and interpersonal skills. These
range from leadership to influencing and persuading, and managing conflict, as well as
working in a team. The term ‘social skills’ covers a wide variety of skills and
competences. These skills may be rooted from self-esteem and personal confidence.
By developing social skills, one makes it easier for positive personal dialogue and a
greater understanding and acceptance of individual’s own emotions and thoughts.

13 Signs of High Emotional Intelligence

1. You think about feelings.
Emotional intelligence begins with what is called self- and social awareness, the ability
to recognize emotions (and their impact) in both yourself and others.
2. You pause.
The pause is as simple as taking a moment to stop and think before you speak or act.
This can help save you from embarrassing moments or from making commitments too
quickly. In other words, pausing helps you refrain from making a permanent decision
based on a temporary emotion.
3. You strive to control your thoughts.
You don't have much control over the emotion you experience in a given moment. But
you can control your reaction to those emotions--by focusing on your thoughts. By
striving to control your thoughts, you resist becoming a slave to your emotions, allowing
yourself to live in a way that's in harmony with your goals and values.

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4. You benefit from criticism.
Nobody enjoys negative feedback. But you know that criticism is a chance to learn,
even if it's not delivered in the best way. And even when it's unfounded, it gives you a
window into how others think. When you receive negative feedback, you keep your
emotions in check and ask yourself: How can this make me better?
5. You show authenticity.
Authenticity doesn't mean sharing everything about yourself, to everyone, all of the time.
It does mean saying what you mean, meaning what you say, and sticking to your values
and principles above all else. You know not everyone will appreciate your sharing your
thoughts and feelings. But the ones who matter will.
6. You demonstrate empathy.
The ability to show empathy, which includes understanding others' thoughts and
feelings, helps you connect with others. Instead of judging or labeling others, you work
hard to see things through their eyes. Empathy doesn't necessarily mean agreeing with
another person's point of view. Rather, it's about striving to understand--which allows
you to build deeper, more connected relationships.
7. You praise others.
All humans crave acknowledgement and appreciation. When you commend others, you
satisfy that craving and build trust in the process. This all begins when you focus on the
good in others. Then, by sharing specifically what you appreciate, you inspire them to
be the best version of themselves.
8. You give helpful feedback.
Negative feedback has great potential to hurt the feelings of others. Realizing this, you
reframe criticism as constructive feedback, so the recipient sees it as helpful instead of
harmful.
9. You apologize.
It takes strength and courage to be able to say you are sorry. But doing so
demonstrates humility, a quality that will naturally draw others to you. Emotional
intelligence helps you realize that apologizing doesn't always mean you are wrong.
It does mean valuing your relationship more than personal ego.

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10. You forgive and forget.
Hanging on to resentment is like leaving a knife inside a wound. While the offending
party moves on with their life, you never give yourself the chance to heal. When you
forgive and forget, you prevent others from holding your emotions hostage--allowing you
to move forward.
11. You keep your commitments.
It is common nowadays for people to break an agreement or commitment when they
feel like it. But when you make a habit of keeping your word--in things big and small--
you develop a strong reputation for reliability and trustworthiness.
12. You help others.
One of the greatest ways to positively impact the emotions of others is to help them.
13. You protect yourself from emotional sabotage.
You realize that emotional intelligence also has a dark side--such as when
individuals attempt to manipulate others' emotions to promote a personal agenda or for
some other selfish cause. And that's why you continue to sharpen your own emotional
intelligence--to protect yourself when they do.

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Guide Questions:
1. What is the importance of social literacy?
2. What are the important social skills?

Answers to Guide Questions:

1. Social literacy is important because students need to learn the necessary skills to
communicate and widen their social circles. Communication is crucial no matter where
one go. Whether it is being used at home to interact with family members or at school to
discuss with peers, being socially literate allows people to successfully expand their
social circles and maintain those relationships.
2. These are the important social skills:
a. Good Communication Skills
b. The Ability to Have Empathy
c. Conflict Resolution Skills
d. The Value of Patience
e. Tolerance and Understanding

Assessment #8
Interview/ Survey: PSTs will conduct a survey on awareness of and opinion on
cyberbullying.
Group Presentation: PSTs will give a report on the result of the interview conducted.
Process: Interview guides must be prepared ahead of time.
Output: Interview result.

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4C. Media Literacy
Objective:
At the end of the unit, the pre-service teacher can explain the advantages and
disadvantages of media and information literacy.

A. Definition and Aspects of Media Information Literacy (MIL)

Media and Information Literacy is an umbrella term for a number of competencies,
skills and understandings associated with contemporary communication and information
practices. This term encompasses the more specific term digital literacy, which is
associated with digital media practices.
Media and Information Literacy consists of the knowledge, the attitudes, and the
sum of the skills needed to know when and what information is needed; where and how
to obtain that information; how to evaluate it critically and organize it once it is found;
and how to use it in an ethical way.
The concept extends beyond communication and information technologies to
encompass learning, critical thinking, and interpretative skills across and beyond
professional and educational boundaries.
Media and Information Literacy includes all types of information resources: oral,
print, and digital. Media and Information Literacy is a basic human right in an
increasingly digital, interdependent, and global world, and promotes greater social
inclusion. It can bridge the gap between the information rich and the information poor.
Media and Information Literacy empowers and endows individuals with knowledge of
the functions of the media and information systems and the conditions under which
these functions are performed" (International Federation of Library Associations and
Institutions, 2011).
"We live in a world where the quality of information we receive largely determines
our choices and ensuing actions, including our capacity to enjoy fundamental freedoms
and the ability for self-determination and development. Driven by technological
improvements in telecommunications, there is also a proliferation of media and other
information providers through which vast amounts of information and knowledge are
accessed and shared by citizens. Adding to and emanating from this phenomenon is

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the challenge to assess the relevance and the reliability of the information" (UNESCO,
p. 11, 2011).
Put simply, MIL aims to enable individuals to think critically about the media and the
information they consume by engaging in a process of inquiry. The aim, according to
UNESCO’s definition of media and information literacy, is to allow individuals to become
engaged citizens and responsible decision-makers. By evaluating the source, the
context, the message and the medium within which it is received, considering its
representations and its intended audience, as well as the institutional context from
which the message emerges, MIL invites individuals to evaluate media at a critical
distance.

Media Literacy: Five Core Concepts

They are on your mobile phones and computer screens, in newspapers and
magazines, stretched across billboards and broadcast through radio waves. They
are mediated messages, and you are inundated with them every day. With so many
viewpoints, it’s hard to separate fact from fiction. The Center for Media
Literacy developed these five core concepts:
1. All media messages are constructed.
Media texts are built just as surely as buildings and highways are built. The key
behind this concept is figuring out who constructed the message, out of what
materials and to what effect.
2. Media messages are constructed using a creative language with its own
rules.
Each form of communication has its own creative language: scary music
heightens fear, camera close-ups convey intimacy, big headlines signal
significance. Understanding the grammar, syntax and metaphor of media language
helps us to be less susceptible to manipulation.
3. Different people experience the same media message differently.
Audiences play a role in interpreting media messages because each audience
member brings to the message a unique set of life experiences. Differences in age,
gender, education and cultural upbringing will generate unique interpretations.

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4. Media have embedded values and points of view.
Because they are constructed, media messages carry a subtext of who and what
is important — at least to the person or people creating the message. The choice of
a character’s age, gender or race, the selection of a setting, and the actions within
the plot are just some of the ways that values become “embedded” in a television
show, a movie or an advertisement.
5. Most media messages are organized to gain profit and/or power.
Much of the world’s media were developed as money-making enterprises.
Newspapers and magazines lay out their pages with ads first; the space remaining
is devoted to news. Likewise, commercials are part and parcel of most television
watching. Now, the Internet has become an international platform through which
groups or individuals can attempt to persuade.

B. Dimensions of Media and Information Literacy

Seven dimensions of information literacy can be identified:
1. Tool literacy or the ability to understand and use the practical and conceptual tools
of current information technology, including software, hardware and multimedia that are
relevant to education and the areas of work and professional life that the individual
expects to inhabit. This can be taken to include the basics of computer and network

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applications as well as fundamental concepts of algorithms, data structures, and
network topologies and protocols.
2. Resource literacy or the ability to understand the form, format, location and access
methods of information resources, especially daily expanding networked information
resources. This is practically identical with librarians' conceptions of information literacy,
and includes concepts of the classification and organization of such resources.
3. Social-structural literacy, or knowing that and how information is socially situated
and produced. This means knowing about how information fits into the life of groups;
about the institutions and social networks -- such as the universities, libraries,
researcher communities, corporations, government agencies, community groups -- that
create and organize information and knowledge; and the social processes through
which it is generated -- such as the trajectory of publication of scholarly articles (peer
review, etc.), the relationship between a Listserv and a shared interest group, or the
audience served by a specialized library or Web site.
4. Research literacy or the ability to understand and use the IT-based tools relevant to
the work of today's researcher and scholar. For those in graduate education, this would
include discipline-related computer software for quantitative analysis, qualitative
analysis and simulation, as well as an understanding of the conceptual and analytical
limitations of such software.
5. Publishing literacy, or the ability to format and publish research and ideas
electronically, in textual and multimedia forms (including via World Wide Web, electronic
mail and distribution lists, and CD-ROMs), to introduce them into the electronic public
realm and the electronic community of scholars. Writing is always shaped by its tools
and its audience. Computer tools and network audiences represent genuine changes in
writing itself.
6. Emerging technology literacy or the ability to ongoingly adapt to, understand,
evaluate and make use of the continually emerging innovations in information
technology so as not to be a prisoner of prior tools and resources, and to make
intelligent decisions about the adoption of new ones. Clearly this includes understanding
of the human, organizational and social context of technologies as well as criteria for
their evaluation.

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7. Critical literacy or the ability to evaluate critically the intellectual, human and social
strengths and weaknesses, potentials and limits, benefits and costs of information
technologies. This would need to include a:
 Historical perspective (e.g. the connection between algorithmic thinking,
formalization in mathematics, and the development of Western science and
rationality and their limits); philosophical perspective (current debates in the
philosophy of technology, the critique of instrumental reason, the possibility and
nature of artificial intelligence);
 Sociopolitical perspective (e.g. the impact of information technology on work,
public policy issues in the development of a global information infrastructure); and
 Cultural perspective (e.g. current discussions of the virtual body and of the
definition of human being as an information-processing machine).

Advantages and Disadvantages of Media and information

Long ago, people used to perform folk songs and drama in various cultures. It was
then that media was first used to communicate messages to a wider group of people.
Print media followed and then mass media and social media.
Media refers to various means of communication. It also refers to communication
devices. Communication devices are used to interact and communicate among people.
The most common forms of media today are radio, internet, newspaper and television.
Media is an important part of our lives. It is also two-sided meaning that it has a positive
side and a negative one.

Advantages of Media
1. It educates people. Through television and radio programs, people get to learn about
health matters, environmental conservation, and much more
2. People get the latest news in a very short time. Distance is not a barrier. People get
news daily through the media and this keeps them updated on the happenings around
the world.
3. People get to bring out their hidden talents. Through media showcase their talents
such as comedy, acting and singing.

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4. Children’s knowledge increases. Children can learn from quiz programs, animal
programs and so on.
5. Radio is convenient as people do get short news and with a mobile phone one can
access it.
6. Great in promoting mass consumer products. This can in turn increase sales of the
product.
7. Serves as a good source of entertainment. People get entertained through music and
television programs.
8. Television allows electronic duplication of information. This reduces the production
cost making mass education possible.
9. Media leads to diffusion of different cultures. Media showcases different cultural
practices.
10. It helps people around the world to understand each other and embrace their
differences.

Disadvantages of Media
1. It leads to individualism. People spend too much time on the internet and watching
television. As a result, socialization with friends, family and neighbors is affected.
2. Some media contents are not suitable for children. Limiting children’s access to such
content can be difficult.
3. Newspaper is geographically selective.
4. Increase in advertisements in television and radio is making them less attractive.
5. Internet as a form of media opens up possibilities of imposters, fraud and hacking.
6. Media can be addictive, e.g. some television programs and internet. This can lead to
decrease in people’s productivity.
7. Health problems. Prolonged watching of television can lead to eyesight problems and
radio listening using earphones exposes one to possible hearing defects.
8. It glamorize drugs and alcohol. Some programs make the use of these things appear
cool’.
9. It can lead to personal injury. Some people decide to follow the stunts that are
showcased in the media. This can lead to injuries.

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10. It can lead to ruin of reputation. It is possible for one to create an anonymous
account. Such accounts can be used to for malicious reasons such as spreading
rumors. This can lead to ruin of reputation of an individual or a company.

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110
Guide Questions:
1. Define Media Information Literacy (MIL)
2. What are the five core concepts of Media Literacy?

Answers to Guide Questions:

1. Media and Information Literacy is an umbrella term for a number of competencies,
skills and understandings associated with contemporary communication and information
practices. This term encompasses the more specific term digital literacy, which is
associated with digital media practices.
Media and Information Literacy consists of the knowledge, the attitudes, and the
sum of the skills needed to know when and what information is needed; where and how
to obtain that information; how to evaluate it critically and organize it once it is found;
and how to use it in an ethical way.
2. The five core concepts of Media and Information Literacy are:
a. All media messages are constructed.
b. Media messages are constructed using a creative language with its own rules.
c. Different people experience the same media message differently.
d. Media have embedded values and points of view.
e. Most media messages are organized to gain profit and/or power.

Assessment #9
Small Group Presentation of Outputs
Groups discuss the advantages and disadvantages of media and information taking into
consideration their personal experiences on the use of media.
Other than the stated, identify at least 5 more advantages and 5 more disadvantages.
Display them via media.

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4D. Financial Literacy
Objectives:
At the end of the unit, the pre-service teacher can:
1. design a workable financial plan;
2. apply the principles of savings, investment, and valuing in spending one’s money.

A. Financial Planning/Goal Setting and Valuing

Definition of Financial Planning
A financial plan is a document containing a person's current money situation and
long-term monetary goals, as well as strategies to achieve those goals. It will take into
consideration these three factors:
 A financial plan documents an individual's long-term financial goals and creates a
strategy for achieving them.
 The plan should be comprehensive, but also highly individualized to reflect the
individual's personal and family situation, risk tolerance, and future expectations.
 The plan starts with a calculation of the person's current net worth and cash flow and
ends with a strategy.
Financial Planning is the process of estimating the capital required and determining
its computation. It is 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. Determine the status of your current
finances, viz., your income, expenses, debt, savings and investments. This is the first
step in financial planning, as it gives you a good sense on the state of your finances and
ways to improve.
2. Write down your financial goals. Ask yourself: ‘what are the different financial
goals I wish to achieve in life?’ Write them on a piece of paper. Don’t hesitate to put
down any goal because no goal is too small or too big. However, make sure that your
goals are specific. For instance, here are some achievable goals: ‘I want to purchase an
SUV in the next 18 months’ or ‘I want to buy an apartment in the next 5 years.

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3. Look at the different investment options. There are numerous investment options
available to investors Different investment avenues help investors to achieve different
goals. For example, equity funds are suitable for long-term goals like retirement
planning, child’s education, etc. When it comes to investing, many financial experts
have highlighted the importance of mutual funds. Investing in these funds consistently
over a longer period can help you achieve your dreams and goals.
4. Implement the right plan. Select the right investment option based on factors such
as goals, age, risk appetite and investment amount. If unsure on the funds needed to
select for a portfolio, avail the services of a financial advisor. These are certified
professionals who help investors make the right investment choices. They also help with
other aspects like insurance, retirement planning, estate planning and taxation.
5. Monitor your financial plan regularly. The financial planning process does not end
once money is invested. Monitor how the funds are performing regularly. If they don’t
perform, replace them with better performing funds. Follow a plan because as one
grows older, goals and dreams evolve. For instance, financial priorities may change
after the birth of a child. Now, you need to accommodate the expenses and objectives
of a new member in your family.
Benjamin Franklin has rightly said, “If you fail to plan, you are planning to fail.”
You may have several different financial goals you wish to achieve but to reach them at
the right point in life; you need to have a financial plan in place at a very young age.

Benefits of Financial Planning

1. Increase your savings. It may be possible to save money without having a financial
plan. But it may not be the most efficient way to go about it. When a financial plan is
created, one will have a good deal of insight income and expenses. Financial plan can
track and cut down costs consciously. This automatically increases savings in the long
run.
2. Enjoy a better standard of living. Most people assume that they would have to
sacrifice their standard of living if their monthly bills are to be addressed. On the
contrary, with a good financial plan, there is no need to compromise lifestyle. It is
possible to achieve goals while living in a relative comfort.

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3. Be prepared for emergencies. Creating an emergency fund is a critical aspect of
financial planning. Ensure a fund that is equal to at least 6 months of your monthly
salary. This will lessen worry about procuring funds in case of a family emergency or a
job loss. The emergency fund can help pay for varied expenses on time.
4. Attain peace of mind. With adequate funds at hand, it can cover monthly expenses,
invest for future goals and splurge a little for personal and family cravings, without
worry. Financial planning helps manage money efficiently and enjoy peace of mind.

How to Set and Achieve Financial Goals

Saving money for a purchase is a tale as old as time. Whether you’re an eight-year
old wanting a new bike or an adult seeking your first house, we all have experience
trying to save up for something that right now, is financially out of reach.
First you need to set a specific financial goal. What do you want to achieve? How
long will it take? What are the steps to achieving it? 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; develop a SMART (Specific, Measurable, Achievable, Relevant and
Timely) strategy and a tight budget to achieve it; start saving and constantly
monitor success.

What are Financial Goals?

Financial goals are savings, investment or spending targets hope to achieve over a
set period of time. The stage of life you are in usually determines what type of goals you
wish to achieve.
For example, if you’re in college, it may be an easy short-term goal like saving for a
new pair of shoes or something more challenging like saving for a car. On the other
hand, a person with a growing family would have a long-term goal of going from renting
a home to owning one. Saving for a child’s college education and saving for your own
retirement are other popular financial goals.

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Examples of Financial Goals
Consider sticking to these 11 financial goals to help relieve yourself from debt:
1. Make a budget and live by it – Some are skeptical of the budgeting process.
“Budgets are focused on debts and expenses and nobody got rich by focusing on their
debts,’’ said Ric Edelman, a certified financial planner who is the author of eight books.
“You get wealthy by focusing on your assets and your income.’’ But most experts agree
that budgets are useful, if only to clearly define the amount of income and fixed
expenses in someone’s household. Creating a budget is a great way to know your
financial limits.
2. Pay off credit card debt – Wohlwend said this quality should head the list for
anyone serious about establishing financial standards. “The interest charges (on credit
card accounts) eat up so much of the cash flow that could be used for other objectives,’’
3. Saving an emergency fund should be a top priority – Three months of liquidity is
a minimum standard. Six months (or more) is better. Emergency funds are commonly
used to fix a surprise car repair, pay for a hospital stay, the mortgage, and a variety of
other unforeseen issues.
4. Save for retirement. Set aside cash each month to grow your retirement portfolio.
You will thank yourself later.
5. Live below your means – It’s a simple math equation. If you spend more than you
make, there’s debt. If you spend less than your income, there are savings. Don’t try to
maintain a lifestyle you can’t afford.
6. Develop skills to improve your income – It doesn’t necessarily mean a return to
college for an additional degree. It might mean taking on additional training or
responsibility at your current job. It might mean finding a mentor, who can provide tips
and feedback, or working a part-time job. It could also mean attending conferences and
workshops, networking in your profession, taking a class at the public library, anything
to acquire more contacts and knowledge. Small steps can lead to large payoffs in the
future.
7. Save money for college – According to the U.S. Department of Education, college
graduates with a bachelor’s degree typically earn 66% more than those with only a high-

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school diploma. Over the course of a lifetime, the difference in earnings is $1 million or
more.
8. Save a down payment for a home – For most people, it’s the most significant
purchase and investment. The greater the down payment, the more freedom and
flexibility provided for the life of the loan. A 20% down payment is the standard for a
good mortgage. Remember having a mortgage is a far more savvy investment than
paying rent.
9. Improve your credit score – In order to get that home — or any other transaction
that requires a loan — it’s always helpful to qualify for a lower interest rate. In simple
terms, an improved credit score saves you money by qualifying you for lower interest
rates.
10. Starting a business – Starting a business is a tough, but ultimately fulfilling
endeavor. “Make a plan, then follow that plan.’’

How to Set Financial Goals

Here are six steps to setting financial goals.
1. Figure out what matters to you. Put everything, from the practical and pressing to
the whimsical and distant, on the table for inspection and weighing.
2. Sort out what’s within reach, what will take a bit of time, and which must be
part of a long-term strategy.
3. Apply a SMART- goal strategy. That is, make certain your ambitions are Specific,
Measurable, Achievable, Relevant, and Timely. SMART.
4. Create a realistic budget. Get a strong handle on what is coming in and what is
going out, then work it to address your goals. Use your budget to plug leaks in your
financial ship.
5. With any luck, your tough, realistic, water-tight budget will show at least a
handful of leftover money. Whatever that amount is, have it automatically directed into
a separate account designed to address the first couple of things on your list of
priorities.
6. Monitor your progress. Make sure that you are hitting certain benchmarks. If not,
take some time to re-evaluate what went wrong.

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7. How to Achieve Your Financial Goals
The best way to reach your financial goals is by making a plan that prioritizes your
goals. When you examine your own goals, you’ll discover that some are broad and far-
reaching, while others are narrow in scope. Your goals can be separated into three
categories of time:
a. Short-term financial goals take under one year to achieve. Examples may include
taking a vacation, buying a new refrigerator or paying off a specific debt.
b. Mid-term financial goals can’t be achieved right away but shouldn’t take too many
years to accomplish. Examples may include purchasing a car, finishing a degree or
certification, or paying off your debts.
c. Long-term financial goals (over five years) may take several years to accomplish
and, as a result, require longer commitments and often more money. Examples might
include buying a home, saving for a child’s college education, or a comfortable
retirement.
The goal-setting process involves deciding what goals you intend to reach; estimating
the amount of money needed and other resources required; and planning how long you
expect to take to reach each of your goals.

B. Budgeting, Spending and Investing

Budgeting is the process of creating a plan how to spend money. This spending
plan is called budget. Creating a spending plan allows determining in advance whether
money is enough to do the things needed to do or would like to do. If money is not
enough to do everything we like to do, then, use planning process to prioritize spending
money on the things that are most important.

Budgeting is simply balancing your expenses with your income. If they don't balance and you spend more than you make,
you will have a problem. Many people don't realize that they spend more than they earn and slowly sink deeper into debt
every year

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 These seven ways to calm your impulses will help you cut back on spending:
1. Never use credit cards or other lines of credit. By using cash, you force yourself to
consider just how much you are spending.
2. Withdraw cash from your bank account yourself, so that you can see the
dwindling balance.
3. Pay as you go. Don’t run a tab at a bar, and don’t pay everything up front for
a romantic weekend getaway. Pay for everything as it comes, and you will better
understand how all that money just “gets away from you.”
4. Be vocal about your savings goals. If you tell close friends and family how much
you intend to save and by what date, they will hold you accountable.
5. Reward yourself when you meet your savings goals, but only by spending
a responsible percentage of what you saved. This can help prevent frugal fatigue.
6. Stop and ask yourself before each and every purchase whether or not you
truly need the item. Know the difference between needs and wants.
7. Look at the future, no matter how uncomfortable it is. Ask yourself questions
like how much money you’ll need to retire, or how you’ll pay for your child’s college
education.

Investment definition
An investment is a purchase that is completed with money that has the potential to
produce income or a profit. Things that naturally lose value over time and with use are
not investments.
An investor is a person or entity who outlays capital in order to produce an income
or to make profits. Investing is the act of putting forth capital with the expectation of
income or profit. Personal investing is buying financial securities or property for the
purpose of making a profit.

C. Savings and Banking

Savings Account Defined
A savings account is a basic type of bank account that allows you to deposit
money, keep it safe, and withdraw funds, all while earning interest. Keeping cash

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elsewhere that you don’t plan to spend in the immediate future is unsafe. Using a
savings account has a psychological benefit: it’s tempting to spend money in hand. A
savings account, however, can be a means of setting aside funds to reach longer-term
goals.

Using Your Savings Account

A savings account is a good place to keep money safe for future needs. Savings
accounts are particularly useful for the money you may need within the next few years.
You might not earn much in interest, but as long as your funds are federally insured and
your fee-conscious, you’re not going to lose that money either.
Some common uses of savings accounts are as follows:
 Saving for major purchases;
 Vacations or other upcoming expenses;
 Emergency savings.

Banking
Banking is an industry that handles cash, credit, and other financial transactions.
Banks provide a safe place to store extra cash and credit. They offer savings
accounts, certificates of deposit, and checking accounts. Banks use these deposits to
make loans. These loans include home mortgages, business loans, and car loans.
Banking is one of the key drivers of the country’s economy. It provides
the liquidity needed for families and businesses to invest in the future. Bank loans and
credit mean families don't have to save up before going to college or buying a house.
Companies use loans to start hiring immediately to build for future demand and
expansion.

Banking and How It Works

Banks are a safe place to deposit excess cash. The Federal Deposit Insurance
Corporation (FDIC) insures them. Banks also pay savers a small percent of the
deposited amount based on an interest rate.

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 Banks are currently not required to keep any percentage of each deposit on hand,
though the Federal Reserve can change this. That regulation is called the reserve
requirement. They make money by charging higher interest rates on their loans than
they pay for deposits.

Types of Banks
Banks can be placed into certain categories based on the type of business they
conduct.
 Commercial banks provide services to private individuals and businesses. Retail
banking provides credit, deposit, and money management to individuals and
families.
 Community banks are smaller than commercial banks. They concentrate on the
local market. They provide more personalized service and build relationships with
their customers.
 Internet banking provides these services via the world-wide-web. The sector is also
called E-banking, online banking, and net banking.

50/20/30 Budget Rule. The 50-20-30 (or 50-30-20) budget rule is an intuitive and
simple plan to help people reach their financial goals.
 50%: Needs- Needs are those bills that you absolutely must pay and are the things
necessary for survival. These include rent or mortgage payments, car payments,
groceries, insurance, health care, minimum debt payment, and utilities. These are your
"must-haves." The "needs" category does not include items that are extras, such as
HBO, Netflix, Starbucks, and dining out.
 30%: Wants- Wants are all the things you spend money on that are not absolutely
essential. This includes dinner and movies out, that new handbag, tickets to sporting
events, vacations, the latest electronic gadget, and ultra-high-speed Internet. Anything
in the "wants" bucket is optional if you boil it down. You can work out at home instead of
going to the gym, cook instead of eating out, or watch sports on TV instead of getting
tickets to the game.

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 This category also includes those upgrade decisions you make, such as choosing a
costlier steak instead of a less expensive hamburger, buying a Mercedes instead of a
more economical Honda, or choosing between watching television using an antenna for
free or spending money to watch cable TV. Basically, wants are all those little extras
you spend money on that make life more enjoyable and entertaining.
 20%: Savings- Finally, try to allocate 20% of your net income to savings and
investments. This includes adding money to an emergency fund in a bank savings
account, making IRA contributions to a mutual fund account, and investing in the stock
market. You should have at least three months of emergency savings on hand in case
you lose your job or an unforeseen event occurs. After that, focus on retirement and
meeting other financial goals down the road.

D. Avoiding Financial Scams

Financial scams are on the rise, but there are 6 things you can do to make it much
harder for thieves:
1. Never share your One Time Password (OTP)
2. Never share your Password
3. Never share your reset password link
Remember:
 No-one should be asking for your password. A reputable company will never ask
for your password or bank PIN, either over the phone or by email. If they need you to
reset your password, they’ll send you a link to a secure page on their official site, which
will allow you to do it safely. You also shouldn’t have to give any individual person your
password or PIN number.
 Fraudsters often use threats. In order to try to spur the victim into action,
scammers may include threats in their calls. For example, they could say that your bank
account will be permanently deleted if you don’t reset your password through a link that
they’ve provided.
 If the deal seems too good to be true, it is indeed. Be cautious when you come
across promotional offers that sound too good to be true. Fraudsters will claim to be
from a real company with fake offers, or that you won a lucky draw.

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4. Don’t make financial transactions on open public networks.
5. Set strong and unique passwords for every account.
6. Use apps wisely. If you use mobile apps on your smartphone to access your
financial accounts, be sure to password-protect your device. Be wary of free apps
because it might be accompanied by spyware. Every time you download apps or files
from an unknown source, you risk loading malicious programs on your phone. Only
download legitimate and credible apps from the Google Play Store and Apple Store.

E. Insurance and Taxes

Insurance Defined
Insurance is a contract, represented by a policy, in which an individual or entity
receives financial protection or reimbursement against losses from an insurance
company. Insurance policies are used to hedge against the risk of financial losses, both
big and small, that may result from damage to the insured or her property, or from
liability for damage or injury caused to a third party.
Remember:
 Insurance is a contract (policy) in which an insurer indemnifies another against
losses from specific contingencies or perils.
 There many types of insurance policies. Life, health, homeowners, and auto are the
most common forms of insurance.
 The core components that make up most insurance policies are the deductible,
policy limit, and premium.

Premium
A policy's premium is its price, typically expressed as a monthly cost. The premium
is determined by the insurer based on your or your business's risk profile, which may
include creditworthiness.
For example, if you own several expensive automobiles and have a history of
reckless driving, you will likely pay more for an auto policy than someone with a single
mid-range sedan and a perfect driving record. However, different insurers may charge
different premiums for similar policies.

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Policy Limit
The policy limit is the maximum amount an insurer will pay under a policy for a
covered loss. Maximums may be set per period (e.g., annual or policy term), per loss or
injury, or over the life of the policy, also known as the lifetime maximum.
Typically, higher limits carry higher premiums. For a general life insurance policy, the
maximum amount the insurer will pay is referred to as the face value, which is the
amount paid to a beneficiary upon the death of the insured.

Deductible
The deductible is a specific amount the policy-holder must pay out-of-pocket before
the insurer pays a claim. Deductibles serve as deterrents to large volumes of small and
insignificant claims. Deductibles can apply per-policy or per-claim depending on the
insurer and the type of policy.

Tax Defined
Tax is money that people have to pay to the government. The government uses the
money it gets from taxes to pay for things. For example, taxes are used to pay for
people who work for the government, such as the military and police, provide services
such as education and health care, and to maintain or build things like roads, bridges
and sewers.

Types of Taxes in the Philippines

They say only two things are certain in life: Death and taxes. Quite ironically, we
won’t live if we don’t pay our taxes—it’s just part of how society functions.
Philippine National Taxes
National taxes are mandatory contributions imposed by the government and
collected through the Bureau of Internal Revenue (BIR), which is grounded on the
Republic Act 8424, or National Internal Revenue Code of 1997, and known as Tax
Reform Act of 1997. Export and import tariffs are also referred to as national taxes but
these are levied by the Bureau of Customs (BOC) and will be excluded from this list.

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1. Estate Tax
Estate tax is charged to your estate or properties when the titleholder meets their
demise. At a rate of 6%, the heir apparent or the rightful beneficiary of the estate should
settle this tax before transferring the title to the heir or beneficiary’s name.
2. Documentary Stamp Tax
This refers to the tax imposed on contracts, loan agreements, certificates, and other
legal papers that serve as proof of transfer/sale of an ownership/obligation of a property
or assets.
3. Percentage Tax
Percentage tax is a business tax imposed on merchants or businesses that lease/sell
products, services, and properties. They are not VAT-registered, with a yearly gross
sale at a maximum of P750,000.
4. Capital Gains Tax
Capital Gains tax refers to what an individual or a business pays upon making profits
out of selling a valuable asset. These sold assets subjected to capital gains are pieces
of jewelry, stocks, properties, and other goods appraised with high value.
5. Income Tax
This refers to the tax that is imposed on an individual’s earnings, be it salary or profits,
from his/her profession, business, trade, or properties at rates ranging from 5% to 32%
depending on their income bracket.
6. Withholding Tax
Withholding tax is the amount from an employee’s wage deducted by the employer and
directly paid to the government for the employee’s partial income tax.
7. Value-Added Tax or VAT
Value-Added Tax serves as a consumption fee that is placed on a product when there is
an additional value to its manufacturing and final sale. Since it is considered an indirect
tax, the customers pay for VAT.
8. Excise Tax
Excise Tax is placed on products sold in the country and considered an indirect type of
tax because this can be recovered by the seller/producer by increasing the price of

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these products. This is emphasized in the TRAIN law. Example placement of an excise
tax can be cited from the products with health risks such as liquors and tobacco.
9. Donor’s Tax
Donor’s Tax is placed on a gift, donation, or willful free-of-charge transfer of property
between the benefactor to recipients on their lifetime. There are some cases where BIR
would scrap this tax. An example of this is the goods provided to the victims of the
destructive typhoon Yolanda.

Philippine Local Taxes

Local taxes are grounded on the Republic Act 7160, also known as the Local
Government Code of 1991. These taxes and fees, on the other hand, are levied by the
local government units (provincial, city, municipality, and barangay).
1. Franchise Tax
This refers to the tax imposed on franchise businesses at a maximum rate of 50% of the
1% of the gross yearly receipts for the preceding year.
2. Basic Real Property Tax
Basic Real Property Tax cover covers six types of properties: agricultural, commercial,
industrial, mineral, residential, timberland.
3. Sand, Gravel and other Quarry Resources Tax
A maximum of 10% of fair market value in the location per cubic meter of quarry
resources (such as gravel, sand, common stones, earth, and sand prized from public
lands or waters) will be collected by LGUs.
4. Business of Printing and Publication Tax
These taxes are also collected from publication or printing of books, posters, pamphlets,
cards, tarps, and other print materials.
5. Annual Fixed Tax for Delivery Trucks and Vans
Local government units collect P500 every year from delivery vehicles such as trucks
and vans handling products (beverages, food, cosmetics, tobacco, etc.).

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6. Professional Tax
This type of tax applies to individuals whose professions require examination from the
government, such as board exams or licensure. These professionals include lawyers,
doctors, engineers, architects and others subjected to this tax.
7. Amusement Tax
Films, theatrical plays, concerts and all forms of entertainment shows are subjected to
tax. It is commonly added to the admission price or the entrance tickets.
8. Community Tax
Community tax is a tax for the public where one must pay an amount depending on your
income bracket. The base fee is P5 and it has an additional increase of P1 for each
P1,000 of income.
9. Barangay Tax
Micro-businesses such as retailers and “sari-sari stores” that earn a gross sale of
P50, 000 every year have to pay the barangay tax. The tax will start to accumulate from
the very first day of the first month of each year.
10. Barangay Clearance
This certification from the barangay serves as legal proof of permission to conduct an
activity or start a business in a particular barangay. It is also used as a documentary
requirement on government transactions and employment.

F. Tips on Being Financially Stable

Important Biblical Tips about Financial Stability
1. Set priorities. Proverbs 24:27 – Put your outdoor work in order and get your fields
ready; after that, build your house.
2. Make a budget. Luke 14:28-30 – Suppose one of you wants to build a tower. Won’t
you first sit down and estimate the cost to see if you have enough money to complete
it? For if you lay the foundation and are not able to finish it, everyone who sees it will
ridicule you, saying, “This person began to build and wasn’t able to finish.
3. Build an emergency fund. Genesis 41:34-36 – Let Pharaoh appoint commissioners
over the land to take a fifth of the harvest of Egypt during the seven years of
abundance. They should collect all the food of these good years that are coming and

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store up the grain under the authority of Pharaoh, to be kept in the cities for food. This
food should be held in reserve for the country, to be used during the seven years of
famine that will come upon Egypt, so that the country may not be ruined by the famine.
4. Avoid debt. Proverbs 22:7 – The rich rule over the poor, and the borrower is slave to
the lender.
5. Diversify investments. Ecclesiastes 11:2 – Invest in seven ventures, yes, in eight;
you do not know what disaster may come upon the land.
6. Reduce risk as you age.
Ecclesiastes 5:13-14 – I have seen a grievous evil under the sun: wealth hoarded to the
harm of its owners, or wealth lost through some misfortune, so that when they have
children there is nothing left for them to inherit.
7. Make a Financial Plan. Proverbs 21:5 – The plans of the diligent lead to profit as
surely as haste leads to poverty.

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Guide Questions:
1. What is financial planning?
2. How to set and achieve financial goals?

Answers to Guide Questions:

1. A financial plan is a document containing a person's current money situation and
long-term monetary goals, as well as strategies to achieve those goals. It will take into
consideration these three factors:
A financial plan documents an individual's long-term financial goals and creates a
strategy for achieving them.
Financial Planning is the process of estimating the capital required and determining its
computation. It is the process of framing financial policies in relation to procurement,
investment and administration of funds of an enterprise.
2. Saving money for a purchase is a tale as old as time. Whether you’re an eight-year
old wanting a new bike or an adult seeking your first house, we all have experience
trying to save up for something that right now, is financially out of reach.
 First you need to set a specific financial goal. What do you want to achieve? How
long will it take? What are the steps to achieving it? 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; develop a SMART (Specific, Measurable, Achievable, Relevant and Timely)
strategy and a tight budget to achieve it; start saving and constantly monitor success.

Assessment # 10 (Individual Work)

Make a financial plan. Financial planning will allow PSTs to reflect on their P10, 000
budget and work out a plan for their finances.
Process: PSTs will fill-out the matrix provided to input data on their finances including
their savings.
Output: Financial plan

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4E. Cyber/Digital Literacy
Objectives:
At the end of the unit, the pre-service teacher can:
1. examine the ethical considerations of using digital media;
2. demonstrate skills in the positive use of ICT; and
3. evaluate cyber threats, cases and media

A. Cyber - citizenship In the Digital Age

The Cyberworld and Cyberspace
Digital media are part of what is called the cyberworld, which is a term given to the
modern world of computers, communications, and other digital technologies, such as
mobile devices. The term cyberspace is used to describe the online environment of the
cyberworld in which communications take place. Cyberspace is interactive, which make
it easy to connect with other people and the world as a whole. In fact, in cyberspace, we
have 24-hour access, seven days a week, to information, communication, and
collaboration.
The sheer size of the cyberworld means that there is a lot of information online that
is available to everyone. Before computers, when people wanted to access information,
they had to seek out books at a library or visit an expert for advice. However, the
cyberworld makes it possible to do research online and acquire knowledge both quickly
and efficiently.

Cyber Literacy
What does it mean to live in the digital age? As our use of computers and other
digital technologies continues to expand, we must also learn how to use new and
emerging technologies. Being both proficient in the use of new technologies and
comfortable in the atmosphere of cyberspace is called cyber literacy. It includes
understanding how technologies work, having the ability to use technologies to perform
different tasks and being able to critique technologies and how people use them.

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Cyber literacy includes the abilities listed below:
 Knowing how to use software, such as word processing programs, to type a paper
for school;
 Doing research online to learn about a new topic;
 Understanding how technology can be used for entertainment, school, work, and
personal use;
 Adapting to new technologies; and
 Keeping current on updates to existing technologies.

Citizens of the Cyberworld

Have you ever played on a sports team or participated in a group activity, such as
volunteering at an organization or attending a birthday party? Every person is a citizen,
or a member of different groups, whether at school, at home, or in his or her personal
life. From staying safe to acting ethically, citizenship means participating in your world
in a responsible way. When we embody good citizenship, we practice safe, ethical, and
responsible decision-making, because we know that our actions can impact other
members of the group or community.
Just as we have responsibilities in the real world, we also have responsibilities in the
cyberworld. When you participate in the cyberworld, you become a cyber citizen, or a
member of the global online community. Cyber citizenship is taking responsibility for
your role in cyberspace and engaging in positive and ethical decision-making to stay
safe online.
For many people today, maintaining positive cyber citizenship is a natural part of
living in the digital age. This is because many people are digital natives, or people who
were born after the invention of digital technology and have grown up using it. Digital
natives are very familiar with digital technology and tend to understand it more
thoroughly than people born before its invention.

Your Role as a Cyber Citizen

What is your role as a cyber citizen? In the same way you understand how to
responsibly fulfill certain roles as a citizen of your personal communities, you must

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understand how to do the same as a cyber citizen. Shown below are the responsibilities
of real-world citizens and the responsibilities of cyber citizens.

Real-World Citizen Responsibilities

 Listen and respond thoughtfully to others.
 Be cooperative and kind.
 Maintain an open mind and a willingness to help others.
 Follow rules set by the communities in which you participate, such as school, family,
or sports teams.
 Communicate effectively.
 Respect others.
 Treat others the way you want to be treated.

Cyber Citizen Responsibilities

 Use respectful and kind language, not hateful or bullying words.
 Treat others the way you want to be treated.
 Don't share private information, such as your passwords or home address.
 Don't plagiarize, or steal information from the Web and use it as your own.
 Protect yourself and your computer by following security measures.

B. Internet Safety
Welcome to the World Wide Web
The Internet is a global communication network that allows computers to exchange
and share information worldwide. The World Wide Web is a subset of the Internet. It's a
collection of pages connected by hypertext links. (Many people, however, use the terms
Internet and World Wide Web interchangeably, which is acceptable usage.)
A website is a group of web pages that focus on a particular subject. When you are
online, it means that you are on the Internet and are likely visiting websites. While
traveling in the real world can cost big bucks, we can travel anywhere online for free.
From learning about foreign countries to getting advice on how to master a video game,

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we can use the Internet to discover a vast array of information about many places,
people, and things.

Types of Websites
The two most common Internet websites are:
a. Informational
People visit an informational website to gather information and learn about
something. Websites such as weather.com (The Weather Channel), CNN.com, and
britannica.com (Encyclopedia Britannica) are some examples. We use informational
websites to explore and expand our knowledge, whether we are doing research for a
school or work assignment or are simply seeking to satisfy our own thirst for learning.
b. Corporate and E-Commerce
A corporate website can be informational, but its primary purpose is to convince
people to buy something, such as an idea, a product, or a subscription. For example,
Procter & Gamble, maker of goods such as shampoo and pet food, has a website that
describes its company and its products. On Nike's website, you can find descriptions of
its shoes and clothes, and you can buy them there as well. Online stores or auction
sites such as eBay and Amazon are e-commerce websites on which you can buy and
sell products.

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Benefits of Surfing the Web
Going online can be fun, because you can visit websites devoted to your favorite
things, including books, music, and movies. Going online can also be beneficial,
because on the Web you can find information that will expand your knowledge base and
help you with your studies. Three benefits of surfing the Web are described below:
1. Easy Data Comparison
On the Web, we can research, gather, and compile a broad range of data from many
different sites. Data-gathering online can be quicker and more efficient than gathering
data from traditional print sources, although you must be careful to use only credible
sites.
2. Convenient Media Consumption
Prior to the invention of the Web, we had to go to a movie theater or buy or rent a
DVD to watch a movie. Today, we can simply "stream" movies to just about any digital
device. The same goes for music and books; we used to have to go to stores and buy
CDs and books, but now we can download music and novels.
3. Communication
Chatting with friends and family is easy when you use Web tools such as social
networking sites and chat rooms. Here are the Top 10 Internet safety rules to follow to help
you avoid getting into trouble online and offline.

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1. Keep personal information professional and limited.
Potential employers or customers don't need to know your personal relationship
status or your home address. They do need to know about your expertise and
professional background, and how to get in touch with you. You wouldn't hand purely
personal information out to strangers individually—don't hand it out to millions of people
online.
2. Keep your privacy settings on.
Marketers love to know all about you, and so do hackers. Both can learn a lot from
your browsing and social media usage. But you can take charge of your information. As
noted by Lifehacker, both web browsers and mobile operating systems have settings
available to protect your privacy online. Major Websites like Facebook also have
privacy-enhancing settings available. These settings are sometimes (deliberately) hard
to find because companies want your personal information for its marketing value. Make
sure you have enabled these privacy safeguards, and keep them enabled.
3. Practice safe browsing.
You wouldn't choose to walk through a dangerous neighborhood—don't visit
dangerous neighborhoods online. Cybercriminals use lurid content as bait. They know
people are sometimes tempted by dubious content and may let their guard down when
searching for it. The Internet's demimonde is filled with hard-to-see pitfalls, where one
careless click could expose personal data or infect your device with malware. By
resisting the urge, you don't even give the hackers a chance.
4. Make sure your internet connection is secure. Use a secure VPN connection.
When you go online in a public place, for example by using a public Wi-Fi
connection, you do not have a direct control over its security. Corporate cybersecurity
experts worry about "endpoints"—the places where a private network connects to the
outside world. Your vulnerable endpoint is your local Internet connection. Make sure
your device is secure, and when in doubt, wait for a better time (i.e., until you're able to
connect to a secure Wi-Fi network) before providing information such as your bank
account number.
To further improve your Internet browsing safety, use secure VPN connection (virtual
private network). VPN enables you to have a secure connection between your device

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and an Internet server that no one can monitor or access the data that you are
exchanging.
5. Be careful what you download.
A top goal of cybercriminals is to trick you into downloading malware—programs or
apps that carry malware or try to steal information. This malware can be disguised as an
app: anything from a popular game to something that checks traffic or the weather.
Don't download apps that look suspicious or come from a site you don't trust.
6. Choose strong passwords.
Passwords are one of the biggest weak spots in the whole Internet security
structure, but there's currently no way around them. And the problem with passwords is
that people tend to choose easy ones to remember (such as "password" and "123456"),
which are also easy for cyber thieves to guess. Select strong passwords that are harder
for cybercriminals to demystify. Password manager software can help you to manage
multiple passwords so that you don't forget them. A strong password is one that is
unique and complex—at least 15 characters long, mixing letters, numbers and special
characters.
7. Make online purchases from secure sites.
Any time you make a purchase online, you need to provide credit card or bank
account information—just what cybercriminals are most eager to get their hands on.
Only supply this information to sites that provide secure, encrypted connections.
As Boston University notes, you can identify secure sites by looking for an address that
starts with https: (the S stands for secure) rather than simply http: They may also be
marked by a padlock icon next to the address bar.
8. Be careful what you post.
The Internet does not have a delete key, as that young candidate in New Hampshire
found out. Any comment or image you post online may stay online forever because
removing the original (say, from Twitter) does not remove any copies that other people
made. There is no way for you to "take back" a remark you wish you hadn't made, or get
rid of that embarrassing selfie you took at a party. Don't put anything online that you
wouldn't want your mom or a prospective employer to see.

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9. Be careful who you meet online.
People you meet online are not always who they claim to be. Indeed, they may not
even be real. Fake social media profiles are a popular way for hackers to cozy up to
unwary Web users and pick their cyber pockets. Be as cautious and sensible in your
online social life as you are in your in-person social life.
10. Keep your antivirus program up to date.
Internet security software cannot protect against every threat, but it will detect and
remove most malware—though you should make sure it's to date. Be sure to stay
current with your operating system's updates and updates to applications you use. They
provide a vital layer of security.

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C. Cyberbullying and Cybercrimes
Cyberbullying Defined
Cyberbullying is bullying that takes place over digital devices like cell phones,
computers, and tablets. Cyberbullying can occur through SMS, Text, and apps, or
online in social media, forums, or gaming where people can view, participate in, or
share content. Cyberbullying includes 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. Some
cyberbullying crosses the line into unlawful or criminal behavior.

Cybercrime defined
Cybercrime is criminal activity that either targets or uses a computer, a computer
network or a networked device. Most, but not all, cybercrime is committed by
cybercriminals or hackers who want to make money. Cybercrime is carried out by
individuals or organizations. Some cybercriminals are organized, use advanced
techniques and are highly technically skilled. Others are novice hackers. Rarely,
cybercrime aims to damage computers for reasons other than profit. These could be
political or personal.

Types of Cybercrimes
 Email and internet fraud.
 Identity fraud (where personal information is stolen and used).
 Theft of financial or card payment data.
 Theft and sale of corporate data.
 Cyber-extortion (demanding money to prevent a threatened attack).
 Ransomware attacks (a type of cyber-extortion).
 Cryptojacking (where hackers mine cryptocurrency using resources they do not
own).
 Cyberespionage (where hackers access government or company data).

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D. Managing Computer Threats
Types of Computer Security Threats and How to Avoid Them
Computer security threats are relentlessly inventive. Masters of disguise and
manipulation, these threats constantly evolve to find new ways to annoy, steal and
harm. Arm yourself with information and resources to safeguard against complex and
growing computer security threats and stay safe online.
Examples of Online Cybersecurity Threats
a. Computer Viruses
Perhaps the most well-known computer security threat, a computer virus is a
program written to alter the way a computer operates, without the permission or
knowledge of the user. A virus replicates and executes itself, usually doing damage to
your computer in the process.
Carefully evaluating free software, downloads from peer-to-peer file sharing sites,
and emails from unknown senders are crucial to avoiding viruses. Most web browsers
today have security settings which can be ramped up for optimum defense against
online threats. But, as we'll say again and again in this post, the single most-effective
way of fending off viruses is up-to-date antivirus software from a reputable
provider. Learn more about how to combat computer virus threats and stay safe
online.
b. Spyware Threats
A serious computer security threat, spyware is any program that monitors your
online activities or installs programs without your consent for profit or to capture
personal information. We’ve amassed a wealth of knowledge that will help you combat
spyware threats and stay safe online.
While many users won't want to hear it, reading terms and conditions is a good way
to build an understanding of how your activity is tracked online. And of course, if a
company you don't recognize is advertising for a deal that seems too good to be true,
be sure you have an internet security solution in place and click with caution.
c. Hackers and Predators
People, not computers, create computer security threats and malware. Hackers and
predators are programmers who victimize others for their own gain by breaking into

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computer systems to steal, change, or destroy information as a form of cyber-
terrorism. These online predators can compromise credit card information, lock you out
of your data, and steal your identity. As you may have guessed, online security tools
with identity theft protection are one of the most effective ways to protect yourself from
this brand of cybercriminal.
d. Phishing
Masquerading as a trustworthy person or business, phishers attempt to steal
sensitive financial or personal information through fraudulent email or instant messages.
Phishing attacks are some of the most successful methods for cybercriminals looking to
pull off a data breach. Antivirus solutions with identity theft protection can be "taught" to
recognize phishing threats in fractions of a second.

How can a company ensure that its network is protected?

 Install Anti-Virus Software. Ensure that reputable anti-virus software is installed on
all computers. This should include all servers, PCs and laptops. If employees use
computers at home for business use or to remotely access the network, these PCs
should also have anti-virus software installed.
 Ensure that the anti-virus software is up to date. Every day new computer
viruses are being released and it is essential that businesses are protected from these
viruses by keeping the anti-virus software up to date. If possible, companies should look
at policies whereby computers that do not have the most up to date anti-virus software
installed are not allowed to connect to the network.
 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. For users that use computers for business away from the
protection of the company’s network, such as home PCs or laptops, a personal firewall
should be installed to ensure the computer is protected.
 Filter all email traffic. All incoming and outgoing email should be filtered for
computer viruses. This filter should ideally be at the perimeter of the network to prevent
computer viruses. Emails with certain file attachments commonly used by computer

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viruses to spread themselves, such as .EXE, .COM and .SCR files, should also be
prevented from entering the network.
 Educate all users to be careful of suspicious e-mails. Ensure that all users know
to never open an attachment or to click on a link in an email they are not expecting.
Even when the email is from a known source, caution should be exercised when
opening attachments or clicking on links in emails. Criminals use the trust placed in an
email contact you know to trick you into clicking on a link or attachment.
 Scan Internet Downloads. Ensure that all files downloaded from the Internet are
scanned for computer viruses before being used. Ideally this scanning should be done
from one central point on the network to ensure that all files are properly scanned.
 Don’t run programs of unknown origin. It is important that you use a trusted
source for your software requirements. This is to ensure that all software installed can
be accounted for and that its sources can be confirmed to be legitimate. Apart from
ensuring that the correct licensing agreements are in place, using a trusted supplier can
help reduce the risk of software infected with a virus compromising your business. All
users should be educated to never run a computer program unless the source is known
or has originated from a person or company that is trusted.
 Implement a vulnerability management program. Most computer viruses and
worms try to exploit bugs and vulnerabilities within the operating system and
applications that companies use. New vulnerabilities are introduced into networks every
day, be that from installing new software and services, making changes to existing
systems or simply from previously undiscovered vulnerabilities coming to light. It is
important to regularly review your network and the applications running on it for new
vulnerabilities. Any discovered vulnerabilities should be rated and prioritized regarding
their criticality and the potential business impact they could have. Once this has been
done, a plan on how to manage those vulnerabilities, either by patching, upgrading, or
managing the vulnerability using tools such as firewalls or Intrusion Detection Systems
should be put into place.
 Make regular backups of critical data. It is important to ensure that regular copies
of important files are kept either on removable media such as portable drives or tape to
ensure you have a trusted source for data in the event that the network is infected with

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a computer virus. Not only will this ensure that important data is available in the event of
a computer virus infecting the company’s network, backups will also enable the
company to restore systems to software that is known to be free from computer virus
infection. For added security you should store these backups securely offsite. That way
should a major disaster happen to the business, e.g. the building goes on fire, the data
will remain safe in the secure offsite location and can be restored quickly in a new
facility
 Develop an Information Security Policy. The creation and publication of an
Information Security Policy is the key to ensuring that information security receives the
profile it requires in the organization and is the first critical step in securing the
company’s systems and data. It is important that senior management support the
Information Security Policy and that all users are made aware of their roles and
responsibilities under this policy.
 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. Unusual traffic patterns or log entries could indicate that the network has
been infected or that its security has been compromised. As well as monitoring for
suspicious traffic and events, it is important that logs for other devices are checked
regularly to ensure that the network remains protected. Log files for the backups should
be checked regularly to ensure that the backups succeeded, likewise the log files for
anti-virus software deployed should be regularly checked to ensure that all PCs are
running the latest version of the anti-virus software.
 Develop an Incident Response Plan. Knowing what to do when a computer virus
enters the network or when you suffer a security breach is critical to minimize the
damage they may cause, both to the business and also to customers and suppliers. The
incident response plan should outline the roles and responsibilities that people have in
the event of a computer virus infecting the network or indeed any other type of security
breach. This plan should be drawn up and agreed between all relevant parties before an
incident occurs. Remember, the worst time to develop a security incident response plan
is in the middle of such an incident.

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 Restrict end user access to systems. Where possible, end users should not be
given administrative privileges to their workstations. Most computer viruses can only run
in the context of the user that is logged into the system, i.e. they only have the same
permissions as the user running the program. If that user has their access restricted,
then the virus will be similarly restricted. Unfortunately, many applications designed for
the Windows platform require the end user to have such privileges; however, these

users should be the exception rather than the rule.

E. Social Media Use

Social media is a computer-based technology that facilitates the sharing of ideas,
thoughts, and information through the building of virtual networks and communities. By
design, social media is Internet-based and gives users quick electronic communication
of content. Content includes personal information, documents, videos, and photos.
Users engage with social media via a computer, tablet, or smartphone via web-based
software or applications.

Understanding Social Media

Social media originated as a way to interact with friends and family but was later
adopted by businesses that wanted to take advantage of a popular new communication
method to reach out to customers. The power of social media is the ability to connect
and share information with anyone on Earth, or with many people simultaneously.
Globally, there are more than 3.8 billion social media users. Social media is an ever-
changing and ever-evolving field, with new apps such as TikTok and Clubhouse coming
out seemingly every year, joining the ranks of established social networks like
Facebook, YouTube, Twitter, and Instagram.
Social media may take the form of a variety of tech-enabled activities. These
activities include photo sharing, blogging, social gaming, social networks, video sharing,
business networks, virtual worlds, reviews, and much more. Even governments and
politicians utilize social media to engage with constituents and voters.
For individuals, social media is used to keep in touch with friends and extended
family. Some people will use various social media applications to network career

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opportunities, find people across the globe with like-minded interests, and share their
thoughts, feelings, insights, and emotions. Those who engage in these activities are
part of a virtual social network.
For businesses, social media is an indispensable tool. Companies use the platform
to find and engage with customers, drive sales through advertising and promotion,
gauge consumer trends, and offering customer service or support.

Examples of Social Media

Facebook is the largest social media platform in the world, with a clear
advantage over other social media, though it has similar audiences to others like Twitter
and Instagram. The figures for the most popular social media websites as of January
2021 are as follows:
1. Facebook (2.74 billion users)
2. YouTube (2.29 billion users)
3. WhatsApp (2 billion users)
4. Facebook Messenger (1.3 billion users)
5. Instagram (1.22 billion users)
6. Whatsapp (1.21 billion users)
7. TikTok (689 million users)
8. QQ (617 million users)
9. Douyin (600 million users)
10. Sino Weibo (511 million users)

6 Types of Social Media

This current social list has been updated to include new forms of media and social
networking, on top of the existing six primary categories, each with its own unique set of
characteristics and based on what people hope to accomplish by using them.

1. Social Networks: Examples: Facebook, LinkedIn

A social networking site is a social media site that allows you to connect with people
who have similar interests and backgrounds. Facebook, Twitter, and Instagram are
three of the most popular examples of a social network website.

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 These platforms allow us to connect with our friends, family, and even brands. Most
social network sites let users share thoughts, upload photos and videos, and participate
in groups of interest.
2. Bookmarking Sites: Examples: Pinterest, Flipboard, Diggs
Bookmarking sites allow users to save and organize links to any number of online
resources and websites. A great feature of these sites is the ability for the users to “tag”
links, which makes them easier to search, and invariably, share with their followers.
3. Social news: Examples: Digg
A social news site allows its users to post news links and other items to external
articles. Users then proceed to vote on said items, and the items with the highest
number of votes are most prominently displayed. A good example of a social news site
is Reddit.
4. Media Sharing: Examples: Pinterest, YouTube, Vimeo
Media sharing websites allow users to share different types of media, with the two
main ones being image sharing and video hosting sites. Most of these sites also offer
social features, like the ability to create profiles and the option of commenting on the
uploaded images or videos. These platforms mostly encourage user-generated content
where anyone can create, curate, and share the creativity that speaks about them or
spark conversations. As you might have guessed, YouTube still remains the most well-
known media sharing site in the world.
5. Microblogging: Examples: Twitter, Facebook
These are just what they sound like, sites that allow the users to submit their short-
written entries, which can include links to product and service sites, as well as links to
other social media sites. These are then posted on the ‘walls’ of everyone who has
subscribed to that user’s account. The most commonly used microblogging website is
Twitter.
6. Blog comments and forums
An online forum is a site that lets users engage in conversations by posting and
responding to community messages. A blog comment site is the same thing except
being a little more focused. The comments are usually centered on the specific subject
of the attached blog. Google has a popular blogging site aptly titled, Blogger. However,

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there are a seemingly endless number of blogging sites, particularly because so many
of them are niche-based, unlike the universal appeal of general social media sites.
7. Social Review Sites: Examples: TripAdvisor, Yelp, FourSquare
What’s one of the first things you see when you are planning to buy a new product or
try out a new restaurant? If you are anything like us, you will first head to the reviews.
Review sites like TripAdvisor and Foursquare show reviews from community members
for all sorts of locations and experiences. This keeps people out of the dark and allows
them to make better planning or decisions when it comes to choosing a restaurant for
their date.
Not just beneficial to regular users like you and me, businesses can also get to
understand the customer’s perspective. Both the good and bad, this can help them to
identify what’s working and discover areas with room for improvement.
8. Community Blogs: Examples: Medium, Tumblr
Sometimes all you want to do is share that one message, and really not everyone on
the internet wants to invest in running and maintaining a blog from a self-hosted
website. This is where shared blogging platforms like Medium give people a space to
express their thoughts and voice.
9. Sharing Economy Networks: Examples: Airbnb, Pantheon, Kickstarter
While it might not occur to you directly, but websites like Airbnb isn’t just to find
holiday rentals or activities. These sharing economy networks bring people who have
got something they want to share together with the people who need it.

What Is Social Media Marketing?

Social media marketing is the use of social networks in order to market a company's
products, such as through Facebook or Instagram ads, using influencers, or otherwise
building a presence online to engage with customers.
Social media has taken the world by storm, capturing more than 3.8 billion users
worldwide and counting. Whether or not each platform resonates with you personally,
there are endless ways for businesses to market to their consumers and target them to
ultimately make a purchase. Allowing us to stay connected with friends, find information

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easily, and add our own personalities to the online world, social networks are here to
stay.

F. Mobile Devices
In the computer world, the term mobile device refers to any electronic device that
be easily moved from one location to another. Over time, this category has expanded to
include cell phones, laptops, smartphones, smartwatches, and other portable devices.
One of the most common mobile devices today: the tablet computer.

Mobile Device History

Laptops became one of the first mobile computing devices by eliminating the wires
between the computer and its peripherals, then integrating them into one unit. The first
laptop, or portable computer, was the IBM 5100, released in September 1975.
Today, mobile device usually refers to any hand-held computer capable of running
apps that connects to the Internet wirelessly. However, even by today's more
scrupulous standards, the category keeps expanding with new inventions. As is true in
any branch of computing, our mobile devices continue to offer more advanced functions
while reducing size and weight.

Mobile User Defined

A mobile user is most often used to describe a person who is visiting a website
from a mobile device such as a smartphone or tablet. However, can also describe any
user who uses a computer or the Internet on any device that is mobile (e.g., laptop).
With Internet advertising identifying mobile users is beneficial to get the users location
using GPS and deliver ads for nearby businesses.

G. Digital Traits
Digital Leadership Defined
Digital leadership is the strategic use of a company’s’ digital assets to achieve
business goals. This can be dealt with both organizationally and at an individual level.

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Looking at it from an individual level, this is often carried out by those responsible for
overseeing the digital assets.
An effective digital leader will be aware of the business goals and knows how their
job responsibilities support it. So why is digital leadership so important?
Effective digital leadership helps an organization to create workflow and business
processes that allow these new technologies, products and services to be rolled out
quickly whilst also making sure that any existing legacy applications and IT operations
are being maintained.

Benefits of this Digital Leadership

1. It builds a digital culture – different departments within a business will require
different digital tools to improve their work. Having an effective digital leader helps to
make this happen within your organization giving them the right tools available to them.
Example: Let’s take Google Drive as an example. Companies can use Google Drive
to create and access specific documents which contain specific information.
Additionally, employees that work remotely can collaborate and share documents via
this platform. Each edit that is made is saved and people can see who added, removed
or changed any information in real-time.
2. Makes employees more productive – the tools provided to your organization are
designed to increase productivity levels, however, without a digital leadership to drive
this, employees could struggle to implement and get the most out of these tools. Digital
leadership ensures that your workforce can concentrate on using it straight away.
3. Improves customer satisfaction – a satisfied customer will have no reason to
leave your business for a competitor, but a dissatisfied one will have several reasons.
Digital leadership can help this by improving and introducing convenience, speed and
customer support, for example. This in turn makes a customer increasingly satisfied
with your product or service.
4. Increases revenue – it’s simple, serving more customers in less time is an effective
recipe for making more money within your business. There are many ways that digital
leadership can help increase revenue.

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Guide Questions:
1. What does it mean to live in the digital age?
2. What are the types of computer security threats and how to avoid them?

Answers to Guide Questions:

1. Computer security threats are relentlessly inventive. Masters of disguise and
manipulation, these threats constantly evolve to find new ways to annoy, steal and
harm. Arm yourself with information and resources to safeguard against complex and
growing computer security threats and stay safe online.
2. As our use of computers and other digital technologies continues to expand, we must
also learn how to use new and emerging technologies. Being both proficient in the use
of new technologies and comfortable in the atmosphere of cyberspace is called cyber
literacy. It includes understanding how technologies work, having the ability to use
technologies to perform different tasks and being able to critique technologies and how
people use them.
Cyber literacy includes the abilities listed below:
 Knowing how to use software, such as word processing programs, to type a paper
for school;
 Doing research online to learn about a new topic;
 Understanding how technology can be used for entertainment, school, work, and
personal use;
 Adapting to new technologies; and
 Keeping current on updates to existing technologies.

Assessment #11 (Individual Work)

Look for a video showing cyberbullying or cybercrime.
Method: Watch it and reflect what contribution you can give as a future teacher.
Output: Reflection Paper

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4F. Eco-Literacy
Objectives:
At the end of the unit, the pre-service teacher can:
1. explain the roles of eco-literacy, teachers, learners and citizens for sustainable
development;
2. demonstrate ways of preserving the environment.

A. Ecological Literacy Defined

Ecological literacy is the ability to understand the natural system that is related to our
life. It is a way of thinking about the world in terms of interactions within natural systems
including a consideration of the consequences of human actions. An ecological literacy
equips students with the knowledge and competencies necessary to address solution of
environmental issues in an integrated way.

B. The Seven Environmental Principles

1. Everything is connected to everything else. (Ang lahat ng bagay ay
magkakaugnay.) The intricate relationships of various elements of the ecosystem bind
the components together into one functional unit.
2. All forms of life are important. (Ang lahat na may buhay ay mahalaga.)
All living organisms were created for a purpose in relation to humans, other species
on earth and global ecosystem in general. Thus, when a species becomes extinct, it is
like removing a piece of a jigsaw puzzle from the web of life. The variety of life forms,
manifested by the different levels of biological diversity – community, species and genes
– contributes to the stability of the environment.

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3. Everything must go somewhere. (Ang lahat ng bagay ay may patutunguhan.)
By-products of consumption go back to the environment. Everything that we throw
away – pieces of paper, left-over food, peelings of fruits, plastic wrappers, used
containers – have to go somewhere. Even plants and animals have their own wastes –
feces, urine, dead leaves and branches. It is the law of nature that the by-products of
metabolism return to the soil, acted upon first by worms, bacteria and fungi, and then
converted into minerals, to be again absorbed by plants and eaten by animals.
In short, they enter into a material cycle that is an integral part of the ecosystem. But
what happens if what we throw is an artificial product such as plastic? Then natural
bacteria can not recognize them and may not be capable of breaking them apart. These
non-biodegradable products must enter another material cycle – the one that goes to
the factory to be manufactured into a new product. Thus the retrieval, collection and
recycling of these materials become necessary so that they do not pollute land and
water habitats.
4. Ours is a finite earth. (Ang kalikasan ay may hangganan.)
Everything that we need is provided by nature in abundance – food, water, energy,
minerals and air. However, some resources that we depend upon nowadays are
extracted excessively but are slow to replace. These non-renewable resources
experience limits of supply.
5. Nature knows best. (Ang kalikasan ang mas nakakaalam.)
Nature manifests certain processes that enable it to maintain balance and remain in
a state of equilibrium. The nutrient cycling of nitrogen, carbon, sulfur and phosphorous
in the air, water and land indicates that minerals are utilized within the confines of the
earth.
6. Nature is beautiful and we are stewards of God’s creation. (Ang kalikasan ay
maganda at tayo ang tagapangasiwa ng lahat na nilikha ng Diyos.)
Creation presupposes the existence of a Creator. The beautiful nature around us,
perfect by itself, has deteriorated due to the negative impacts of human use. This
principle suggests how a Human-Creator relationship is translated in our attitude
towards creation.

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7. Everything changes. (Ang lahat ay nagbabago.)
Changes in the biophysical world occur naturally. As they say, there is nothing more
permanent in this world than change. Consider the following examples. Metamorphosis
of caterpillars to butterflies illustrates morphological changes that occur in living forms.
The increase of vegetation on earth augmented the amount of oxygen in the
atmosphere through time.
Sustainable development presents a paradigm of change for the 21st Century.
Sustainable development promotes ecological integrity, equitable sharing of resources
and people empowerment as pillars of growth. Biodiversity conservation contributes to
ecological integrity, through both in-situ and ex-situ techniques. Biodiversity
conservation becomes successful only if coupled with poverty alleviation, improving
equity of access to resources and instituting social change. Environmental education
facilitates social transformation by modifying attitudes and behavior of people towards
an ecological ethic. *Adapted from Barry Commoner, as compiled by Miriam College.

C. Making Schools Dark Green Schools

What is a Dark-Green School (DGS)? A DGS is a school that delivers Environmental
Education through assimilation of the environmental philosophy by the students’ day in
and day out in formal lessons as well as from activities outside the classroom. A green
school is a school that creates a healthy environment conducive to learning, while
saving energy, environmental resources, and money. A green school:
1. reduces environmental impacts and costs;
2. improves occupants’ health and performance; and
3. increases environmental and sustainability literacy.

Characteristics of a Green School

Green, healthy, and high-performance schools provide many benefits for students,
teachers, parents and the community, including:
a. Protect health. Asthma is the primary cause of poor school attendance, and
schools with poor indoor air quality usually have numerous asthma precursors. Schools
built with more daylighting, better ventilation, and healthy green building materials, like

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non-VOC carpets and paints, are healthier for students and staff, and result in fewer
sick days.
b. Increase student performance. A lack of fresh air can reduce student
attentiveness. Studies have shown that student test scores can improve up to 20%
when kids learn in green classrooms that have more daylighting, improved classroom
acoustics, and healthier paints and carpets that don’t release toxic chemicals into the
air.
c. Save energy, save money. Operating costs for energy and water in a green school
can be reduced by 20% to 40%, directing more funding towards teacher salaries,
textbooks, and computers.
d. Reduce carbon emissions. Green schools significantly reduce carbon dioxide
emissions. Building 34 new green schools would reduce 94,000 tons of CO2 — the
equivalent of eliminating more than 15,000 cars from the road every year, or planting
more than 280,000 trees.
e. Reduce water usage. On average, a green school reduces water usage by 32%.
This reduction has direct savings for the building, as well as substantial societal
benefits, such as reducing storm water runoff, and transporting and treating wastewater.
f. Improve teacher retention. A green school can reduce teacher turnover by as
much as 5%, which improves student learning and school community, and can result in
financial savings for the school.
g. Improve daily attendance. Students in green schools are absent less frequently.
By reducing absenteeism just 15%, a typical elementary school would save much.
h. Provide a unique educational opportunity. Buildings can become teaching tools
and important features of science, math, and environmental curriculum when green
features and advanced technology and design in schools are used to excite kids about
learning real world applications of green technologies.
i. Create green jobs. Investing in building green schools is an investment in green
jobs, including green construction, building product manufacturing, and green
architecture.

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j. Improve equity. Greening public schools creates an opportunity to improve the
health and educational settings for all students, while taking into account students’
diverse identities and needs.

D. Environmental Education
Environmental education is a process that allows individuals to explore
environmental issues, engage in problem solving, and take action to improve the
environment. As a result, individuals develop a deeper understanding of environmental
issues and have the skills to make informed and responsible decisions.
The components of environmental education are:
 Awareness and sensitivity to the environment and environmental challenges.
 Knowledge and understanding of the environment and environmental challenges.
 Attitudes of concern for the environment and motivation to improve or maintain
environmental quality.
 Skills to identify and help resolve environmental challenges.
 Participation in activities that lead to the resolution of environmental challenges.
Environmental education does not advocate a particular viewpoint or course of action.
Rather, environmental education teaches individuals how to weigh various sides of an
issue through critical thinking and it enhances their own problem-solving and decision-
making skills.

Top 7 Benefits of Environmental Education

Introducing environmental education to school going children is essential since it
instills in them the values of conserving the environment. This enables them to make a
difference both in their schools and in the communities around them. It also provides
them with an opportunity to comprehensively understand the myriad of challenges
facing the environment, with possible mitigation measures that could be employed to
address them.
There are numerous advantages of introducing environmental education into the
learning systems in schools. Below are some of the key reasons why it is necessary to
incorporate environmental education into the teaching curriculum:

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1. Promotes healthy lifestyle. Issues such as obesity and depression emanate from
children not getting out more often. Nature has a healing power and the environmental
education activities ensure that children do not laze around lying on the couch watching
movies all day.
2. Instills respect for nature. Environmental education enables children to understand
why it is necessary to respect Mother Nature, and consequently how to reap from the
benefits and wonders that nature provides.
For example, classes teaching children learn the dangers of littering garbage all
over, and become more responsible individuals.
3. Teaches children about environmental challenges. It also teaches children about
some of the pertinent challenges that are prone to affect the environment. This
subsequently allows them a chance to contribute to the global efforts of protecting the
environment. Environmental teaching also prepares the children for future careers, and
equips them with prerequisite skills to become professionals in future.
4. Trains on significance of being kind to nature. This includes being kind to
animals and to fellow human beings. It teaches them on why it is important to treat each
other well. Children learn that it is important to take care of not just the environment, but
on what is on the environment as well. That includes the people around them as well as
both domestic and wild animals too.
5. Enables development of critical thinking skills. The discussions and teachings
on environmental education enable the children to make an analysis and evaluation of
the circumstances affecting the environment. This in turn prompts them to make
informed judgement and decisions based on their assessment of the situation in relation
to the environment. The process results in the children developing critical thinking skills
that is beneficial to them in life.
6. Teaches children to be responsible. The environmental education
program demonstrates to the children on the importance of being responsible human
beings. This is both on an individual level as well as collectively as a generation.
7. Assists government meet its objectives. The overall objective of any government
is to protect both its citizens as well as their property. This similarly includes protecting
the environment in which the people live in. The environmental education programs in

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schools go a long way in supporting the government’s efforts to safeguard the
environment.
It is observed that students who go through environmental education become better
and more responsible adults in future. Their civic involvement in environmental
conservation activities results in a more cohesive society that is anchored on inclusivity.
It is vital that the entire human race joins together to make a positive contribution
in environmental conservation. Every individual should play a role in ensuring that we
secure a safer, cleaner and indeed better environment for generations to come.

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Guide Questions:
1. What is ecological literacy?
2. What is environmental education?

Answers to Guide Questions:

1. Ecological literacy is the ability to understand the natural system that is related to our
life. It is a way of thinking about the world in terms of interactions within natural systems
including a consideration of the consequences of human actions. An ecological literacy
equips students with the knowledge and competencies necessary to address solution of
environmental issues in an integrated way.
2. Environmental education is a process that allows individuals to explore
environmental issues, engage in problem solving, and take action to improve the
environment. As a result, individuals develop a deeper understanding of environmental
issues and have the skills to make informed and responsible decisions. The
components of environmental education are:
 Awareness and sensitivity to the environment and environmental challenges.
 Knowledge and understanding of the environment and environmental challenges.
 Attitudes of concern for the environment and motivation to improve or maintain
environmental quality.
 Skills to identify and help resolve environmental challenges.
 Participation in activities that lead to the resolution of environmental challenges.

Assessment # 12
Film Viewing (Individual Work)
Students watch video clips on issues about the environment. This environmental issue
could be tackled in small group to stimulate PSTs’ concern for the environment.
Process: Writing of reflection based on the film viewed. As a responsible student, what
can you contribute to solve the issue?
Output: Reflection Paper

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4G. Arts and Creativity Literacy
Objectives:
At the end of the unit, the pre-service teacher can:
1. display knowledge, skills and values in arts and creativity through various forms and
activities; and
2. apply teaching strategies that promote learners’ creative thinking.

A. Arts and Creativity Literacy

1. Visual literacy
The basic definition of visual literacy is the ability to read, write and create visual
images. It is a concept that relates to art and design but it also has much wider
applications. Visual literacy is about language, communication and interaction. Visual
media is a linguistic tool with which we communicate, exchange ideas and navigate our
complex world.
The term “visual literacy” was first coined in 1969 by John Debes, who was the
founder of the International Visual Literacy Association:
“Visual Literacy refers to a group of vision-competencies a human being can develop by seeing and
at the same time having and integrating other sensory experiences. The development of these
competencies is fundamental to normal human learning. When developed, they enable a visually literate
person to discriminate and interpret the visible actions, objects, symbols, natural or man-made, that he
encounters in his environment. Through the creative use of these competencies, he is able to
communicate with others. Through the appreciative use of these competencies, he is able to comprehend
and enjoy the masterworks of visual communication.” – John Debes, 1969
Visual literacy was also defined as a set of abilities that enables an individual to
effectively find, interpret, evaluate, use, and create images and visual media. Visual
literacy skills equip a learner to understand and analyze the contextual, cultural, ethical,
aesthetic, intellectual, and technical components involved in the production and use of
visual materials. A visually literate individual is both a critical consumer of visual media
and a competent contributor to a body of shared knowledge and culture.
- The Association of College & Research Libraries (ACRL) Visual Literacy Competency Standards for
Higher Education

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Are you visually literate?
A visually literate person is someone who can:
 Determine the nature and extent of the visual materials needed
 Find and access needed images and visual media effectively and efficiently
 Interpret and analyze the meanings of images and visual media
 Evaluate images and their sources
 Use images and visual media effectively
 Design and create meaningful images and visual media
 Understand many of the ethical, legal, social, and economic issues surrounding the
creation and use of images and visual media, and access and use visual materials
ethically.
- The Association of College & Research Libraries (ACRL) Visual Literacy Competency Standards for
Higher Education

Benefits derived from improved visual literacy:

a. Visual information is more memorable. One of the most effective ways to
encourage information to make that important jump from the limited short-term memory
to the more powerful long-term memory is to pair text with images. Studies show that
we retain approximately 10-20% of written or spoken information, but around 65% of
information when it is presented visually.
b. Visual information is transferred faster. Information presented visually is
processed extremely quickly by the brain. The brain is even being able to see images

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that appear for a mere 13 milliseconds. Around 90% of the information transmitted to
the brain is visual in nature.
c. Helps students communicate with the world around them. Traditionally, we think
teaching literacy as the two-way street of reading and writing. We can think of visual
literacy as involving the similar processes of interpreting images and creating images. In
a fast-moving world, with ever-increasing diagnosis of attention deficit disorders, we
increasingly rely on images to quickly convey meaning.
d. Enriches understanding. While images can be used in isolation, they often
accompany text or audio. Images can greatly enrich the students’ understanding of a
text or other media, but to be able to interact with these deeper levels of meaning,
students must possess the necessary skills to access those depths.
e. Increases enjoyment. Not only does increased visual literacy enrich the
understanding of our students of the media they consume, but it can also enrich their
enjoyment too - especially of visual art. If you have taken younger students to an art
gallery you may have heard protests of ‘This is boring!’
f. Creates more educated image readers. In an era of fake news and ceaseless
advertising, a responsible approach to the duty of educating our students must involve
encouraging them to become informed viewers of the world around them, including the
media they engage with. Through the teaching of visual literacy, we can help students
understand the different ways the images they consume can be used to manipulate
their emotions and persuade them to act in a given way.

B. Eye/Hand/Brain Coordination
From an infant discovering her hands to a toddler feeding herself with a fork,
children’s hand-eye coordination steadily develops during the first years of life. How
does hand-eye coordination work, why is it so important, and what other areas of
development support it?
Highlights:
 A child’s hand-eye coordination steadily develops throughout their first years of life.
 Hand-eye coordination helps us effectively and efficiently use our hands based on
what we see. It involves a three-step process:

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 o Eyes – Identify details relevant to the task.
o Brain – Process what the eyes see and send instructions to the body.
o Hands – Follow the brain’s instructions.
 Hand-eye coordination depends on several other areas of development, such as:
o Vestibular System – Maintaining balance while they reach for something.
o Visual Tracking – Scanning the room for an object.
o Proprioception – Awareness of how to move their body to complete a task.
o Gross Motor- Using large muscles to reach for an object.
Fine Motor – Using small muscles to grab and grasp an object.
Importance of hand-eye coordination and how it works
Hand-eye coordination encompasses the lightning-fast communication between the
eyes, brain and body that allows us to effectively and efficiently use our hands based on
what we see. The process involves three steps:
1. The eyes identify details that are relevant to a task: At snack time a teacher opens a
drawer and asks a toddler to get a spoon. The toddler scans the drawer’s
compartments to find the spoons.
2. The brain processes what the eyes see, and sends instructions to the body to pick
up a spoon.
3. The hands follow the brain’s instructions: The toddler reaches into the drawer,
grasps a spoon, and pulls it out.
For little ones, hand-eye coordination develops as they learn to grasp, build, complete
puzzles, feed themselves, throw, catch and kick balls, draw…and the list goes on.
Eventually they’ll rely on it for handwriting — and even reading, because hand-eye
coordination strengthens the visual tracking skills they’ll need to scan and follow lines of
text.

Building blocks of hand-eye coordination

Hand-eye coordination involves several other areas of development. Going back to the
toddler whose teacher asked her to get a spoon from the utensil’s drawer:
 The vestibular system helps her maintain balance and coordinate her head and eye
movements so she can focus on the contents of the drawer.

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 Visual tracking allows her to scan the contents of the drawer.
 Visual discrimination allows her to pay attention to detail so she can identify the
spoons based on how they are different from other objects in the drawer.
 Proprioception provides an awareness of how to move her body parts, and the
correct amount of force she’ll need to grasp and hold onto the spoon.
 Gross motor skills allow her to use the large muscles of her arm and shoulder to
reach into the drawer.
 Fine motor skills allow her to use the small muscles of her wrists and fingers to
grasp a spoon.
 Motor planning has taught her (starting in infancy when she grabbed a dangling toy
for the first time) how to reach and grasp things automatically without having to
remember the steps involved.

C. Aesthetics
Aesthetics is a core design principle that defines a design’s pleasing qualities. In visual
terms, aesthetics includes factors such as balance, color, movement, pattern, scale,
shape and visual weight. Designers use aesthetics to complement their designs’
usability, and so enhance functionality with attractive layouts.
“Design is the method of putting form and content together. Design, just as art, has multiple
definitions; there is no single definition. Design can be art. Design can be aesthetics. Design is so
simple, that’s why it is so complicated. — Paul Rand, Art director & graphic designer famous for
logos such as IBM’s

Importance of Aesthetics
How often do you stop and admire the aesthetics of a chair, a building, or a beautifully
manicured public space? While it’s not uncommon to admire the beauty of art and other
objects when visiting an art museum, we often take every day aesthetics for granted. Bu
Simply put, aesthetics makes us happy. On an emotional level they elicit feelings of
happiness and calm. They connect us to our ability to reflect on and appreciate the
world around us which in turn gives us feelings of contentment and hope.

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1. Beauty Happiness Connection
It is often believed that things like success, money and a prestigious career can
make us happy. However, Professor Abraham Goldberg and his team of researchers
set out to uncover the main driving factors of happiness in five major cities including –
New York City, London, Paris, Toronto, and Berlin.
Using statistical analysis on data gathered by Gallup happiness surveys, as well as
data they collected on their own, they discovered that people’s happiness can be
contributed to living in an aesthetically beautiful city.
The things they are surrounded by in their daily environment had the greatest effect
on their happiness including – history, green spaces, beautiful architecture, and
cobblestone streets to name a few.
They also concluded that our perception of beauty produces feelings we associate
with happiness – like calmness, appreciation, reflection and hope. So, in essence,
experiencing beauty alters our emotions and makes us feel happier.
Our aesthetic sensibilities often start with something small like admiring the color of
a flower or appreciating a delicious meal. However, just because these things can be
perceived as simple and superficial, they shouldn’t be taken lightly.
2. Aesthetic Sensibility
There are whole areas of philosophical study that delve into the nature of art and
beauty. Philosophers believe learning what a certain group or culture finds aesthetically
pleasing can help us better understand what they value, how they interact with each
other, and make decisions.
They are interested in learning more about the relation between aesthetic
appreciation and our emotional response. Understanding how the brain processes what
we see, and how our aesthetic impressions are formed, is also of interest to cognitive
psychologists.
Both philosophers and psychologists acknowledge that our aesthetic perceptions of
the world around us affect our emotions. And, when the environment around us is
perceived as beautiful and aesthetically pleasing, our emotions are affected in a positive
way. That is proof enough for me to create a beautiful environment to live in and seek
out experiences that allow me to appreciate something beautiful as often as possible.

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Ways to Improve Our Aesthetic Sensibility
So how can we improve our aesthetic sensibilities and not take for granted the many
opportunities for appreciating beauty in our everyday lives? Below I’ve listed out some
tips and observational exercises (adapted from Neera Parekh) that we can practice to
develop our sense of aesthetics.
a. Appreciate beauty all around you.
Take moments each day to just observe the world around you and the beauty that
can be found there. Whether you live in a small town or a large city, there is much for
our senses to appreciate. Whether it is a charming old building or the natural landscape
around us. Seek inspiration in all things.
b. Enjoy all forms of art
Culture can be found all around us in music, paintings, literature, and films. Take
time to enjoy these experiences in your home, but also make time to get out and be a
connoisseur of your community. Go see local plays, seek out new bands and musicians
to listen to, and visit festivals and art shows to see what your local artists are up to.
If you approach these activities with the goal of using your all your senses to reflect
on what you find beautiful and enjoyable, you will improve your sense of aesthetics
overtime.
c. Admire the beauty in yourself & others.
There is also much beauty that can exist inside of all of us. Qualities like kindness,
affection, nurturing, and generosity are all forms of beauty. Take time to observe these
qualities in others as well as yourself.
Appreciating the beautiful qualities in people is a great way to experience the
happiness that aesthetically pleasing experiences can bring. This is a simple joy that we
can create all on our own, just from honoring the beauty in ourselves and others.
d. Reject the unnecessary.
One of my favorite quotes is from the writer Jon Franklin and it states, “simplicity,
carried to extreme, becomes elegance.” The idea behind this thought is that the more
we strip away the unnecessary, the more beautiful something becomes. Beauty and
elegance can be found in simplicity.
“Simplicity, carried to extreme, becomes elegance.” ~ Jon Franklin

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 This concept can be applied to the physical material world and represented in the
way we live and what we choose to surround ourselves with in our homes. However, we
can also apply it to our thoughts and our behavior, in which we are reminded that
vulgarity and shallowness are not pretty, and are also unnecessary.
e. Create ambiance.
How often do we set the table or create ambiance in our daily lives? While it is
common to light candles, play music, buy flowers, and other pleasing decor for parties
and holidays, not many of us enjoy these sensory experiences on a regular basis.
Creating ambiance in our daily lives helps us to appreciate daily mundane routines.
It allows us to use all our aesthetic senses. Ambiance doesn’t have to be complicated or
fancy either.
For example, it can be something as simple as using your nice dishes everyday
instead of saving them for special occasions. It could also be lighting a candle, listening
to music and drinking tea from a pretty teacup. It’s more about thinking about little ways
you can appeal to all your senses in a way that is pleasing on a daily basis.

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Guide Questions:
1. What is visual literacy?
2. Are you visually literate?

Answers to Guide Questions:

1. The basic definition of visual literacy is the ability to read, write and create visual
images. It is a concept that relates to art and design but it also has much wider
applications. Visual literacy is about language, communication and interaction. Visual
media is a linguistic tool with which we communicate, exchange ideas and navigate our
complex world.
The term “visual literacy” was first coined in 1969 by John Debes, who was the
founder of the International Visual Literacy Association:
“Visual Literacy refers to a group of vision-competencies a human being can develop by seeing and
at the same time having and integrating other sensory experiences. The development of these
competencies is fundamental to normal human learning. When developed, they enable a visually literate
person to discriminate and interpret the visible actions, objects, symbols, natural or man-made, that he
encounters in his environment. Through the creative use of these competencies, he is able to
communicate with others. Through the appreciative use of these competencies, he is able to comprehend
and enjoy the masterworks of visual communication.” – John Debes, 1969
Visual literacy was also defined as a set of abilities that enables an individual to
effectively find, interpret, evaluate, use, and create images and visual media. Visual
literacy skills equip a learner to understand and analyze the contextual, cultural, ethical,
aesthetic, intellectual, and technical components involved in the production and use of
visual materials. A visually literate individual is both a critical consumer of visual media
and a competent contributor to a body of shared knowledge and culture.
- The Association of College & Research Libraries (ACRL) Visual Literacy Competency Standards for
Higher Education
A visually literate person is someone who can:
 Determine the nature and extent of the visual materials needed
 Find and access needed images and visual media effectively and efficiently
 Interpret and analyze the meanings of images and visual media
 Evaluate images and their sources
 Use images and visual media effectively

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 Design and create meaningful images and visual media
 Understand many of the ethical, legal, social, and economic issues surrounding the
creation and use of images and visual media, and access and use visual materials
ethically.

Assessment # 13
Project Based Learning
PSTs will work individually on a project showcasing their creativity. This can be an
avenue for PSTs to design materials using recyclables.

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