“TEACHING STRATEGIES FOR THE  Phonemic Awareness is closely associated

DEVELOPMENT OF EMERGENT LITERACY with phonological awareness manipulating

SKILLS AND TEACHING RESOURCES” and substituting phonemes.

Strategies for the development of 2. Phonics Instruction

emergent literacy skills and teaching resources
 The second pillar of reading is Phonics
1. Pictures and Objects Instruction.
 Phonics is the instructional method that
- A picture and object environment is transitions learners from oral language to
essential to a child’s emergent literacy print and transforms meaningless marks
development. Signs, labels, directions, on a page into letters of the alphabet that
books, and words should fill the classroom represents the sound of English.
and they should be immersed in picture  Phonics provide the explicit connection
activities regularly. between individual sounds (phonemes)
- Children begin to learn concepts about and letters (graphemes) and an
pictures, environmental images, and understanding of the alphabetic principle,
alphabet knowledge, which are receiving the predictable and systematic
more attention recently. relationships that can be used to
recognize, read, and spell words
2. Letters and Words
3. Fluency Instruction
- In designing any lesson, a teacher must
select the vocabulary that is necessary for  The ability to read text quickly and
all students to meet the goal for the accurately is called fluency.
lesson’s objective rather than attempt to  Fluency is the third pillar of reading
try to fill in all the gaps in prior knowledge instruction and is based on:
or ability. As each of those words has a a) the reader’s understanding of the
multiple meanings, a teacher can develop alphabetic principle to accurately decode
pre-reading activities to familiarize all words, and
students before reading b) a collection of common sight words (words
that cannot be “sounded out”).
3. Sounds
c) Reading Records can also be used to identify
- Children develop strategies to Assist miscues and oral reading fluency rates and
Emergent Literacy learners phonological improvements after re-reading.
awareness skills through the act of
“playing” with words and sounds within 4. Vocabulary Instruction
words.  Vocabulary is the collection of words that
- Phonological awareness, particularly at are known and understood by the learner
its earliest emergence, is shown through a when reading, and it is a part of a complex
child’s ability to manipulate sounds, such cognitive process of acquisition.
as in rhyming, syllabication, There are three types of vocabulary
segmentation, and blending activities words:
4. Reading Aloud Experiences  Tier 1 Vocabulary Words - These are
-The sound of human voice reading a text basic words that are used in everyday
may be one of the best way to help conversation.
struggling readers develop an ear for  Tier 2 Vocabulary Words - These are
language. more complex contextual words that
encounter in text and that often need
- Reading a loud is modelling, and direct instruction.
students can make meaning from  Tier 3 Vocabulary Words - These are
someone’s phrasing and intonation when genre, subject, or domain-specific, low-
reading a text. Modelling good reading frequency words.
helps all students while it provides access
to the text being used. 5. Comprehension Instruction

 Comprehension is the fifth and last pillar

and is often identified as the goal of
Beginning Reading Skills and Teaching reading.
Resources (5 Pillars of Reading)  Learners who decode text but gain no
meaning from what they read are unable
1. Phonemic Awareness
to use or store the information available in
 Phonemic awareness is the first and most print.
fundamental of all the reading skills  Text comprehension strategies assist in
because research indicates that future developing skills that promote reading for
reading skills are dependent on its understanding and include identifying the
development. purpose and structure of the text,
 Phonemic Awareness, the ability to connecting to prior knowledge and
identify the smallest units of sounds in the personal experience, questioning, and
English language, has been shown to be a summarizing.
very powerful predictor of later reading
achievement (Juel, 1988).
Ways to develop literary skills
1. Establish predictable routines to 5. Every child talks with peers about reading
encourage children to learn to anticipate and writing .
events . 6. Every child listens to a fluent adult read
aloud .
 when routines are established , children 7.
begin to learn about objects and  Teaching emergent literacy skills has to be
vocabulary associated with certain done in the correct sequence . Children
activities. Routines can also help a child to need to first be able to recite the alphabet
develop sequencing skills , such as ; then match them with written letters .
setting the table , laying out clothes , Secondly , in preschool, uppercase letters
arranging materials for any activity . should be taught because they are easy
recognize . In first grade, lowercase letters
2. Provide concrete language -embedded need to be reinforced often because they
experiences found in print.
 Oral language is crucial aspect of
 children who are blind or visually impaired emergent literacy because it said to be
need the opportunity to experience things the single best predictor to how child will
through hands-on activities that are do in school prior to physically starting
meaningful and fun . As mentioned above school . This means that the child need to
they will need specific instructions be actively involved in language -rich
because of the lack of access to environments at home and in the
information through incidental learning . classroom .
 Teaching early writing skills occurs in four
3. Create a communication-rich stages . Stage 1. Draw and scribbling ,
environment with meaningful activities in stage 2. Letter and letter like forms , 3.
the natural context . Salient and beginning sounds. Lastly stage
4 is beginning and end sound .
 the development of a wide range of  Concept of print skills are skills children
vocabulary and concepts are essential to need before they can physically start
success in literacy . By adding some reading . These skills are proper book
adjectives and more detailed description handling skills , being able to identify the
can help to expand a child's vocabulary title , author, illustrator and distinguish
between pictures and text and understand
Example : reading orientation.
" let's put on your smooth runner
boots today . It's raining and they will help 21st Century Literacy Skills and Teaching
keep your feet dry " Resources

4.Read aloud 1. Cooperative Learning

 many children benefit from reading aloud . - involves more than students working
In order for the experience to be pleasant together on a lab or field project.
and meaningful, however, it is important
to follow a few basic tips . 5 key Elements Differentiate Cooperative
- reading book with young child should Learning From Simply Putting Student into
be fun for both the adult and child Group to Learn (Jhonson et. Al., 2006)
- choose a book relates to the child's a. Positive Interdependence: you'll
own experiences know when you're successful on
- read at a place that is appropriate to structuring positive
the child interdependence when students
- provide props to supplement the perceive that they "sink or swim
illustrations . Concrete objects , together."
movements , and sound may all be b. Individual Accountability: the
helpful. Essence of individual accountability
- modify the book to meet child's in cooperative learning is " student
individual needs and interest . Add learn together, but perform alone".
color, cues , or anything to enhance c. Face-to-face (Promotive)
the experience and make the book Interaction: important cognitive
more accessible to the Child. activities and interpersonal
dynamics only. Occur when
students promote each other's
learning. This includes oral
explanation of how to solve
problems, discussing the nature of
Emergent literacy activities, game and the concept being learned, and
strategies connecting present learning with
past knowledge.
The six elements are the following d. Interpersonal and Small Group
Social Skills: In cooperative
1. Every child reads something he or she
learning groups, student learn
chooses
academic subject matter (task
2. Every child reads with accuracy
work) and also interpersonal and
3. Every child reads something he or she
small skills (teamwork). Thus, a
understand .
group must know how to provide
4. Every child writes about something
effective leadership, decision-
personally meaningful
making, trust-building,
 communication, and conflict 4. Deepens student understanding of topics.
management. 5. Allow students to take ownership of their
e. Group Processing: after learning.
completing their tasks, students 6. Increases engagement with the material.
must be given time and procedures 7. Creates a love of learning.
for analyzing how well their
learning groups are functioning and 3. Collaborative Activities
how well social skills are being - Collaborative activities are any activities
employed. where learners are working cooperatively
2. Inquiry- Based Learning in pairs or groups.

- -Is an approach to learning that Examples of activities

emphasizes the students role in the A. Pair or group discussions:
learning process. Rather than the teacher
telling students what they need to know, 1. Listening triangles
students are encouraged to explore the 2. talk partners
material, ask questions, and share ideas. 3. think-pair-share
- From a Student Point-of-View, inquiry- 4. snowballing
based learning focuses on investigating an
open question or problem. They must use B. Working on shared tasks:
evidence-based reasoning and creative
problem solving to reach a conclusion, 1. Matching
which they must defined or present. 2. sorting
3. ranking tasks

C. Games and activities with a competitive

element:
- From a Teacher Point-of-View, inquiry 1. Bingo
based teaching focuses on moving 2. Noughts
students beyond general curiosity into the 3. Crosses
realms of critical thinking and
understanding. You must encourage D. Drama and role play.
students to ask questions and support
E. Information exchange activities:
them through the investigation process,
understanding when to begin and how to 1. Barrier games
structure an inquiry activity. 2. Rainbowing is a form of jigsaw activities
 Case studies 3. How collaborative activities work
 Group project
 Research project
 Field work, especially for
• Consider the grouping of learners
science lessons
carefully, for example placing early stage
 Unique exercise tailored to your
bilingual learners with peers who can
students
provide good models of English, and/or

share the same first language
- There are different kinds of inquiry - based
• Establish the type of behaviour that will be
learning which become decreasingly
expected from learners for them to benefit
structured and suit different classrooms.
most from these types of activities and
• Confirmation Inquiry ensure that everyone is clear what their
role is, eg. asking questions, answering
- You give students a question, it's answer and questions, observing collaborating on the
the method of reaching this answer. set task
• Bear in mind that group discussions can
• Structured Inquiry
take place in English or in the learners'
- you give students an open question and an first language(s) Think about what they
investigation method, they must use the method should get from the discussion and decide
to craft on evidence - backed conclusion which language or languages the learners
should use
• Guided Inquiry • Encourage other members of the group to
- you give students or open question. Typically include EAL learners who may need
in groups, they design investigation methods to support to take part in a discussion or
reach a conclusion. activity. Make sure the EAL learner has a
role in the discussion. Speaking frames
• Open Inquiry can be useful to scaffold the language
used, eg in the Charles Dickens barrier
- you give students, time and support. They
game cards with sentence starters on are
pose original questions that they investigate
provided to support learners who are at
through their own methods, and eventually
the New to English, Early Acquisition or
present their results to discuss and expand.
Developing Competence levels.
Benefits of inquiry-based learning. • For a range of free teaching resources that
promote collaborative activities see the
1. Enhance learning experiences for children. Collaborative Learning Project website
2. Teaches skills needed for all areas of • Top tip: Ensure the tasks are sufficiently
learning. challenging and will provide a genuine
3. Foster curiosity in students.
 need for discussion, problem-solving and heuristic. This method holps in building
working together ideas for solutions.

f. Fishbone

4. HOTS Activity  The fishbone technique uses a visual

organizer to identify the possible causes of
- One of the main 21st century components a problem.
that teachers want their students to use is
higher-order thinking. This is when g. Kipling Questions or Preliminary
students use complex ways to think about Questions Method
what they are learning. Higher-order
thinking takes thinking to a whole new  This method simply asks the Who? What?
level. Students using it are understanding When? Where? Why? and How? when
higher levels rather than just memorizing problem-solving or decision-making
facts h. Laddering
- They would have to understand the facts,
infer them, and connect them to other  Laddering or the "why method" involves
concepts. toggling between two abstractions to
create ideas.

Here are 10 teaching strategies to enhance i. Negative for Reveme Brainstorming

higher-order thinking skills in your students
 Negative brainstorming involves analyzing
a. Help Determine What Higher-Order a short list of existing ideas, rather than
Thinking Is the initial massing of ideas as in
b. Connect Concepts conventional brainstorming.
c. Teach Students to Infer
j. Role-playing
d. Encourage Questioning
e. Use Graphic Organizers  In most role-playing exercises, each
f. Teach Problem-Solving Strategies student takes the role of a person affected
g. Encourage Creative Thinking by an issue and studies an issue or events
h. Use Mind Movies thom the perspective of that person
i. Teach Students to Elaborate Their
Answers k. Scamper
j. Teach QARS
 SCAMPER is a check list that promotes
Question-Answer Relationships, or ways to think about an existing product
QARs issue problem to create a new way to
think about it. The method uses action
5. Creative Learning verbs to stimulate ideas and creative
thinking.
a. Assumption Busting
l. Post-up
 Assumption busting is particularly
effective when one is stuck in current  Post-up can gather ideas from large
thinking paradigms or has run out of groups, numbering from the dozens to the
ideas. hundreds.
b. Brain-sketching m. Storyboarding
 To solve a specific problem, students  Storyboarding can be compared to
make sketches and then pass evolving spreading students thoughts out on a wall
sketches to their neighbors. as they work on a project or solve a
problem. Story boards can help with
c. Brainstorming
planning, ideas, communications and
 Brainstorming, a useful tool to develop organization.
creative solutions to a problem, is a lateral
n. Reversal
thinking process by which students are
asked to develop ideas or thoughts that  The reversal method takes a given
may seem crazy or shocking at first. situation and tums it around, inside out,
backwards, or upside down.
d. Concept Mapping
Examples of Collaborative Learning or
 Concept maps represent knowledge
Group
graphic form. Concept maps can aid in
generating ideas designing complex - Stump Your Partner
structures, or communicating complex - Think-Pair-Share/Write-Pair-Share
ideas. Because they make explicit the - Catch-Up
integration of old and new knowledge - Fishbowl Debate
concept maps can help instructors assess - Case Study
students' understanding. - Team-Based Learning
- Group Problem-Solving

21st CENTURY SKILLS

e. Exaggeration
Learning Skills
 Exaggeration includes the two forms of
magnify (or "stretch") and minimize (or  critical thinking
"compress"), part of the SCAMPER
  creativity  Productivity: Maintaining efficiency in an
 collaboration age of distractions
 communication  Social skills: Meeting and networking with
others for mutual benefit.
Literacy Skills
WHAT ARE LEARNING SKILLS?
 Information
 media - The 21st century learning skills are often
 technology called the 4 C's: critical thinking, creative
thinking, communicating, and
Life Skills collaborating. These skills help students
 flexibility learn, and so they are vital to success in
 leadership school and beyond.
 Initiative Critical Thinking
 productivity
 social skills - Critical thinking is focused, careful
analysis of something to better
Each 21st Century skill is broken into one of understand it. When people speak of "left
three categories: brain" activity, they are usually referring
1. Learning skills (the four C's) teaches to critical thinking. Here are some of the
students about the mental processes main critical-thinking abilities:
required to adapt and improve upon a  Analyzing is breaking something down into
modern work environment. its parts, examining each part, and noting
2. Literacy skills (IMT) focuses on how how the parts fit together.
students can discern facts, publishing  Arguing is using a series of statements
outlets, and the technology behind them. connected logically together, backed by
There's a strong focus on determining evidence, to reach a conclusion.
trustworthy sources and factual  Classifying is identifying the types or
information to separate it from the groups of something, showing how each
misinformation that floods the Internet. category is distinct from the others.
3. Life skills (FLIPS) take a look at  Comparing and contrasting is pointing out
intangible elements of a student's the similarities and differences between
everyday life. These intangibles focus on two or more subjects.
both personal and professional qualities.  Defining is explaining the meaning of a
term using denotation, connotation,
CATEGORY 1: LEARNING SKILLS (4 C's) example, etymology, synonyms, and
antonyms.
The 4 C's of 21st Century Skills are:
 Describing is explaining the traits of
 Critical thinking: Finding solutions to something, such as size, shape, weight,
problems color, use, origin, value, condition,
 Creativity Thinking: outside the box location, and so on.
 Collaboration: Working with others  Evaluating is deciding on the worth of
 Communication: Talking to others something by comparing it against an
accepted standard of value.
CATEGORYY 2: LITERACY SKILLS (IMT)  Explaining is telling what something is or
how it works so that others can
The three 21st Century literacy skills are:
understand it.
 Information literacy: Understanding  Problem solving is analyzing the causes
facts, figures, statistics, and data and effects of a problem and finding a way
 Media literacy: Understanding the to stop the causes or the effects.
methods and outlets in which information  Tracking cause and effect is determining
is published why something is happening and what
 Technology literacy: Understanding the results from it.
machines that make the Information Age
Creative Thinking
possible
- Creative thinking is expansive, open-
- Information literacy is the foundational skill. It ended invention and discovery of
helps students understand facts, especially possibilities. When people speak of "right
data points, that they'll encounter online. brain" activity, they most often mean
- Media literacy is the practice of identifying creative thinking. Here are some of the
publishing methods, outlets, and sources more common creative thinking abilities:
while distinguishing between the ones that  Brainstorming ideas involves asking a
are credible and the ones that aren't. question and rapidly listing all answers,
- Technology literacy gives students the basic even those that are far-fetched,
information they need to understand what impractical, or impossible.
gadgets perform what tasks and why.  Creating something requires forming it by
combining materials, perhaps according to
CATEGORY 3: LIFE SKILLS (FLIPS)
a plan or perhaps based on the impulse of
The five 21st Century life skills are: the moment.
 Designing something means finding the
 Flexibility: Deviating from plans as needed conjunction between form and function
 Leadership: Motivating a team to and shaping materials for a specific
accomplish a goal purpose.
 Initiative: Starting projects, strategies, and
plans on one's own
  Entertaining others involves telling stories,  Decision-making requires sorting through
making jokes, singing songs, playing the many options provided to the group
games, acting out parts, and making and arriving at a single option to move
conversation. forward.
 Imagining ideas involves reaching into the  Delegating means assigning duties to
unknown and impossible, perhaps idly or members of the group and expecting
with great focus, as Einstein did with his them to fulfill their parts of the task.
thought experiments.  Evaluating the products, processes, and
 Improvising a solution involves using members of the group provides a clear
something in a novel way to solve a sense of what is working well and what
problem. improvements could be made.
 Innovating is creating something that  Goal setting requires the group to analyze
hasn't existed before, whether an object, a the situation, decide what outcome is
procedure, or an idea. desired, and clearly state an achievable
 Overturning something means flipping it objective.
to get a new perspective, perhaps by  Leading a group means creating an
redefining givens, reversing cause and environment in which all members can
effect, or looking at something in a brand contribute according to their abilities.
new way.  Managing time involves matching up a list
 Problem solving requires using many of of tasks to a schedule and tracking the
the creative abilities listed here to figure progress toward goals.
out possible solutions and putting one or  Resolving conflicts occurs from using one
more of them into action. of the following strategies: asserting,
 Questioning actively reaches into what is cooperating, compromising, competing, or
unknown to make it known, seeking deferring.
information or a new way to do something.  Team building means cooperatively
working over time to achieve a common
Communicating goal.
 Analyzing the situation means thinking WHAT ARE LITERACY SKILLS?
about the subject, purpose, sender,
receiver, medium, and context of a - Literacy skills help students gain
message. knowledge through reading as well as
 Choosing a medium involves deciding the using media and technology. These skills
most appropriate way to deliver a also help students create knowledge
message, ranging from a face-to-face chat through writing as well as developing
to a 400-page report. media and technology.
 Evaluating messages means deciding
whether they are correct, complete, Information Literacy
reliable, authoritative, and up-to-date. - Students need to be able to work
 Following conventions means effectively with information, using it at all
communicating using the expected norms levels of Bloom's Taxonomy
for the medium chosen. (remembering, understanding, applying,
 Listening actively requires carefully paying analyzing, evaluating, and creating).
attention, taking notes, asking questions, Information literacy involves traditional
and otherwise engaging in the ideas being skills such as reading, researching, and
 communicated. writing; but new ways to read and write
 Reading is decoding written words and have also introduced new skills:
images in order to understand what their - Consuming information: The current
originator is trying to communicate. excess of information requires students to
 Speaking involves using spoken words, gain new skills in handling it. When most
tone of voice, body language, gestures, information came through official
facial expressions, and visual aids in order publications like books, newspapers,
to convey ideas. magazines, and television shows, students
 Turn taking means effectively switching encountered data that had been prepared
from receiving ideas to providing ideas, by professionals. Now, much information
back and forth between those in the is prepared by amateurs.
communication situation. - Some of that work is reliable, but much is
 Using technology requires understanding not. Students must take on the role of the
the abilities and limitations of any editor, checking and cross-checking
technological communication, from phone information, watching for signs of bias,
calls to e-mails to instant messages. datedness, and errors. Students need to
 Writing involves encoding messages into look at all information as the product of a
words, sentences, and paragraphs for the communication situation, with a sender,
purpose of communicating to a person subject, purpose, medium, receiver, and
who is removed by distance, time, or both. context.
Collaborating Media Literacy
 Allocating resources and responsibilities - Media literacy involves understanding the
ensures that all members of a team can many ways that information is produced
work optimally. and distributed. The forms of media have
 Brainstorming ideas in a group involves exploded in the last decade and new
rapidly suggesting and writing down ideas media arrive every day:
without pausing to critique them.
 - Students' use of media has far outstripped Flexibility
educational use, and students will
continue to adopt new media long before - Given the rapid rate of change in our
teachers can create curricula about it. It is world, the ability to adjust and adapt is
no longer enough to teach students how critical to success. Students needs to learn
books, periodicals, and TV shows work. to quickly analyze what is going on around
Students need to learn how to critically them and make adjustments on the fly-all
analyze and evaluate messages coming to the while keeping their goals at the
them through any medium. forefront of their minds. Flexibility is not
- As with information literacy, the key is to spinelessness. In fact, a spine needs to be
recognize the elements of the flexible to allow the person to move while
communication situation-sender, message remaining upright with eyes on the prize.
(subject and purpose). medium, receiver, - The inquiry process requires and rewards
and context. flexibility. Instead of following a set course
or a rigid set of instructions, students
Technology Literacy must make constant course corrections as
they do the following:
- We are living through a technological  set goals
revolution, with huge changes taking  seek answers
place over brief spans of time. We are  navigate information
surrounded by technology, and most of it  collaborate with others
performs multiple functions. In Growing Up  create something
Digital: How the Net Generation Is  evaluate their work
Changing Your World, Don Tapscott  improve it
outlines the following eight expectations  share it with the world
that students have of technology.
• Freedom to express their views, Initiative
personalities, and identities
• Ability to customize and personalize - The entrepreneurial spirit is founded on
technology to their own tastes initiative-the willingness to step forward
• Ability to dig deeper, finding whatever with an idea and take the risk of bringing
information they want it to fruition. The changing economic
• Honesty in interactions with others and landscape requires entrepreneurs.
with organizations Students need to learn how to set goals
• Fun to be part of learning, work, and for themselves, plan how they will reach
socialization as well as entertainment their goals, and enact their plans. Once
• Connecting to others and collaborating in students feel comfortable with charting
everything their own course, they will readily launch
• Speed and responsiveness in into activity.
communication and searching. for answers - By teaching students the inquiry process,
• Innovation and change, not settling for you equip them to take initiative. When
familiar technologies but seeking and you step back into a facilitating role, you
using what is new and better require students to step forward. Students
take the initiative when they
As can see, students expect a great deal out of  question,
their technologies. You can help them use  plan
technology wisely:  research
 create
 reading Web sites;  improve and
 using search engines;  present
 using map searches;
 accessing videos, podcasts, and feeds;
 evaluating Web resources;
 researching on the Internet;
 e-mailing, chatting, texting, Social Skills
microblogging;
 using social sites; - Technology now allows people to belong
 visiting virtual worlds; to multiple tribes-students at the same
 blogging and using wikis; and school, friends on Facebook, colleagues on
 using message boards, newsgroups, and LinkedIn, fans on fan sites, gamers on
VOIP (Skype) massively multiplayer online games. In all
of these environments, social skills are
- By understanding how to evaluate this critical. Whether students are having a
new information and how to use these face-to-face meeting or are tweeting with
new tools to create effective, well- hundreds of strangers, there are real
grounded communication, students can human beings with real thoughts, feelings,
harness the power of new technology and and needs on the other end. And, as work
be inspired to learn. environments become more collaborative,
social skills are a key to success.
WHAT ARE LIFE SKILLS? - The best way for students to develop
- Life skills equip students to thrive in the social skills is to collaborate with others.
classroom and in the world beyond. The When students work together on a project,
21st century life skills are flexibility, they have common goals and interests,
initiative, social skills, productivity, and they are required to develop social skills
leadership. such as these:
 cooperation
  compromise - It is understanding how to build your
 decision making personal wealth.
 communicating
 using emotional intelligence 6 MAJOR CHARACTERISTIC TYPES OF HOW
 using constructive criticism PEOPLE VIEW MONEY (Incharge, 2017)
 trusting others 1. Frugal
 delivering on promises 2. Pleasure
 coordinating work 3. Status
Productivity 4. Indifference
5. Powerful
- During the recent recession, the 6. Self-worth
productivity of the American worker
reached an all-time high. Clearly, those IMPORTANCE AND PURPOSE OF FINANCIAL
who kept their jobs did so in part by LITERACY
producing more than they needed to  Helps you avoid mistakes.
before. The increase in productivity  Helps you make smarter decisions.
among workers in the U.S. means that  Makes money works for you.
more is being produced by fewer people,  Helps you control over the expenses and
which means that the job market is even track the finance right away.
more competitive after the recession than
during it. Workers who have lower OBSTACLES IN SAVINGS
productivity are being left behind.
 Procrastination – delaying savings or
- By using the inquiry process and
putting savings off for another time.
developing projects, students learn the
 Poor-spending habits – includes on
habits of productivity
unnecessary items, impulse buying,
 Goal setting
hedonistic lifestyle.
 Planning
 Culture of dependency – being overly
 Time management
dependent on others.
 Research
 Lack of financial literacy – spending on
 Development
liabilities on items that decreases in value
 Evaluation
over time and not knowing how your
 Revision
money will grow and work for you.
 Application
PRINCIPLES OF MONEY MANAGEMENT
Leadership
 Earn – understand your pay and benefits.
- Leadership is a suite of related skills that
 Save and invest – set goals and start
combines the other life skills good leaders
small.
take initiative, have strong social skills,
 Protect – emergency savings and
are flexible, and are productive. They also
adequate insurance.
do the following:
 Spend – shop around and compare
 Identify goals
prices/products.
 Inspire others to share those
 Borrow – build credit but understand
goals
interest
 Organize a group so that all
members can contribute RULES IN SETTING GOALS
according to their abilities
 Resolve conflicts among  Put it into writing.
members  State it in positive terms.
 Encourage the group to reach  Set specific timetable for each goal.
their goals  Monitor progress.
 Help group members solve
12 STEPS GUIDE TO FINANCIAL SUCCESS
problems and improve
performance 1. Be accountable and responsible.
 Give credit where it is du 2. Plot your course.
FINANCIAL LITERACY Three essential keys to setting goals:
- It is the education and understanding of a) Be specific – define what you want to
knowing how money is made, spent, and achieve and when.
saved as well as the skills and abilities to b) Be realistic – make certain your goals are
use financial resources to make decisions. attainable.
These decisions include how to generate, c) Write them down – keep records of your
invest, spend, and save money. goals and mark off key milestones as you
- It is the ability to understand and achieve them.
effectively apply various financial skills, 1. Understand your income.
including personal financial management, 2. Open a checking account.
budgeting, and investing. 3. Start saving and investing.
- It helps individuals become self-sufficient 4. Create a budget.
so that they can achieve financial stability. - Determine your income.
- Being confident with the fundamentals of - Determine your expenses.
personal money management. - Create a budget.
- Knowing how to keep what you earn and 1. Borrow smart.
do more with what you keep. 2. Manage your credit cards wisely.
3. Review and understand your credit report.
 4. Protect yourself from identity theft. 2. Financial globalization
5. Understand your tax liabilities.
6. Know when to ask for help.  refers to the emergence of worldwide
financial markets and better access to
DEVELOPING PERSONAL FINNACIAL external financing for corporate, national
LITERACY and sub-national borrowers

1. Spending patterns.
2. Fixed vs. Variable Expenses.
3. Needs vs. Wants. 3. Political globalization

GLOBALIZATION LITERACY  refers to the spread of political sphere of

interests to the regions and countries
The Nature of the Philippine State outside the neighborhood of political
- -The state that developed after the actors and the potential information of a
declaration of Philippine independence in global citizen movement
1945 may be described as both a 4. Information globalization
"premature" and "weak" state.
- The Philippines lacks the following  refers to the increase in information flows
characteristics of a mature and strong between geographically remote locations
state:
5. Cultural globalization
Global literacy
 refers to the growth of cross- cultural
- is an understanding of how the world is contacts
organized and interconnected
- aims to address issues of globalization, 6. Globalism
racism, diversity and social justice (Guo,  refers to the universal internationalist
2014) impulse that the world is connected
- -globally literate students are empowered
to affect positive change in the world Characteristics of Globalization that can be
promotes and encourages: linked to Education:
1. inquiry, reasoning and problem solving
- In educational terms, more study is
collaboration
needed about local responses to defend
communication and an understanding of
public education against the introduction
world languages and cultures
of pure market mechanisms to regulate
2. an understanding of globalized systems
educational exchanges and other policies
and political realities responsible global
that seek to reduce state sponsorship and
citizenship
financing and to impose management and
3. respect for diversity
efficiency models borrowed from the
4. an understanding of the skills and
business sector as a framework for
technologies that are necessary for life in
education decision making.
the 21st century
- In economic terms, a rise in
5. the ability for students to become
internationalized advertising and
advocates
consumption patterns, a reduction in
Globalization barriers to free flow of goods, workers and
investments across national borders and
- Is most often used to describe the growing correspondingly, new pressures on the
integration of economics worldwide role of workers and consumers in society.
through increase in trade, investment - In political terms, a certain loss of nation-
flows and technology transfer state sovereignty or at least the erosion of
CLASSIFICATIONS OF GLOBALIZATION national autonomy and correspondingly, a
weakening of the nation of the "citizen" as
1. Political Globalization a unified and unifying concepts, a concept
that can be characterized by precise roles,
- refers to the amount of political rights, obligations and status.
cooperation that exists between different - In cultural terms, a tension between the
countries ways in which globalization brings forth
2. Social Globalization more standardization and cultural
homogeneity while also bringing more
- refers to the sharing of ideas and fragmentation through the rise of locally
information and through different oriented movements.
countries
Implication of global information society in
3. Economic Globalization the education system:
- refers to the interconnectedness of  Demand for widening the education
economies through trade and the access for all.
exchange of resources  Continuous lifelong learning
 Global versus local cultural developments
ASPECTS OF GLOBALIZATION
 Creation of new educational networked
1. Industrial globalization organizations from commanding to
negotiating
 refers to the rise and expansion of  Changing of educational management
multinational and transnational from hierarchical institutions to equal
enterprises distributions of network organizations
  Demand for more flexible and general  Finance-related issues in order to be a
skills part of global configuration, the
 Creation of new educational networked requirement of funds for social services
organizations including education win increase manifold.
 Changing of educational management
from hierarchical institutions to equal MULTICULTURAL LITERACY
distributions of network organizations  consists of the skills and ability to identify
from commanding to negotiating the creators of knowledge and their
 Demand for more flexible and general interests (Banks, 1996) to:
skills - uncover the assumptions of knowledge
Socio-Cultural, Economic and Political - view knowledge from diverse ethnic and
Issues on Globalization cultural perspective
- use knowledge to guided action that will
1. Socio-cultural issues create a humane and just world (Boutte.
2008)
- Massive migration- are changing the ways
experience national identities and cultural  brings attention to diversity, equity and
belonging social justice to foster cultural awareness
- Managing difference- is becoming one of by addressing difficult issues like
the greatest challenges to multicultural discrimination and oppression towards
countries. other ethnicities (Boutte, 2008)
- Global changes in culture- deeply affect  according to Boutte (2008) education for
educational policies, practices and multicultural literacy should help students
institutions to develop the 21™ century skills and
2. Economic issues attitudes that are needed to become
active citizens who will work towards
- Worldwide inequality achieving social justice within our
- Consistency and quality of educational communities.
experiences remain patchy  needs to be transformed in substantial
- Employment ways to prepare students to function
- More competitive world economy effectively in the 21st Century because of
- Increase importance of cross- national the growing racial, language and ethnic
communication diversity in our country (Boutte, 2008).
- Rapid Speed Change and new technology
Multicultural Education
3. Political issues
- as a field of study is designed to increase
- Constraint on national/state policy making educational equity for all students (Banks
posed by external demands from and Banks, 1995)
transnational institutions. - is an idea, educational reform movement
- Economic coordination and exchange and a process (Banks, J., 1997)
- Growing internationalization of global - is a progressive approach for transforming
conflict, crime, terrorism, and education that holistically critiques and
environmental issues but with an responds to discriminatory policies and
inadequate development of political practices in education (Gorski, 2010)
institutions to address them - relates to education and instruction
designed for the cultures of several
different races in an educational system is
1. Content of Education based upon consensus building, respect
and fostering cultural pluralism within
 Curriculum Upgradation- the modern racial societies
advances in information technology have - is a field of study and an emerging
revolutionized among others, the content discipline whose major aim is to create
of knowledge and the process of equal educational opportunities for
educational transaction. students from diverse racial, ethnic, social
class and cultural groups.
 Productivity orientation- the basic - one of its important goals is to help all
objective of globalization is to enhance students to acquire the knowledge,
productivity and to make the educational attitudes and skills needed to function
system an instrument in preparing effectively in a pluralistic democratic
students who can complete in the world society and to interact, negotiate and
markets as productive members of the communicate with peoples from diverse
society. groups in order to create a civic and moral
community that works for the common
2. The Fall Out of Globalization
good.
 Internationalization of Education- this has - it encompasses theories and practices
become a worldwide phenomenon that strive to promote equitable access
because of the entry of World Trade and rigorous academic achievement for
Organization (WTO) and the inclusion of students from all diverse groups so that
educational services under the General they can work toward social change (Patty
Agreement on Trade and Services (GATS) Bode, 2008).
which has given a boost to the
Goals of Multicultural Education
internationalization of higher education Q
Search
  creating a safe, accepting and successful concepts generalizations and theories in
learning environment for all their subject area or discipline
 increasing awareness of global issues
 strengthening cultural consciousness • Knowledge
 strengthening intercultural awareness - construction process
 teaching students that there are multiple - Involves student in critiquing the social
historical perspectives positioning of groups through the ways
 encouraging critical thinking that knowledge is presented.
 preventing prejudice and discrimination
• Prejudice Reduction
Benefits of Multicultural Education
- Describes lessons and activities the
 increases productivity because a variety of teachers implement to asset positive
mental resources are available for images of ethnic groups and to improve
completing the same tasks and promotes. intergroup relations
 cognitive and moral growth among people
 increases creative problem-solving skills
through the different perspectives applied • Equity Pedagogy
to the same problem to reach solutions
- Modifying teaching styles and approaches
increases positive relationships through
with the intent of facilitating academic
achievement of common goals, respect,
achievement for all students.
appreciation and commitment to equality
 among the intellectuals at institutions of • Empowering School Cultures
higher education decreases stereotyping
and prejudice through direct - Describe the examination of the school
 contact and interactions among diverse culture and organization by all members
individuals renews vitality of society of school staff with the intent to
among the richness of the different restructure institutional practice to create
cultures of its members and fosters access for all groups (Banks, 2004).
development of a broader and more
Skills of Multicultural Teachers
sophisticated view of the world
 provides students with the skills to 1. Information and Communication Skills
participate in social action to make be
democratic and free - -Media literacy
 enables students to reach beyond their - -Information literacy
cultural boundaries. - -ICT literacy

Four Levels/ Approach of Multicultural 2. Thinking and Problem- Solving Skills

Education (James A. Banks) - -Critical thinking
1. Contribution Approach - -Creativity
- -Intellectual curiosity
 deals with heroes, holidays and discrete
cultural elements 3. Interpersonal and Self-Directional (Life
and Career) skills
2. Additive Approach
- -Flexibility and adaptability
 teachers add content, concepts, themes, - -Initiative and self direction
and perspectives that are multicultural - Social skills and cross- cultural skills
without changing the structure of their - -Productivity and accountability
instructional materials - -Leadership and responsibility
 teachers work hard to infuse multicultural
themes, content and perspective into the Roles of Teachers
main curriculum. - Uses multicultural approach in discussion
3. Transformative Approach - Promotes good human relationship
- Promotes social reform and cultural change
 requires teachers to change the structure
Issues on multicultural education
of their curriculum to enable students to
engage concepts, issues, events and - Low academic achievement
themes from a multicultural perspective - Adjustment to a new cultural environment
- Problems with self and new culture
4. Social Action Approach
Some ways on how to address multicultural
 allows the students to make decisions on
problems
important social issues and take actions
to help solve them. - Be selfless
- Know that good and useful things can (and
Multicultural Education Model (James A.
do) come from those different from us
Banks)
- Be willing to compromise
•Content Integration - Accept that there are limits

- deals with the infusion of various cultures

ethnicities and other identities to be ECOLOGICAL LITERACY
represented in the curriculum
Importance
- deals with the extent to which teachers
use examples and content from a variety ✔builds on the successes from reduced
of cultures and groups to illustrate key behavioral problems to increase academic
achievement-resulting from the movement in ✔ Envision the long-term consequences of
education decisions
✔To foster social and emotional learning that has
emerged during the past few decades
Heart (Emotional)
✔ equips students with the knowledge and
competencies necessary to address complex and ✔Feel concern, empathy and respect for the
urgent environmental issues in an integrated way other people and living things

✔Enables students to help shape a sustainable See from and appreciate multiple perspectives
society that does not undermine the ecosystems work with and value others with different
upon which it depends backgrounds, motivations and

Characterizing an Ecoliterate Person ✓ Commit to equity, justice, inclusivity and

respect for all people
1. An inquirer
2. A reflective learner Hands (Active)
3. Intelligently self-directe  Create and use tools, objects and procedures
4. morally responsible required by sustainable communities
5. Ecologically responsible
6. Seek self-transcendence  Tum convictions into practical and effective
7. action, and apply ecological knowledge to the
5 Ways to Develop Ecoliteracy (Goleman practice of ecological design
et.al)
1. Developing empathy for all forms  Assess and adjust uses of energy and
of life resources
2. Embracing sustainability as a
community practice
3. Making invisible visible Spirit (Connectional)
4. Anticipating unintended
consequences  Experience wonder and awe toward nature
5. Understanding how nature sustains
 Revere the earth and living things
life
 Feel a strong bond with and deep
Core Aspects of Ecological Literacy appreciation of place
✔ Feel kinship with the natural world and invoke
Principles of Living Systems that feeling in other
Design Inspired by Nature Ecological Literacy in a Global Issues course
System Thinking The Center for Ecoliteracy suggests the following
principles for the integration of ecological
Ecological Paradigm and the Transition to
literacy:
Sustainability
Intentions
Collaboration, Community Building and
Citizenship Ecological literacy is not an additional concept or
subject to be added to the content of the course.
It may be seen rather as a perspective or way of
Greening initiatives although challenging thinking through which any selected topic or
and demanding, yield significant benefits in issue may be viewed
the long run:
 Environmental and economic sustainability
It is useful to focus on guiding fundamental
 Reputation as a leader through example
questions, which may recur and open up
 Economic benefits
conceptual links across disciplines (eg. Science.
 “real-life” work experience for your students
Geography, anthropology, politics, history, the
 Improved quality of life in the campus
arts, sociology, health)
 In schools, teachers are also required to shift
emphasis through the following: Spirit (Connectional)
 From parts to whole
 From objects to relationships
 From objective knowledge to contextual
✓ Experience wonder and awe toward nature
knowledge
 From quantity to quality Revere the earth and living things
 From structure to process
Feel a strong bond with and deep appreciation of
Competencies of Ecoliteracy place
Head (Cognitive) ✓ Feel kinship with the natural world and invoke
that feeling in other
✓ Approach issues and situations from a systems
perspective Ecological Literacy in a Global Issues course
✔ Understand fundamental ecological principles The Center for Ecoliteracy suggests the following
principles for the integration of ecological
✔Think critically, solve problems creatively and
literacy:
apply knowledge to new situations
✔ Assess the impacts and ethical effects of
human technologies and actions Ecological literacy is not an additional concept or
subject to be added to the content of the course.
It may be seen rather as a perspective or way of
thinking through which any selected topic or
issue may be viewed.

It is useful to focus on guiding fundamental

questions, which may recur and open up
conceptual links across disciplines (e.g. science.
Geography, anthropology, politics, history, the
arts, sociology, health)

The conceptual links that tie subjects together

help make learning more effective since they lead
to learning that is more readily applicable

To the real world.

Taking a hopeful, proactive approach and

designing learning activities that engage students
in potential solutions are import ant when
teaching about environmental issues