PROFED10 BENLAC PRELIMS REVIEWER TEACHING LITERACY ACROSS THE

CURRICULUM
LESSON 1: 21ST CENTURY LITERACIES &
EDUCATION ★ Every teacher of any subject is a
literacy teacher
1. Expand views of literacy in the 21st -because every time the teacher ask
century; the student to open their textbooks,
2. Define conventional literacy and 21st the teacher tend to ask if the
Century Education; student understand what he/she
3. Examine the critical attributes of already read.
21st Century education; ★ Using vocabulary
4. Describe the 21st Century teacher -the student is enhancing his/her
and the needed innovative tools for skill to comprehend and able to
learning; understand a text in order to come
5. Explain how 21st Century education up with their own ideas and execute
concepts can be integrated in the tasks.
classroom; and ★ Vocabulary
6. Draw relevant life lessons and -is the foundation for all
significant values from the understanding.
experience in practicing 21st ★ John Dewey: Vocabulary is critically
Century education important because a word is an
instrument for thinking about the
INTRODUCTION meaning which it expresses
★ Building and Enhancing is always
part of your job 3 SUB-CATEGORIES OF CONVENTIONAL
★ building new ideas and strategy on LITERACY:
how to be an effective teacher, and
enhancing some of your strength in 1. Basic Literacy
teaching for you to be able to -ability to correspond visual shapes
progress and improve your teaching to spoken sounds in order to decode
skills. written materials and translate them
★ Literacy= one of the keys of being into oral language.
an efficient and effective teacher to 2. Comprehension Literacy
your students. -ability to understand the meaning
★ Being literate is a key for you to of what is being read.
explain and introduce new learnings 3. Functional or Practical Literacy
to your students. –ability to read/comprehend written
materials needed to perform
Literacy everyday vocational tasks
★ Dictionary: the state of being able
to read and write 2 THINGS FOR READING TO EXIST:
★ From the word: “literate” which 1. A text
first appeared in the 15th century -consisting of symbols and grammar
★ Derived from the Latin word to be read;
“litteratus” = “a person marked with 2. A meaning or message
letters” that is “distinguished or -being communicated by the text for
identified by letters” the reader to extract.
★ idea that such a person was cultured
and educated Without a text, there would be nothing to
read; without meaning, the text is reduced
LITERACY ACROSS THE CURRICULUM to series of incomprehensible doodles.
★ means students are learning literary
skills while learning other content
areas (math, science, social SCHLECHTY (2001)
studies, arts and music) ★ Functional illiteracy
★ requires people to have skills which -as the state of being able to read,
enable them to interpret and but not well enough to manage daily
compose text across different living and employment tasks that
discipline. require reading skills beyond a basic
★ literacy strands of the English level.
curriculum that should also be
applied in all other language areas. EXPANDED VIEWS OF LITERACY
★ It demands of each learning area ★ Despite the popularity of American
ensure that students’ literacy films in the Philippines, many
development is strengthened so that Filipinos cannot follow the actors’
it supports subject-based learning dialogue, and thus resort to
guessing the overall story based on
the actions on screen.
 ★ Roberts (1995): in the past 50 years, 3. Media and Digital Literacies
hundreds of definitions of “literacy” 4. Ecoliteracy and Artistic & Creative
have been advanced by scholars, Literacies
adult literacy workers and 5. Critical Literacy
programme planners
THE 21ST CENTURY SCHOOLS
UNESCO (2004-2006) ★ focus on a project-based
The United Nations Educational Scientific curriculum
and Cultural Organization acknowledging for life that would engage students
that literacy is: in addressing real-world problems
★ complex and dynamic and humanity concerns and issues.
★ continually defined and interpreted ★ Schools will go from “buildings” to
in multiple ways “nerve centers”, with open walls
★ the ability to identify, understand, and are roofless while connecting
interpret, create, communicate, and teachers, students and the
compute, using printed and written community to the breadth of
materials associated with varying knowledge in the world.
contexts. ★ Teachers will transform their role
★ involves a continuum of learning in from being dispensers of
enabling individuals to achieve their information to becoming
goals, to develop their knowledge facilitators of learning and help
and potential, and to participate students translate information into
fully in their community and wider knowledge and knowledge into
society. (“knowing about something wisdom.
and what to do with it”) ★ will require knowledge generation,
not just information delivery, and
schools will need to create a “culture
LITERACY AS KNOWLEDGE of inquiry”.
Mkandawire(2018)
★ literacy is “a form of knowledge, CHANGES HAVE IMPLICATIONS FOR
competence, and skills in a TEACHERS
particular field area, 1. Teachers must discover student
UNESCO (2006), Barton (2007), and interest
Mkandawire, Simooya-Mudenda, & -by helping them see what and how
Cheelo (2017) they are learning to prepare them
★ acknowledged that modern views for life in the real world;
appear to equate literacy with 2. They must instill curiosity
knowledge. -which is fundamental to lifelong
★ Shift in the definition of literacy learning;
from “reading and writing” to 3. They must be flexible
“knowledge” -how they teach
-is important as we explore the 4. They must excite learners
“new” literacies of the 21st century -to become more resourceful so that
that seem far-removed from the they will continue to learn outside
contexts upon which conventional formal school.
literacy is based.
THE 21ST CENTURY CURRICULUM
3 THINGS HAVE BEEN CRITICAL IN THE ★ interdisciplinary, project-based
RISE OF THE NEW LITERACIES: and research driven
1. Increase Reach ★ Connected to local, national and
-we are communicating with more global communities in which
people, from more diverse cultures, students may collaborate with
across vast distances than ever people around the world in various
before. projects
2. Increased Means of ★ integrates higher-order thinking
Communication skills, multiple intelligences,
-we are communicating in more technology and multimedia,
ways and at faster speeds than ever multiple literacies and authentic
before. assessments (including service-
3. Increased Breadth of Content learning)
-we are communicating about more ★ classroom is filled with self-
things than ever before. directed students
-who work independently and
THE NEED FOR TEACHERS TO BE interdependently
LITERATE IN THESE “NEW LITERACIES”: ★ Curriculum and instruction
1. Globalization and Cultural and -designed imbued with the concept
Multicultural Literacies of differentiation
2. Social and Financial Literacies
 ★ Learning is not confined through UNDERSTANDING 21ST CENTURY
memorization of facts and figures LEARNERS
-but rather is connected to previous ★ Today’s students are referred to as
knowledge, personal experience, “digital natives”, while educators as
interests, talents & habits “digital immigrants”.
★ Digital natives
THE 21ST CENTURY LEARNING -usually react
ENVIRONMENT -random
★ not confined to a literal classroom -holistic
building -non-linear
★ but it is where students collaborate -predominant senses: motion and
with their peers, exchange insights, touch; hearing and seeing.
coach and mentor one another and -learn through: experience and learn
share talents and skills with other differently
students. ★ Digital immigrants:
★ Cooperative learning -often reflect
-is which students work in teams -sequential
because cooperation is given more -linear.
emphasis than competition ★ Many are multi-tasking
★ Collaborative learning more than ★ Preschoolers easily navigate
isolated learning electronic multimedia resources on
-using technology and internet games where they learn colors,
systems/other platforms. numbers, letters, spelling and more
★ School facilities can be addressed complex tasks, problem-solving
toward creating environmentally activities & reading.
friendly, energy-efficient, and
“green” schools. 21ST CENTURY SKILLS OUTCOMES AND
★ Students shall apply their THE DEMANDS IN THE JOB MARKET
knowledge of research in life, - ★ The 21st Century skills are a set of
which is a clear indication of a abilities that students need to
relevant, rigorous 21st century real- develop to succeed in the
life curriculum information age
★ Considers the kind of spaces
needed by students and teachers - The Partnership for 21st Century Skills
in conducting investigations and lists three types:
projects by diverse groups for 1. Learning Skills
independent work -critical thinking, creative thinking,
★ Has plenty of wall spaces and collaborating, and communicating
other areas 2. Literacy Skills
-for displaying student work that -information literacy, media literacy
included a place where the parents and technology literacy
and the community can gather to 3. Life Skills
watch student performances, as well -flexibility, initiative, social skills,
as a place where they can meet for productivity and leadership
discussion.
Other skills:
TECHNOLOGY IN THE 21ST CENTURY ★ knowing a trade
PEDAGOGY ★ following directions
★ tools students use to create ★ getting along with others
knowledge for personal and social ★ working hard and being professional
change ★ Efficient
★ 21st Century learning recognizes full ★ Promp
access to technology ★ Honest
★ a better bandwidth of Wi-Fi access ★ fair
should be available along areas of
the school for the students to access
their files and supplement their THE 21ST CENTURY LEARNING
learning inside the classroom. IMPLICATIONS
★ Various laboratories and learning ★ 21st Century skills are viewed
centers are set up in such a way that relevant to all academic areas and
they allow a space needed for the skills may be taught in a wide
students’ simulation and variety of both in-campus and
manipulative works. community settings.
★ All classrooms should have ★ Teachers should practice teaching
televisions to watch broadcasts cross-disciplinary skills
created by the school and other -integrating research methods in
schools around. various disciplines
 -articulating technical scientific
structure. learning outcomes.
concepts in verbal, written, and
graphic forms
★ Schools and teachers should: Low expectations. High expectations
-use a variety of applied skills What students that students
-multiple technologies receive is what they succeed in learning
-taking initiative get. to
-thinking creatively high extent.
-working collaboratively in teams
with other students Curriculum is Curriculum is
★ Schools may allow students to: irrelevant and connected to
-pursue alternatives meaningless to the students’ interests,
-students can earn academic merits students. experiences, talents
and satisfy graduation requirements and the real world.
by completing an internship,
apprenticeship or volunteer Print is the primary Performances,
experience vehicle of learning projects and
★ Students can practice: and assessment. multiple forms of
-practical,career-based,work-related media
skills and values are used for
★ Students need to be taught: learning and
-how to process, analyze and use the assessment.
information
-adaptable skills that they can apply Student diversity is Curriculum and
in all facets of life ignored. instruction address
★ Teaching students ideas and facts student diversity.
without teaching them how to use
Students just follow Students are
them in real-life settings is no longer
orders and empowered to lead
enough.
instructions while and initiate while
★ Teaching students to perform well in
listening to creating solutions
school or pass the test alone is no
teacher’s lecture. and solving
longer sufficient.
problems.

Before 21st 21st Century Literacy is the 3R’s Multiple literacies

Century Education (reading, writing of the 21st Century
and ‘rithmetic). aligned to living
Time-based Outcome-based and working in a
globalized new
Focus: Focus: what society.
memorization of students Know, Can
discrete facts Do and Are Like
after 8 CRITICAL ATTRIBUTES OF 21ST
all the details are CENTURY EDUCATION
forgotten. 1. Integrated and Interdisciplinary
2. Technologies and Multimedia
Lower order Higher order 3. Global Classrooms
thinking skills in thinking skills 4. Creating/Adapting to Constant
Bloom’s Taxonomy, (metacognition), -Personal and Social Change and
Lifelong Learning
Text-book driven Research-driven 5. Student-Centered
6. 21st Century Skills
Passive Learning Active Learning 7. Project-Based & Research-Driven
8. Relevant, Rigorous and Real World
Little to no student Great deal of
freedom student freedom.
THE CHARACTERISTICS OF A 21ST
“Discipline No “discipline CENTURY TEACHER
Problems” – no problems” – 1. Multi-literate
trust between students and 2. Multi-specialist
educators teachers have 3. Multi-skilled
and students. Little mutual respect and 4. Self-directed
student motivation. as co-learners. High 5. Lifelong Learner
motivation. 6. Flexible
7. Creative problem solver
Assessment is for Assessment is 8. Critical Thinker
marking purposes important aspect of 9. Has a passion for excellent teaching
and placed as instruction to 10. High Emotional Quotient (EQ)
part of lesson plan gauge
COMMON 21ST CENTURY TECHNOLOGY and analysis, computer
TOOLS FOR LEARNING programming.
8. Economic and financial literacy,
entrepreneurialism.
Affinity Blogs E-portfolio
9. Global awareness, multicultural
Groups
literacy, humanitarianism
Hypertext Podcasts Web 2.0 10. Scientific literacy, and reasoning ,
the scientific method.
Myspace Second Life Semantic 11. Environmental and conservation
Web literacy, ecosystem understanding.
12. Health and wellness literacy,
Webkinz Wiki Youtube including nutrition, diet, exercise,
and public health and safety.
Google Docs Prezi Easybib

Lesson 2: 21st CENTURY SKILLS

CATEGORIES

1. Identify the categories of 21st

Century skills.
2. Apply the 21st Century skills in
preparing, planning and delivering a
lesson.
3. Cite ways on how to enhance the
21st Century skills of learners.
4. Explain how 21st Century skills be
integrated in the teaching-learning
process.
5. Cite implications of 21st Century
skills to educators and to pre-service
teacher preparation.
6. Draw relevant life lessons and
significant values from the personal
experience in attaining 21st Century
skills.

21st Century skills

★ refer to the broad set of knowledge,
skills, work habits, and character
traits that are deemed necessary in
coping with today’s world and future
careers and workplaces

21st Century skills may include the

following:
1. Critical thinking, problem-solving,
reasoning, analysis, interpretation,
synthesizing information.
2. Research skills and practices
interrogative questioning.
3. Creativity, artistry, curiosity,
imagination, innovation, personal
expression.
4. Perseverance, self-direction,
planning, self-discipline,
adaptability, initiative.
5. Oral and written communication,
public speaking and presenting,
listening
6. Leadership,teamwork, collaboration,
cooperation, facility in using virtual
workspaces.
7. Information and communication
technology (ICT) literacy, media and
internet literacy, data interpretation, LIFE AND CAREER SKILLS (5)
 ★ Today’s life and work environments additional
both require more than thinking attributes associated
skills with producing high
quality products
A. FLEXIBILITY AND ADAPTABILITY
SKILL SUB-SKILLS E. LEADERSHIP AND RESPONSIBILITY
Apply technology Use technology as SKILL SUB-SKILLS
effectively a tool of research.
Organize, evaluate Guide and lead Use interpersonal and
and communicate others problem-solving skills
information to influence and
guide others
Be flexible Understand, toward a goal
negotiate and
balance diverse views Be responsible to Act responsibly with
to reach workable others the interests of the
solutions larger community in
mind.

B. INITIATIVE AND SELF-DIRECTION

SKILL SUB-SKILLS
LEARNING AND INNOVATION SKILLS
Manage goals and Balance tactical
time (short term) and
(4)
strategic (long-term) ★ primary skills orchestrated in the
goals 21st Century
★ a need to stress on creativity, critical
Work Independently Monitor, define, thinking, communication and
prioritize and collaboration in preparing learners
complete for the future.
tasks without direct
oversight
A. CRITICAL THINKING AND PROBLEM
Be self-directed Go beyond basic SOLVING
learner mastery of skills and ★ effectively analyzing and evaluating
curriculum to explore evidence, arguments, claims and
and expand one’s beliefs, and solving different kinds of
own non-familiar problems in both
learning conventional and innovation ways.
Be responsible to Consider other’s SKILL SUB-SKILLS
others ideas and view point
and assist others in Work Keep communication
times of their together open with team
downfalls and effectively in as to carry out tasks
setbacks learn
Carefully identify
obstacles and
C. SOCIAL AND CROSS-CULTURAL address problems
SKILLS cooperatively
SKILL SUB-SKILLS Reason Use various types of
effectively reasoning as
Interact effectively Know when it is
appropriate to the
with others appropriate to listen
situation
and when to speak
Make Effectively analyze
Work effectively in Respect cultural
judgments and and evaluate
diverse terms differences and work
decisions evidence, arguments,
effectively with
claims and beliefs
people from a range
of social and cultural
Interpret information
backgrounds
and draw
conclusions based on
D. PRODUCTIVITY &ACCOUNTABILITY the best analysis

SKILL SUB-SKILLS Solve Solve different kinds

problems of non- familiar
Manage projects Prioritize, plan and problems in both
manage work to conventional and
achieveV the innovative ways
intended result
Identify and ask
Produce results Demonstrate
 significant questions contribution to the
that clarify various field in
points of view which the innovation
occur

B. COMMUNICATION
★ articulating thoughts and ideas
effectively using oral and written INFORMATION, MEDIA AND
communication skills in a variety of TECHNOLOGY SKILLS (3)
forms and contexts. ★ to be effective in the 21st century ,
everyone must be able to exhibit a
SKILL SUB-SKILLS
range of functional and critical
Communicate Keep communication thinking skills related to information,
clearly open with team media, and technology (AACTE,
as to carry out tasks 2010).

Carefully identify A. Information Literacy

obstacles and ★ Refers to accessing and evaluating
address problems
information critically
cooperatively
★ Managing the flow of information
from a wide variety of sources
C. COLLABORATION
SKILL SUB-SKILLS
★ ability to work effectively and
respectfully with diverse teams Access and Evaluate Access information
SKILL SUB-SKILLS Information efficiently and
effectively
Work together Keep communication
effectively in team open with teams to Use and Manage Manage the flow of
carry Information info from a wide
out tasks variety of sources

Carefully identify B. Media Literacy

obstacles and ★ understanding both how and why
address
media messages are constructed
problems
cooperatively ★ understanding and utilizing the most
appropriate media creation tools,
characteristics and conventions
D. CREATIVITY AND INNOVATION
SKILL SUB-SKILLS
★ use of wide range of idea creation
techniques to create new and Analyze Media Understand both how
worthwhile ideas. and why media
SKILL SUB-SKILLS messages
are constructed, and
Think creatively Use a wide range of for what purposes
idea creation
techniques, Create Media Understand and
such as Products utilize the most
brainstorming appropriate
Elaborate, refine, media creation tools,
analyze, and characteristics and
evaluate conventions.
their own ideas in
order to C. Technology Literacy
improve and
★ use of technology as a tool to
maximize
creative efforts
research, organize, evaluate and
communicate information.
Work creatively with Be open and SKILL SUB-SKILLS
others responsive to
new and diverse Apply technology Use technology as
perspective effectively a tool of research.
Organize, evaluate
Demonstrate and communicate
originality and information
inventiveness in work

Implement Act on creative ideas

innovations to
make a tangible and IMPLICATIONS TO PRE-SERVICE
useful TEACHER PREPARATION
 ★ a need to understand the key ★ The ability to teach for content
elements of optimum curricula mastery is challenging for most pre-
-help pre-service teachers develop service teachers.
the dispositions, habits of mind and ★ Teacher preparation programs can
confidence to enable students to play a vital role in developing
develop 21st Century skills in a range education leaders who understand
of core academic subject areas. and can influence current trends in
-Well developed lesson plans assessment.
★ Since schools get rid of a one-sized-
fits-all system, therefore, pre-
service teachers are expected to
play an active role in developing
and organizing content and
instructions for their students.

Learning environments
★ Determining the enabling structures,
policies and strategies that can best
support 21st Century skills
acquisition among pre-service
teachers

Partnerships
★ The powerful partnerships are
created through strong
collaboration towards enabling
innovation in the teaching and
learning for the 21st Century.

Continuous improvement
★ represents willingness to commit to
revisiting the process over time.
★ Engage all participants in refining
and improving success over time
(AACTE, 2010)

INSTRUCTIONAL MODELS

1. Integrating “teach for understanding”

principles
★ prepare and present lessons that
can develop students essential
concepts and skills with the
integration of technologies,
★ can demonstrate critical thinking
and problem- solving in class
★ focuses on deep comprehension
and meaningful learning

2. Creating rich practice teaching

experiences
★ Strong practice teaching
experiences allow pre-service
teachers to connect theory and
practice.

3. Creating dynamic learning communities

and peer mentoring networks
★ Pre-service teachers benefit greatly
from service-learning as part of their
experiential learning courses.

4. Examining the role of content, pedagogy

and technologies in developing higher-
order thinking skills