ST.

LOUIS REVIEW CENTER

QUALITY.SERVICE.DEDICATION
CHED PERMIT TO OPERATE
No. 035 Series 2008

Licensure Examination for Professional Teachers

BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM

Professional Education
Licensure Examination for Professional Teachers (LEPT)

21st Century Education Diversity in students is Curriculum and

ignored. instruction address
student diversity.
Paradigm Shift for 21st Century Education Literacy is the 3 R’s – Multiple literacies of the
reading, writing and 21st century – aligned to
Before 21st Century 21st Century Education math. living and working in a
Education globalized new
Time-based Outcome-based millennium.
Focus: memorization of Focus: what students If technologies are Technologies are used
discrete facts Know, Can Do and Are available they are used as tools, as vehicles to
Like after all the details as digital versions of deliver higher level
are forgotten. textbooks and learning experiences.
Lessons focus on the Learning is designed on worksheets. Technology Technology supports the
lower level of Bloom’s upper levels of Blooms’ often drives the curriculum.
Taxonomy – knowledge, – synthesis, analysis curriculum.
comprehension and and evaluation (and Factory model, based Global model based
application. include lower levels as upon the needs of upon the needs of a
curriculum is designed employers for the globalized high-tech
down from the top.) Industrial Age of the 19th society.
Textbook-driven Research-driven – Century.
students construct their
knowledge as they Characteristics of a 21st Century Skills
conduct research.
Passive learning Active Learning 1. Multi-literate. As the 21st century expands our
Time-based – seat time Outcome-based – the learning, literacy or “the ability to identify,
is what counts. There is point here is not seat understand, interpret, create, communicate
no allowance for the fact time but demonstrating and compute printed and written materials”
that students learn at that the learning (UNESCO, 2005) must also expand to include
different rates. outcomes were media and digital literacy. A multiliterate
achieved, whenever that teacher knows how to use various technologies
may be. in teaching.
Fragmented curriculum Integrated and 2. Multispecialist. 21st century education gears
Interdisciplinary for the holistic development of learners. In
curriculum developing the whole child, various learnings
The curriculum is test- The curriculum is and experiences must be integrated. For this,
prep, marching through relevant, rigorous and teachers must be multispecialist, that is, they
the standards one by real world. The content must be knowledgeable not only in the subject
one. standards and skills are area they are teaching but in other areas as
learned as a result of well so that they can help the learner build up
project-based learning what they gain in classrooms and outside the
experiences. school and make sense of what was learned.
Grades averaged Grades based on what 3. Multiskilled. 21st century education ushers in
was learned (better yet, various ways of learning. For teachers to cope
no grades, just evidence with the demand for widening learning
of learning.) opportunities, they must be skillful not just in
Teacher is judge. No Self, Peer and Other teaching but also in facilitating, organizing
one else sees student assessments. Public groups and activities.
work. audience, authentic 4. Self-directed. Teachers who are responsible
assessments. in various aspects of school life must know how
Print is the primary Performances, projects to initiate action and bring to fruition the
vehicle of learning and and multiple forms of learning goals of the students and the
assessment. media are used for educational goals of the country.
learning and 5. Lifelong learner. For 21st century teachers,
assessment. learning never ends. Teachers must be
constantly updated on the latest information

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 related to their subject and the trends in 4. Creating/Adapting to Constant
pedagogy. Moreover, they should also be Personal and Social Change and
sharing and applying what they are learning Lifelong Learning. Education in the 21st
with their students and colleagues. Century subscribes to the belief that
6. Flexible. 21st century education is student-
learning does not end within the four walls
centered. Thus, teachers must be able to adapt
to various learning styles and needs of the of the classroom. Instead, it can take place
learners. Teachers must also be flexible anywhere, anytime regardless of age. This
enough to ensure that learning takes place all means that teachers should facilitate
the time using alternative modes. students' learning even beyond
7. Creative problem solver. Providing quality academics. Therefore, it should not end
education is not without hurdles. Problems will with requirement compliance and passing
be there inside the classroom and within the the exams, but also for transferring and
school. Teachers must be there to offer applying knowledge to a new context or
innovative ideas and creative solutions to real-life situations. As such, the curriculum
problems.
should be planned in such a way that
8. Critical thinker. The development of higher
order thinking skills is an important goal of 21st students will continue to learn even outside
century Education. Teachers need to be critical the school for life.
thinkers so that they could stir students to think 5. Student-Centered. Education in the 21st
about what they have learned, ask questions, Century is focused on students as learners
reason out, probe, and establish their own while addressing their needs.
knowledge and belief. Differentiated instruction is relevant in the
9. Has passion for excellent teaching. Having 21st Century classrooms, where diversity
the passion to teach effectively ensures that factors and issues are taken into account
students learn under the care and guidance of and addressed when planning and
a teacher. An ordinary teacher merely talks and
delivering instruction, including their
gives instruction to students, but a K to 12
teacher has a passion that motivates students learning styles, interests. needs and
to learn and succeed in life. abilities.
10. High Emotional Quotient (EQ). To be a 6. 21st Century Skills. Education in the 21st
successful K to 12 teacher, one must not only Century demonstrates the skills needed in
have the head but also the heart to teach. becoming productive members of society.
Teaching is an emotionally taxing and Beyond learning the basic skills of reading,
influential job as it involves interaction with writing and numeracy, students should
human beings. This demands that also develop life and work skills in 21st
Century communities, such as critical and
Eight Attributes of 21st Century Education creative thinking, problem-solving and
decision-making and ICT literacy and
1. Integrated and Interdisciplinary. skills. Therefore, it implies that teachers
Education in the 21st Century is should possess these skills first before
characterized by interfacing various their students.
disciplines in an integrated manner rather 7. Project-Based and Research-Driven.
than compartmentalizing its subsequent 21st Century education emphasizes data,
parts. This critical attribute implies the information and evidence-based decision-
need to review the curriculum and create making through student activities that
strategies infusing different subjects encourage active learning. This implies the
toward enhancing the learning need for knowledge and skills in research,
experiences of students. such as self-directed activities, learning
2. Technologies and Multimedia. projects, investigatory projects, capstones
Education in the 21st Century makes and other research-based output.
optimum use of available Information and 8. Relevant, Rigorous and Real World.
Communication Technology (ICT), as well Education in the 21st Century is
as multimedia to improve the teaching meaningful as it connects to real-life
and learning process, including online experiences of learners. It implies the use
applications and technology platforms. It of current and relevant information linked
implies a need to acquire and use to real-life situations and contexts.
computers and multimedia equipment and
the design of a technology plan to
21st Century Skill Categories
enhance learning at its best.
3. Global Classrooms. Education in the
21stCentury aims to produce global A. LEARNING AND INNOVATION SKILLS
citizens by exposing students to the Learning and innovation skills increasingly
issues and concerns in the local, national are being recognized as those that separate
and global societies. This critical attribute students who are prepared for a more and more
implies the need to include current global complex life and work environments in the 21st
issues/ concerns, such as peace and century, and those who are not. A focus on
respect for cultural diversity, climate creativity, critical thinking, communication and
change and global warming in classroom collaboration is essential to prepare students for
discussions. the future.

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A.1 CREATIVITY AND INNOVATION Communicate Clearly
• Articulate thoughts and ideas effectively
Think Creatively using oral, written and nonverbal
 Use a wide range of idea creation communication skills in a variety of forms
techniques (such as brainstorming) and contexts
 Create new and worthwhile ideas (both • Listen effectively to decipher meaning,
incremental and radical concepts) including knowledge, values, attitudes
 Elaborate, refine, analyze and evaluate and intentions
their own ideas in order to improve and • Use communication for a range of
maximize creative efforts purposes (e.g. to inform, instruct,
motivate and persuade)
Work Creatively with Others • Utilize multiple media and technologies,
• Develop, implement and communicate and know how to judge their effectiveness
new ideas to others effectively a priori as well as assess their impact
• Be open and responsive to new and • Communicate effectively in diverse
diverse perspectives; incorporate group environments (including multi-lingual)
input and feedback into the work
• Demonstrate originality and inventiveness Collaborate with Others
in work and understand the real-world • Demonstrate ability to work effectively
limits to adopting new ideas and respectfully with diverse teams
• View failure as an opportunity to learn; • Exercise flexibility and willingness to be
understand that creativity and innovation is helpful in making necessary compromises
a long-term, cyclical process of small to accomplish a common goal
successes and frequent mistakes • Assume shared responsibility for
collaborative work, and value the
Implement Innovations individual contributions made by each
• Act on creative ideas to make a tangible team member
and useful contribution to the field in
which the innovation will occur

A.2 CRITICAL THINKING AND PROBLEM B. INFORMATION, MEDIA AND

SOLVING TECHNOLOGY SKILLS
People in the 21st century live in a technology
Reason Effectively and media-driven environment, marked by various
• Use various types of reasoning (inductive, characteristics, including: 1) access to an
deductive, etc.) as appropriate to the abundance of information, 2) rapid changes in
situation technology tools, and 3) the ability to collaborate
and make individual contributions on an
unprecedented scale. Effective citizens and
workers of the 21st century must be able to exhibit
Use Systems Thinking a range of functional and critical thinking skills
• Analyze how parts of a whole interact with related to information, media and technology.
each other to produce overall outcomes in
complex systems B.1 INFORMATION LITERACY

Make Judgments and Decisions Access and Evaluate Information

• Effectively analyze and evaluate evidence, • Access information efficiently (time) and
arguments, claims and beliefs effectively (sources)
• Analyze and evaluate major alternative • Evaluate information critically and
points of view competently
• Synthesize and make connections • Use and Manage Information
between information and arguments • Use information accurately and creatively
• Interpret information and draw conclusions for the issue or problem at hand
based on the best analysis • Manage the flow of information from a
• Reflect critically on learning experiences wide variety of sources
and processes • Apply a fundamental understanding of the
ethical/legal issues surrounding the
Solve Problems • access and use of information
• Solve different kinds of non-familiar
problems in both conventional and B.2 MEDIA LITERACY
innovative ways
• Identify and ask significant questions that Analyze Media
clarify various points of view and lead to • Understand both how and why media
better solutions messages are constructed, and for what
purposes
A.3 COMMUNICATION AND • Examine how individuals interpret
COLLABORATION messages differently, how values and
points of view are included or excluded,

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 and how media can influence beliefs and • Balance tactical (short-term) and strategic
behaviors (long-term) goals
• Apply a fundamental understanding of the • Utilize time and manage workload
ethical/legal issues surrounding the efficiently
access and use of media
Work Independently
Create Media Products • Monitor, define, prioritize and complete
• Understand and utilize the most tasks without direct oversight
appropriate media creation tools,
characteristics and conventions
• Understand and effectively utilize the
most appropriate expressions and Be Self-directed Learners
interpretations in diverse, multi-cultural • Go beyond basic mastery of skills and/or
environments curriculum to explore and expand one’s
own learning and opportunities to gain
ICT (Information, Communications and expertise
Technology) LITERACY • Demonstrate initiative to advance skill
levels towards a professional level
• Demonstrate commitment to learning as a
Apply Technology Effectively lifelong process
• Use technology as a tool to research, • Reflect critically on past experiences in
organize, evaluate and communicate order to inform future progress
information
• Use digital technologies (computers, C.3 SOCIAL AND CROSS-CULTURAL SKILLS
PDAs, media players, GPS, etc.),
communication/networking tools and Interact Effectively with Others
social networks appropriately to access, • Know when it is appropriate to listen and
manage, integrate, evaluate and create when to speak
information to successfully function in a • Conduct themselves in a respectable,
knowledge economy professional manner
• Apply a fundamental understanding of the
ethical/legal issues surrounding the Work Effectively in Diverse Teams
access and use of information • Respect cultural differences and work
technologies effectively with people from a range of
social and cultural backgrounds
C. LIFE AND CAREER SKILLS • Respond open-mindedly to different ideas
Today’s life and work environments and values
require far more than thinking skills and content • Leverage social and cultural differences
knowledge. The ability to navigate the complex life to create new ideas and increase both
and work environments in the globally competitive innovation and quality of work
information age requires students to pay rigorous
attention to developing adequate life and career C.4 PRODUCTIVITY AND ACCOUNTABILITY
skills.
Manage Projects
C.1 FLEXIBILITY AND ADAPTABILITY • Set and meet goals, even in the face of
obstacles and competing pressures
Adapt to Change • Prioritize, plan and manage work to
• Adapt to varied roles, jobs achieve the intended result
responsibilities, schedules and contexts
• Work effectively in a climate of ambiguity Produce Results
and changing priorities • Demonstrate additional attributes
associated with producing high quality
Be Flexible products including the abilities to:
• Incorporate feedback effectively - Work positively and ethically
• Deal positively with praise, setbacks and - Manage time and projects effectively
criticism - Multi-task
• Understand, negotiate and balance - Participate actively, as well as be reliable and
diverse views and beliefs to reach punctual
workable - Present oneself professionally and with proper
• solutions, particularly in multi-cultural etiquette
environments - Collaborate and cooperate effectively with
teams
C.2 INITIATIVE AND SELF-DIRECTION - Respect and appreciate team diversity
- Be accountable for results
Manage Goals and Time
• Set goals with tangible and intangible
success criteria

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C.5 LEADERSHIP AND RESPONSIBILITY Online Distance Learning (ODL), and
TV/Radio-Based Instruction.
Guide and Lead Others a. Modular Distance Learning
• Use interpersonal and problem-solving (MDL) (Print/Digital). This
skills to influence and guide others involves individualized instruction
• toward a goal that allows learners to use Self-
• Leverage strengths of others to Learning Modules (SLMs) in print
accomplish a common goal or digital format, whichever is
• Inspire others to reach their very best via applicable in the context of the
example and selflessness learner, and other learning
• Demonstrate integrity and ethical resources like learner’s materials,
behavior in using influence and power textbooks, activity sheets, study
guides, and other study materials.
Be Responsible to Others b. TV-Radio Based Instruction. This
• Act responsibly with the interests of the utilizes SLMs converted to video
larger community in mind lessons for Television-Based
Instruction and SLMs converted to
• The term 21st century skills refers to a radio scripts for Radio-Based
broad set of knowledge, skills, work habits, Instruction.
and character traits that are critically c. Online Distance Learning. This
important in today's world, particularly in features the teacher as facilitator,
collegiate programs and contemporary engaging learners' active
careers and workplaces. participation through the use of
• The Partnership for 21st Century Skills various technologies accessed
encompass a wide-range body of through the internet while they are
knowledge and skills that are geographically remote from each
interconnected with applied skills, cross- other during instruction.
curricular skills, cross-disciplinary skills, 2. Blended Learning. This refers to a
interdisciplinary skills, transferable skills, learning delivery that combines face-to-
transversal skills, noncognitive skills, and face with any or a mix of online distance
soft skills. learning, modular distance learning, and
• To succeed in life and in their future TV/Radio-based Instruction.
career, students must hone and empower 3. Homeschooling. This is an Alternative
themselves with learning and Delivery Model (ADM) that aims to provide
innovation skills, information, learners with quality basic education that is
media and technology skills, life facilitated by qualified parents, guardians,
and career skills, and social and cross- or tutors who have undergone relevant
cultural skills. training in a home-based environment.
• The integration of 21st Century skills must
be continuously practiced along standards
and assessments, curriculum and New Literacies, Functional Literacy and
instruction, professional development, Multiliteracy
and learning environments.
• Considering that teachers are the New Literacies
greatest mobilizers of 21st Century • Between 1950 and 1970, the development
education, therefore, pre-service teachers of literacy, both operational and functional,
must be rigidly trained on these skills to was established.
prepare them for their future professional • During this period, literacy was defined as
career roles. reading and writing skills necessitated for
activities in modern society.
DepEd Learning Delivery Modalities • Beyond the 1990s, literacy had started to
diversify in the light of technological
The different learning strategies and modalities developments, change of living conditions
were devised as part of the Basic Education - in cities, and the new necessities.
Learning Continuity Plan which covers essential • Literacy is not confined only to knowing
requirements of education in the time of COVID- how to read and write rather, it is a matter
19. The modalities adopted by the schools since of applying knowledge for specific
SY 2020-2021 depended on the local COVID-19 purposes in particular contexts. It includes
situation and access to the learning platforms. a socially-driven and evolved a pattern of
activities, such as writing correspondence,
1. Distance Learning. A learning delivery records keeping and inventories, posting
modality where learning takes place announcements, reporting, etc.
between the teacher and the learners who • As such, Lankshear & Knob& (2006)
are geographically remote from each other averred that literacies intend to generate
during instruction. This modality has three and communicate meanings through the
types: Modular Distance Learning (MDL), medium of encoded texts within contexts in
various discourses.

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 • Kress (2003) posited that literacy can only Teachers integrate four components of
happen when having a kind of potential multiliteracies in teaching (Newman, 2002, in
content through interaction with the text. Biswas, 2014)
1. Situated practice leads students towards
Exploring the New Literacies meaningful learning by integrating primary
1. Multicultural Literacy is about knowledge.
understanding ethnic groups that 2. Overt instruction guides students to the
comprise the population and focuses systematic practice of learning process
on complex issues of identity, diversity with tools and techniques.
and citizenship. 3. Critical framing teaches students how to
2. Social literacy is the development of question diverse perceptions for better
social skills, knowledge and positive learning experiences.
values in human beings to act 4. Transformed action teaches students to
positively and responsibly in apply the lessons they learn to solve real-
sophisticated complex social settings. life problems.
3. Media literacy is the ability to access,
analyze, evaluate, and create media.
4. Financial literacy is the ability to make Integrating New Literacies in the Curriculum
informed judgments and make
effective decisions regarding the use Components of Integrated Curriculum
and management of money. • Focuses on basic skills, content and higher
5. Digital literacy is the ability to level thinking
effectively use digital devices for • Encourages lifelong learning
purposes of communication, • Structures learning around themes, big
expression, collaboration and ideas and meaningful concepts
advocacy in a knowledge-based • Provides connections among various
society. curricular disciplines
6. Ecological literacy is understanding • Provides learners opportunities to apply
the principles of ecosystems toward skills they have learned
sustainability. • Encourages active participation in relevant
7. Creative literacy is the ability to make real-life experiences curiosity, motivates,
original ideas that have value, and the and challenges learners
ability to see the world in new ways. • Provides a deeper understanding of
content
Four common elements as broader • Offers opportunities for more small
dimensions of new literacies (Cairo, et al., • Accommodates a variety of learning
2008) styles/theories (i.e., social learning theory,
1. the Internet and other ICTs require new cooperative learning, intrinsic motivation,
social practices, skills, strategies, and and self-efficacy) and multiple
dispositions for their effective use intelligences
2. new literacies are central to full civic,
economic, and personal participation in a Approaches to Integration
global community
3. new literacies rapidly change as defining 1. Multidisciplinary Approach. A
technologies change multidisciplinary approach focuses
4. new literacies are multiple, multimodal and primarily on different disciplines.
multifaceted, thus, they benefit from Teachers, who employ this approach, may
multiple lenses seeking to understand how create standards from the disciplines
to better support the students in a digital within a theme.
age. 2. Interdisciplinary Approach. In this
approach to integration, teachers organize
• New literacy demands the ability to move and capsulize the curriculum around
confidently, efficiently and ethically common learning across disciplines to
between and among a wide range of emphasize interdisciplinary- skills and
written and visual, print, live, digital or concepts. The disciplines are identifiable,
electronic text types according to purpose. but they assume less importance than in
• Functional literacy is the level of literacy the multidisciplinary approach.
that includes not only reading and writing 3. Transdisciplinary Integration. In the
but also numeracy skills that would help transdisciplinary approach to integration,
people cope with the daily demands of life. teachers design a curriculum within
• Multiple literacies are multimodal ways of student needs and concerns. Students
communication, which include develop life skills as they apply disciplinary
communications among different and interdisciplinary skills in a real-life
languages, using language within different context. Two routes lead to
cultures, and the ability to understand transdisciplinary integration, namely:
technology and multimedia. project-based learning and negotiating the
curriculum.

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 4. Webbed. This reflects when a teacher
Methods of Curriculum Integration plans to base the subject areas around a
1. Project-Based Learning. It engages central theme that will tend students to see
students in creating knowledge while the connection within different subjects.
enhancing their skills in critical thinking,
creativity, collaboration, communication,
reasoning, synthesis and resilience
(Barron and Darling-Hammond, 2008 in Multicultural and Global Literacy
Corpuz, 2014).
2. Service Learning. It refers to learning that • Multicultural literacy consists of the skills
actively involves students in a wide range and ability to identify the creators of
of experiences, which often benefit others knowledge and their interests (Banks,
and the community, while also advancing 1996) to reveal the assumptions of
the goals of a given curriculum. knowledge, to view knowledge from
Community-based service activities are diverse ethnic and cultural perspective,
paired with structured preparation and and to use knowledge to guide action that
student reflection. will create a humane and just world
3. Learning Centers/Parallel Disciplines. A (Boutte, 2008).
popular way to integrate the curriculum is • Global literacy aims to address issues of
to address a topic or theme through the globalization, racism, diversity and social
lenses of several subject areas. In an justice (Guo, 2014). It requires awareness
elementary classroom, students often and action, consistent with a broad
experience this approach at learning understanding of humanity, the planet, and
centers. As students move through the the impact of a human decision on both. It
learning centers to complete the activities, also aims to empower students with
they learn about the concept being studied knowledge and take action to make a
through the lenses of various disciplines. positive impact in the world and their local
4. Theme-Based. Some teachers go beyond community (Guo, 2014).
sequencing content and plan • Interconnecting multicultural and
collaboratively and they do it in a more global literacy. Every classroom contains
intensive way of working with a theme students of different races, religions and
dubbed as "theme-based." Often, three or cultural groups. Guo (2014) averred that
more subject areas are involved in the students embrace diverse behaviors,
study, and the unit ends with an integrated cultural values, patterns of practice, and
culminating activity. communication, yet they all share one
5. Fusion. In this method, teachers fuse commonality, which is their educational
skills, knowledge, or even attitudes into the opportunity.
regular school curriculum. In some • Global competence refers to skills,
schools, students learn respect for the values and behaviors that prepare young
environment in every subject area or some people to thrive in a diverse,
incorporate values across disciplines. interconnected and rapidly changing
Fusion can involve basic skills. world. It is the ability to become engaged
citizens and collaborative problem solvers
Other Types of Integrated Curriculum who are ready for the workforce.
1. Connected. This happens when topics
surrounding disciplines are connected, Dimensions of Global Competence
which allows students to review and re-
conceptualize ideas within a discipline. Dimension 1: Examine issues of local, global
However, it has its shortcomings because and cultural significance. This dimension refers
the content focus still remains in one to globally competent people’s practices of
discipline. effectively combining knowledge about the world
2. Sequenced. This is observed when similar and critical reasoning whenever they form their
ideas are taught together, although in own opinion about a global issue. People who
different subjects, which facilitates acquire a mature level of development in this
learning across content areas, but requires dimension use higher-order thinking skills, such as
a lot of communication among teachers of selecting and weighing appropriate evidence to
different disciplines. reason about global developments.
3. Shared. This is when teachers use their
planning to create an integrated unit Dimension 2: Understand and appreciate the
between two disciplines. Although in some perspectives and world views of others. This
ways, this method of integration requires a dimension highlights that globally competent
lot of communication and collaboration people are willing and capable of considering
between two teachers. A teacher presents global problems and other people’s perspectives
the structure, format and standards in and behaviours from multiple viewpoints.
making research while collaborating with
the science teacher, who focuses on the Dimension 3: Engage in open, appropriate and
content area of research that is related to effective interactions across cultures. This
science.

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dimension describes what globally competent 3. Active listening. It is the ability to pay
individuals are able to do when they interact with close attention to a student in times of
people from different cultures. They understand counseling, introspection and consultation.
the cultural norms, interactive styles and degrees 4. Empathy. It is the ability to understand
of formality of intercultural contexts, and they can and identify the feelings of students in
flexibly adapt their behaviour and communication times of difficulty and trouble.
to 5. Relationship management. It is the
suit. ability to maintain relationships and build
key connections with school stakeholders
Dimension 4: Take action for collective well- for the student's development.
being and sustainable development. This 6. Respect. It can be done by knowing when
dimension focuses on young people’s role as to initiate communication and respond
active and responsible members of society, and during interactions or even in times of
refers to individuals’ readiness to respond to a heated arguments and confrontations.
given local, global or intercultural issue or 7. Problem-solving skills. These involve
situation. This dimension recognises that young seeking help, making effective decisions
people have multiple realms of influence ranging and accepting consequences to derive
from personal and local to digital and global. better solutions to the problem.
8. Interpersonal skills. These include the
abilities of sharing, joining activities, asking
• Multicultural literacy depicts diversity, for permission and waiting for one's turn in
equity and social justice to foster cultural every facet of school undertakings.
awareness on discrimination and
oppression toward other ethnicities. • Emotional Intelligence (EQ) is
• Globally competent individuals can the ability to recognize,
examine local, global and intercultural understand and manage one's emotions,
issues, understand and appreciate and influence the emotions of others
different perspectives and world views, manifested through different
interact successfully and respectfully with characteristics.
others, and take responsible action toward • People skills are patterns of
sustainability and collective well-being. behavior and behavioral interactions and
• The Global Competence Framework is how they are perceived irrespective of their
designed as a tool for policymakers, thinking and feeling. They are tools to
leaders, and teachers in nurturing global communicate and interact effectively with
competence among young people others.
worldwide with four salient dimensions. • Integrating social literacy into the
• In order to attain respect for diversity in the curriculum would contribute to the holistic
classroom, teachers should integrate development of learners.
global multiculturalism in the lesson by
citing relevant issues to be addressed.

Social Literacy

Social Skills. Social skills are aspects of social

literacy. As such, these are an integral part of
functioning in society. It involves good manners, Media Literacy
communicating effectively with others, being
considerate of others' feelings and expressing Media literacy is the ability to access, analyze,
personal needs. In fact, children gain social skills evaluate, and create media (Firestone, 1993).
through playing while adults obtain it by Media literate youth and adults can understand
interrelating with others, both verbally (spoken the complex messages received from television,
language) and non-verbally (gestures, body radio, Internet, newspapers, magazines, books,
language, facial expressions, eye contact and billboards, video games, music, and all other
appearance). forms of media.

Types of social skills that teachers can Types of Social Media Websites
demonstrate among students
1. Social Media News Websites. It entails
1. Effective communication. It is the ability users to submit links to Web content like
to communicate effectively and share articles, podcasts, videos, etc. that they
thoughts and ideas with students through find interesting, such as Digg, Reddit and
group conversations, discussions, etc. Stumble Upon.
2. Conflict resolution. It is the ability to get 2. Social Media Networking Websites. it
to the source of the problem and find a depicts ability to upload a personal profile
workable solution by weighing both sides that usually connects with other people,
from those involved with the goal of such as LinkedIn (social networking for
mediating for reconciliation. professionals) and Facebook (social

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 networking for everyone). These sites while using their creativity for self-
serve as avenue for meeting people and expression through creating art and media.
developing relationships that can lead to 2. Media Literacy Movement Approach. It
joint-venture partnerships, career attempts to expand the notion of literacy to
opportunities, and research. include popular culture and multiple forms
3. Social Media Photo and Video Sharing. of media (music, video, Internet,
It allows users to upload photos through advertising, etc.) while still working within
faceb000k, lnstagram and Pinterest while a print literacy tradition.
videos through YouTube. 3. Critical Media Literacy Approach. It
4. Microblogging and Blogging Websites. focuses on ideology critiquing and
Sometimes called "presence apps", these analyzing the politics of representation of
services let users post very short crucial dimensions of gender, race, class,
messages like blogging, and easily keep and sexuality; incorporating alternative
up with what their friends are posting. media production; and expanding the
Twitter is the most popular microblogging textual analysis to include issues of social
service that limits to 280 characters per context, control, resistance, and pleasure.
post and allows to follow a set of users
from one dashboard. Another popular
social media app is SnapChat, which is
video-based.
5. Social Media Review Websites. It shows
how social reviews can make or break a
company or an organization, such as
Amazon and eBay. Financial Literacy

Seven Dimensions of MIL • Financial literacy is the ability to make

informed judgments and make effective
1. Tool Literacy. This is the ability to decisions regarding the use and
understand and use practical and management of money.
conceptual tools of current information • A financial plan is a comprehensive
technology, including software, statement of an individual's long-term
hardware and multimedia that are objectives for security and well-being that
relevant to education and the areas of details savings and investing strategy for
work and professional life. achieving those objectives based on an
2. Resource Literacy. This is the ability individual's current financial state and
to understand the form, format, future expectations.
location and access methods of • A budget is an estimation of revenues and
information resources. expenses over a specified future period of
3. Social-Structural Literacy. This is time and is usually compiled and re-
knowing how information is socially evaluated on a periodic basis while
situated and produced, fits into the life budgeting is the process of creating a plan
of groups about the institutions and to spend money.
social networks. • The saved money will earn more, if it is
4. Research Literacy. It is the ability to invested upon understanding the essential
understand and use IT-based tools factors, such as time horizon, an
relevant to the work of researchers and expectation of return, risk tolerance, and
scholars that include computer investment type.
software for quantitative analysis, • It is equally important to have savings on a
qualitative analysis and simulation. regular basis in order to get out of debt or
5. Publishing Literacy. It is the ability to buy things we want, and most of all, to
format and publish research and ideas keep an emergency fund in times of need.
electronically, in textual and
multimedia forms. Common Financial Scams to Avoid
6. Emerging Technology Literacy. It is
the ability to adapt to, understand, 1. Phishing. Using this common tactic,
evaluate and use emerging scammers send an email that appears to
innovations in information technology. come from a financial institution, such as a
7. Critical Literacy. It is the ability to bank and asks you to click on a link to
evaluate critically the intellectual, update your account information. If you
human and social strengths and receive any correspondence that asks for
weaknesses, potentials and limits, your information, never click on the links or
benefits and costs of information provide account details. Instead, visit the
technologies. company's website, find official contact
information, and call them to verify the
Approaches to teaching media literacy request.
1. Media Arts Education Approach. It 2. Social Media Scams. Scammers are adept
intends to teach students to value the at using social media to gather information
aesthetic qualities of media and the arts

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 about the traveling habits of potential the early age using a coordinated
victims. They also have phishing tactics, national strategy.
including posts seeking charity donations
with bogus links that allow them to keep
your money. Therefore, be conscious of Digital/ Cyber Literacy
the information you post online, especially
personal details and plans for a vacation • Digital Literacy. It is the ability of an
that you would leave your house individual to engage with the digital
unoccupied. environment and operate technologies
3. Phone Scams. Another prevalent tactic is safely by knowing what to do and what
scamming phone calls. The scammers not to do and how to avoid
pose as a government agency, such as the unnecessary risks.
Bureau of Internal Revenue or local law • Cybersecurity is the practice of
enforcement agencies, and use scare protecting systems, networks, and
tactics to acquire your personal programs from digital attacks (Cisco,
information and account numbers. Never n.d.). These cyberattacks are usually
provide your account information over the aimed at accessing, changing, or
phone. Look for the agency's contact destroying sensitive information;
information, and call them to verify any extorting money from users; or
request. To note, government agencies interrupting normal business
will never text or call you to ask for money. processes.
4. Stolen Credit Card Numbers. There are • Cyber Citizenship. Cyber citizenship
numerous ways that scammers can obtain refers to being responsible when using
your credit card information, including the Internet. Doing online when no one
hacking, phishing, and the use of is looking speaks a lot about one's
skimming devices, such as small card character and morals.
readers attached to unmanned credit card
readers (i.e. ATMs, gas pumps, and more). Internet Safety. Internet safety, online safety or
These small devices pull data from your cyber safety means trying to be safe on the
card when you swipe it. Before you use an Internet.
ATM or swipe your card, look for 1. Phishing. It is a common type of scam, of
suspicious devices that may be attached to which the stammers disguise as a
the card reader. trustworthy source in an attempt to obtain
5. Identity Theft. Depending on the amount private information, such as passwords,
of information a scammer is able to obtain, credit card.
identity theft may extend beyond 2. Internet scams. These are schemes that
unauthorized charges on a debit or credit deceive the users in various ways in an
card. if scammers are able to obtain your attempt to take advantage of them.
Social Security number, date of birth, and 3. Malware. It is a malicious software
other personal information, they may be (particularly spyware) disguised to collect
able to open new accounts in your name and transmit private information, Such as
without your knowledge. Be aware of an password without the user's consent or
information you share and with whom, and knowledge, of which it is impossible to
always shred sensitive information before determine whether a file is infected.
disposing it.
Personal safety and threats
• Financial fraud may happen to anyone 1. Cyberstalking. It is the use of the Internet
at any time, such as massive data or other electronic means to stalk or
breaches, however, there are many harass an individual, group or organization
ways to get rid of financial scams like through false accusations, defamation,
phishing, social media and phone slander' and libel, intentional monitoring,
scams, stolen credit card numbers, identity theft, threats, vandalism,
and identity theft. solicitation for sex, or gathering
• Insurance, regardless of type, is a information that may be used to threaten,
contract between the policyholder and embarrass or harass.
the insurance company, whereby the 2. Cyberbullying. It is the use of electronic
company agrees to compensate for means, such as instant messaging, social
any financial loss arising from specific media, e-mail and other forms of online
insured events. communication with the intent to abuse,
• Being financially stable means intimidate, or overpower an individual or
confidence with the financial situation, group.
worry-free paying of bills because of 3. Online predation. It is the act of engaging
available funds, debt-free, money an underage minor into inappropriate
savings for future goals and enough sexual relationships through the Internet.
emergency funds. Online predators may attempt to initiate
• Financial literacy should be made part and seduce minors into relationships
of the curriculum that should begin at

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 through the use of chat rooms or Internet 3. Everything is connected to everything else.
forums. In an ecosystem, all components interact
4. Obscene/offensive content. Various with each other to ensure that the system
websites on the Internet contain material is sustainable, of which any outside
that may deem offensive, distasteful or interference may result in an imbalance
explicit, which may often not be of the and deterioration of the system.
user's liking. 4. Everything changes. People must rethink
5. Sextortion. It is the use of webcams for their relationship with the environment
flirting and cybersex. Often, this involves a through relevant technologies for positive
cybercriminal posing as someone else, changes.
such as an attractive person initiating 5. Everything must go somewhere. Since
communication of a sexual nature with the wastes may go back to one's own
victim. backyard in some other forms, it is
important to become aware of the different
Cyberbullying, cyberharassment or online types of waste, classify and segregate
bullying is a form of bullying or harassment using those that are toxic and potentially
electronic means usually among minors in a hazardous.
school setting and has become increasingly 6. Ours is a finite earth. Awareness of the
common, especially among teenagers. earth's limited resources leads to a
conscious effort to change one's attitude
Cyberbullying types. and initiative to recycle them.
1. Internet trolling is a common form of 7. Nature is beautiful and we are stewards of
bullying over the Internet in an online God's creation. Being the most intelligent
community to elicit a reaction, disruption or and being gifted with reason, humans are
intentionally provoke and offend others. capable of controlling and taking care of
2. Cyberstalking is another form of bullying the creation to their own advantage.
or harassment that uses electronic
communication to stalk a victim and pose A Green School adheres to the following
a credible threat to harass him/her. precepts:
1. Learning about the environment. It
Citation. Each entry in the bibliography is called a focuses mainly on acquisition of
citation. Proper citation must be applied or knowledge and understanding of the
included for every source used, whether it is a surroundings and related issues.
website, a newspaper, or a book. Online sources 2. Learning through the environment. It
are cited differently because they are different refers to the processes of learning while
from traditional print sources. being engaged with environment inside
and outside the classroom.
Plagiarism is unethical, and it can bring you in 3. Learning for the environment. It aims at
trouble. Sometimes, students don't mean to developing an informed response and
plagiarize, but they end up doing it accidentally responsibility towards the environment
because they are unaware or unclear about it. beyond acquisition of skills and
knowledge.
Ecoliteracy
• A Green School is identified with elements
Ecoliteracy and Sustainable Development and practices that inculcate environmental
Ecoliteracy considers ecological systems sensitivity and promote sustainability
and awareness of how society operates within through different environment-friendly
natural aspects as an educational imperative. The means and encourage judicious use of
basic principles of ecoliteracy are good starting resources.
points to explore fundamental lessons that can be • In the local context, the Dark Green School
learned from nature for the reform of society (DGS) is a school that delivers
(Wahl, 2017). environmental education through
assimilation of related philosophy by the
students in formal lessons, as well as in
Seven Environmental Principles of Nature activities outside the classroom.
1. Nature knows best. People need to • It is significant to integrate eco-literacy into
understand nature and have to abide by the curriculum across disciplines toward
the rules it imposes. In essence, one must environmental sustainability.
not go against the natural processes if
he/she would like to ensure a continuous
and steady supply of resources. Arts and Creative Literacy
2. All forms of life are important. Each
organism plays a fundamental role in • Creativity is the process of having original
nature therefore, all living things must be ideas that have value and the
considered as invaluable instruments in • ability to see the world in new ways.
maintaining balance in the ecosystem.

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• To enhance creativity skills, a person may
adhere to the seven habits of highly
creative people.
• Eye—hand coordination is the coordinated
control of eye movement with hand
movement and the processing of visual
input with the use of proprioception of the
hands to guide the eyes in many life
activities.
• Visual literacy is the ability to read, write
and create visual images and a linguistic
tool with which we communicate,
exchange ideas and navigate our highly
visual digital world.
• Aesthetics is the philosophical study of
beauty and taste and is concerned with the
nature of art and the concepts that are
interpreted and evaluated.
• Creative literacy should be integrated in
the curriculum through instructional
strategies and learning tools while
involving other stakeholders towards
sustaining a creative learning
environment.
***END***

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