Chapter 6 Lesson 3 THE CHANGING GLOBAL LANDSCAPE FOR

CHAPTER V
ON BECOMING A GLOCAL TEACHER
Lesson 3
THE CHANGING GLOBAL LANDSCAPE FOR
THE 21ST CENTURY TEACHERS
Lesson Objective:
1. Compare the Global Teaching-Learning Landscape before and in the 21st
century.
A. The Changing Global Landscape and the 21st Century Skills for
Teachers
We are in the era of borderless “flat” world. New information and

communication technologies bring us closer together. Globalization led nations to
co-exist and be independent. However, we entrust our future to the knowledge,
skills and values of our people, thus glocalization enters.
As 21st century teachers, we must be equipped with knowledge and
understanding of the new century landscape. Moreover, the development of the
21st century skills is very significant to teachers.
Zhou, 2006 as mentioned in SEAMEO, INNOTECH 2011, identified some

key categories of the different changes and developments in the 21st century
teaching and learning. To understand these, we should:
a. describe the new learning environment;

b. identify the new learning contents;
c. explain the new processes of learning and how these will be facilitated;
d. describe the new type of learners; and
e. describe the new type of teacher
The New Learning Environment is a place where interactions of the

learners among one another, with the teacher and the surroundings happen. It is
characterized by the following:
 learner- centered
 new spaces and borderless,
 enhanced opportunity for creativity and innovations and
 use of ICT.
1 Prof Ed 121b – The Teaching Profession
The New Learning Contents With the new learning environment and the
explosion of knowledge, content or subject matter of learning has been modified.
Characteristics of subject matter of learning:
 integrated/Interdisciplinary,
 demand-driven,
 emphasis on learning tools on how to retrieve knowledge, and
 balance of scientific, technological, cultural, global, local concepts.
The New Processes of Learning and How these will be Facilitated

With advancement in the study of the mind and cognition, various processes of
learning evolved with human intervention of teachers and peers and robots.
 Face-to-face
 Distance Learning
 Blended modalities
 Experiential and lifelong
The New Types of Learners does not have age boundaries. They are in
an informal or formal setting.
 Confident person who thinks independently and critically and who
communicates effectively;
 Self-directed and who questions, reflects and takes responsibility
for his/her own learning;
 Concerned citizen, informed about the world and local affairs, has a
strong sense of civic responsibilities and participates actively in
improving the lives of others; and
 Member of the new generation: pop-culture, different ways of
thinking, responding.
 Coming from diverse background, multi-cultural and multi-
generational
Life and Career Skills
 Flexibility and Adaptability - learners adapt to various roles,

responsibilities and schedules. Despite the complex condition, they
are able to do the different tasks at on time.
 Initiative and Self-directed - Goals are set and managed by
themselves. There is a commitment to learning as a lifelong
process.

 Social and Cross-cultural skills - This life and career skills require
learners to respect cultural differences and work effectively with
others, to be open-minded to different ideas in order to innovate
and improve quality of work.
 Productivity and Accountability - Individuals who possess these
skills are able to produce results. They respect teamwork and
cooperation.
 Leadership and Responsibility - Good leaders use interpersonal
problem-solving skills with integrity ethical behaviour to influence
and guide others.
The New Type of Teachers. As teachers are currently preparing

students for jobs and technologies that don’t even exist yet, the challenge
then is to produce the new type of teachers.
 Clear standards and accountability that their learners should know
and be able to do at the end of their schooling;
 Use broad pedagogies including inquiry-based learning,
cooperative learning, other pedagogies;
 Skillful in the use of assessment to guide teaching and learning;
 Great understanding of local and global cultures;
 Skillful in action research to diagnose and solve classroom
problems based on evidence;
 Practice the core values of inspiring teachers; and
 Develop life and career skills for the 21st century and beyond.
B. UNESCO’s Four Pillars of Learning from Delor’s Report:

Learning: A Treasure from Within
When Jaques Delor wrote a report for the UNESCO entitled: Learning: A
Treasure from Within, I t was because he believes that “within each child lies
a treasure,” (Delors, 1996). The four pillars are seamlessly linked to each
other.
UNESCO’s Four Pillars of Learning From Delor’s Report:
1. Learning To Know. This implies thirst for knowledge and acquisition of

such knowledge. More so, it is learning how to learn throughout one’s life.
How is Literacy Defined by UNESCO?

1958- Literate is one who can, with understanding, both read and write a
short simple statement on everyday life.
1970- Functionally literate person is one who can engage in all the
activities to use reading, writing and calculation for the community’s
development.
2000- Literacy – the ability to read and write with understanding a simple
statement related to one’s daily life. It includes numeracy.
2003- Literacy – the ability to identify, understand, interpret, create,

communicate and compute using printed materials with varying contexts
The 21st Century Literacies
1. Arts and Creativity. Creativity and innovation are 21st century skills,
thus in solving problems and creating art works are part of this literacy.
2. Ecoliteracy. Acquisition of knowledge about climate change, pollution,
loss of natural habitats and biodiversity. Solutions on how these
environmental problems could addressed must be practiced.
3. Cyberliteracy/Digital Literacy (Information and ICT
Knowledge) .Being in the rapid changes in the use of technology for
teaching and learning, teachers and learners need to develop and
enhance the use of digital gadgets whether on-line or off-line.
4. Financial Literacy. Basic knowledge about the basics of economics
and financial management.
5. Media Literacy. Teachers and Learners must learn how to discern
about any information which are transmitted via various forms and
media.
6. Social/Emotional Literacy. Knowledge about social dimensions and
social skills that are appropriate in the context of society.
7. Globalization and Multi-cultural Literacy. Respect multi-cultural
diversity, aware of the global trends, acknowledge differences and
similarities, respect each other’s dignity.
2. Learning to Do How can the knowledge and the methods be

incorporated and enhanced towards the development of skills? To apply
knowledge, one must have the 21st century skills. Qualifications now is
equated to skills and not to knowledge alone. Can the knowledge gained
be translated to application? Learning by doing is a pragmatist’s view of
life. Knowledge acquired is nothing unless applied in daily life.
3. Learning to Be It implies developing the potentials of each individual.

Continuing education must improve self-knowledge and self- esteem.

What would you like to BE? Answer to this question will require self-
analysis, reflection, social skills, creativity and personal discovery.
4. Learning to Live Together This refers to the relationships among

people. It is bringing in together a community to work harmoniously, to
live in peace and prosperity and show respect and concern for others.
All the pillars are interrelated with each other as a basic principles. One
pillar will not function if it stands alone. There is a need to connect in order
to address the 21st century demands for teaching and learning.
Formative Assessments (Lesson 3)
1. Make a comparison of the global teaching-learning landscape before and in the

21st century.
Parameters Before 21st Century

1. Learners
2. Teachers
3. Learning
Environment
4. Ways of Learning
5. Learning Content
Reference:
Bilbao, P et al. 2018. The Teaching Profession: 4th Edition. Lorimar Publishing
Inc. Quezon City, Philippines

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CHAPTER V

ON BECOMING A GLOCAL TEACHER

We are in the era of borderless “flat” world. New information and

Zhou, 2006 as mentioned in SEAMEO, INNOTECH 2011, identified some

a. describe the new learning environment;

The New Learning Environment is a place where interactions of the

The New Processes of Learning and How these will be Facilitated

Life and Career Skills

 Flexibility and Adaptability - learners adapt to various roles,

2 Prof Ed 121b – The Teaching Profession

The New Type of Teachers. As teachers are currently preparing

B. UNESCO’s Four Pillars of Learning from Delor’s Report:

UNESCO’s Four Pillars of Learning From Delor’s Report:

1. Learning To Know. This implies thirst for knowledge and acquisition of

How is Literacy Defined by UNESCO?

3 Prof Ed 121b – The Teaching Profession

2003- Literacy – the ability to identify, understand, interpret, create,

The 21st Century Literacies

2. Learning to Do How can the knowledge and the methods be

3. Learning to Be It implies developing the potentials of each individual.

4 Prof Ed 121b – The Teaching Profession

4. Learning to Live Together This refers to the relationships among

Formative Assessments (Lesson 3)

1. Make a comparison of the global teaching-learning landscape before and in the

Parameters Before 21st Century

5 Prof Ed 121b – The Teaching Profession

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