Pili Capital College Inc.

San Isidro, Pili, Camarines Sur

College of Teacher Education

COMPILATIONS OF
THE
REPORTS

Submitted to:
Dr. Irene E. Malate
Instructor

Submitted by:
Alfornon, Geraldine D.
BEED-3A
 Pili Capital College Inc.
San Isidro, Pili, Camarines Sur
College of Teacher Education

21ST Century Skill Categories

A. LEARNING SKILLS

The 21st century learning skills are often called the 4C’s: Critical Thinking, creative thinking,
communicating, and collaborating. These skills help students learn, and so they are vital to success in
school and beyond.

1. CRITICAL THINKING

• Involves logical thinking and reasoning including skills such as comparison, classification,
sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning,
forecasting, planning, hypothesizing, and critiquing.

• Empowers students to discover the truth in assertions especially when it comes to separating act
from opinion.

• Students don’t just learn a set of facts or figures. Instead, they learn how to discover the facts
and figures for themselves.

• “Asking questions” might be the most important part of critical thinking. By simply asking “why?”
in everyday life, this skill prepares students for a life of independence and purposeful thought.

To become critical thinkers, students need to learn to:

 Make Judgments and Decisions

 Effectively analyze and evaluate evidence, arguments, claims and beliefs

 Analyze and evaluate major alternative points of view

 Synthesize and make connections between information and arguments

 Interpret information and draw conclusions based on the best analysis

 Reflect critically on learning experiences and processes

 Solve Problems

 Solve different kinds of non- familiar problems in both conventional and innovative ways

 Identify and ask significant questions that clarify various points of view and lead to better
solutions

2. CREATIVITY

• Creativity is often treated like a you-have it-or-you-don’t quality, students can learn how to be
creative by solving problems, creating systems, or just trying something they haven’t tried
before.

• Creativity allows students to embrace their inner strengths from big-picture planning to
meticulous organization.

• The point of creativity is to encourage students to think differently than convention demands.
To become creative, students must learn to:

 Think Creatively

 Use a wide range of idea creation techniques (such as brainstorming)

 Create new and worthwhile ideas (both incremental and radical concepts)

 Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize
creative efforts

 Work Creatively with Others

 Develop, implement and communicate new ideas to others effectively

 Be open and responsive to new and diverse perspectives; incorporate group input and feedback
into the work

 Demonstrate originality and inventiveness in work and understand the real-world limits to
adopting new ideas

 View failure as an opportunity to learn; understand that creativity and innovation is a long-term,
cyclical process of small successes and frequent mistakes

 Implement Innovations

 Act on creative ideas to make a tangible and useful contribution to the field in which the
innovation will occur

3. COLLABORATION

• Collaboration is the practice of working together to achieve a common goal.

• Practicing collaboration and teamwork helps students understand how to address a problem,
pitch solutions, and decide the best course of action.

• As students practice collaboration more and more, they’ll learn that they have almost none of
the same ideas that others do. This can affect students in one of two ways. First, it could
discourage them since nobody seems to agree with them that often. Second, it could embolden
them because they realize they’re bringing something unique to every question.

To build good collaboration skills, students must learn to:

 Demonstrate the ability to work effectively and respectfully with diverse teams

 Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish

a common goal

 Assume shared responsibility for collaborative work, and value the individual contributions made
by each team member

4. COMMUNICATION

• Communication is the practice of conveying ideas quickly and clearly.

• Communication if often taken for granted in today’s society. After all, if you say something, that
means you conveyed an idea, right? Not exactly. In the age of text-based communications- SMS,
emails, social media, etc.

• That’s because text-based communications lack-tone, which is critical to understanding the

context of someone’s words.

• This includes minimizing tangents, speaking directly to an idea, and checking other participants
to make sure they’re engaged.
 To build strong communication skills, students need to:

 Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills
in a variety of forms and contexts

 Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions

 Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)
Utilize multiple media and technologies, and know how to judge their effectiveness a priori as
well as assess their impact

 Communicate effectively in diverse environments (including multi- lingual)

B. LITERACY SKILLS

Literacy skills help students gain knowledge through reading as well as using media and technology.
These skills also help students create knowledge through writing as well as developing media and
technology.

Literacy skills are categorized into three:

• Information Literacy

• Media Literacy

• Technology Literacy

1) INFORMATION LITERACY

is the ability to find, evaluate, organize, use, and communicate information in all its various
formats, most notably in situations requiring decision making, problem solving, or the acquisition of
knowledge.

SKILLS

● Access and Evaluate Information

● Use and Manage Information

2) MEDIA LITERACY

• Media Literacy is a 21st century approach to education. It provides a framework to access,

analyze, evaluate, create and participate with messages in a variety of forms — from print to
video to the Internet.

• Media literacy builds an understanding of the role of media in society as well as essential skills of
inquiry and self-expression necessary for citizens of a democracy.

SKILLS

• Analyze Media

• Creativity

3) TECHNOLOGY LITERACY

• is the ability to use, manage, understand, and assess technology.

• Technological literacy is related to digital literacy in that when an individual is proficient in using
computers and other digital devices to access the Internet, digital literacy gives them the ability
to use the Internet to discover, review, evaluate, create, and use information via various digital
platforms, such as web browsers, databases, online journals, magazines, newspapers, blogs, and
social media sites.
SKILLS

• > Critical and creative skills

The OECD GLOBAL Competence Framework

What is global competence?

• Global competence is the capacity to examine local, global and intercultural issues, to
understand and appreciate the perspectives and world views of others, to engage in open,
appropriate and effective interactions with people from different cultures, and to act for
collective well-being and sustainable development.

Background

• Learning to participate in interconnected, complex and diverse societies is no longer a

luxury but a pressing necessity.

• Recognizing the unique roles that schools play in preparing our youth to participate in our world,
PISA has developed a framework to explain, to foster, and to assess adolescents’ global
competence. The framework is designed as a tool for policy makers, leaders, and teachers
interested in nurturing global competence among young people worldwide.

WHY DO WE NEED GLOBAL COMPETENCE

• to live harmoniously in multicultural communities

• to thrive in a changing labor market

• to use media platforms effectively and responsibly

• to support the Sustainable Development Goals

CAN SCHOOL PROMOTES GLOBAL COMPETENCE

Schools play a crucial role in helping young people to develop global competence by:

• providing opportunities to learn about global developments;

• teaching students how they can develop a fact-based and critical worldview of today;

• equipping students with the means to analyze a broad range of cultural practices and meanings;

• engaging students in experiences that facilitate intercultural relations;

• promoting the value of diversity

• Multiculturalism Multicultural Literacy brings attention to diversity, equity and social justice to
foster cultural awareness by addressing difficult issues like discrimination and oppression
towards other ethnicities (Boutte, 2008).

• According to Boutte (2008), education for multicultural literacy should help students to develop
the 21st century skills and attitudes that are needed to become active citizens who will work
towards achieving social justice within our communities.

• Because of the growing racial, language and ethnic diversity in our country, Multicultural Literacy
needs to be transformed in substantial ways to prepare students to function effectively in the
21st Century (Boutte, 2008).

• By making small changes within the classrooms, it can create big changes globally (Boutte, 2008).
As diversity grows, there is a need for the emergence of multicultural education that is more
representative of the students in today’s classrooms.
 • By teaching students to be advocates for multiculturalism, we are also sending a message of
empathy and tolerance in schools as a need to develop deeper understanding of others and
appreciation of different cultures (Banks, 2003).

• With this being said, in order for students to develop these attitudes and skills, it requires basic
knowledge prior to teaching students how to question assumptions about cultural knowledge
and how to critique and critically think about these important cultural issues, which is what
essentially makes Multicultural Literacy a 21st Century Literacy (Banks, 2003).

According to the Ontario Ministry of Education (2015), a global citizen should display most or all of the
following characteristics:

• Respect for humans no matter their race, gender, religion or political perspectives

• Respect for diversity and various perspectives

• Promoting sustainable patterns of living, consumption, and production

• Appreciate the natural world and demonstrate respectful towards the rights of all living things

HOW ARE MULTICULTURAL AND GLOBAL LITERACY INTERCONNECTED?

• Every classroom contains students of different race, religion, and cultural groups. Students
embrace diverse behaviors, cultural values, patterns of practice, and communication. Yet they all
share one commonality: their educational opportunity (Guo, 2014).

• Teachers should teach their students that other cultures exist and that these deserve to be
acknowledged and respected. Integrating a variety of cultural context into lessons and activities,
teaches students to view the world from many angles, creates a respect for diversity and enables
students to learn exciting information. As classrooms become increasingly more diverse, it is
important for educators to acknowledge and address diversity issues and to integrate
multiculturalism information into the classroom curriculum (Guo, 2014).

• References:

• https://www.oecd.org/pisa/pisa-2018-global-competence.htm

• https://21stcenturyliteracy214.wordpress.com/test-2/

C. Life Skills

Life skills are abilities for adaptive and positive behavior that enable humans to deal effectively with the
challenges of life. Also known as FLIPS—Flexibility, Leadership, Initiative, Productivity, and Social Skills.

Flexibility > is the expression of someone’s ability to adapt to changing circumstances.

> Students needs to learn to quickly analyze what is going on around them and make adjustments on the
fly—all the while keeping their goals at the forefront of their minds.

> Flexibility is crucial to a student’s long-term success in a career. Knowing when to change, how to
change, and how to react to change is a skill that’ll pay dividends for someone’s entire life.

> Leadership is someone’s penchant for setting goals, walking a team through the steps required, and
achieving those goals collaboratively.

> Leadership skills can involve taking initiative, solving problems and learning to be responsible for
outcomes.

> Leadership skills help encourage and organize others to reach a shared goal.

> Leadership is not just one skill but a combination of several different skills.

Initiative

> True success also requires initiative, requiring students to be self-starters.

> Initiative only comes naturally to a handful of people.

> Students need to learn how to set goals for themselves, plan how they will reach their goals, and enact
their plans. Once students feel comfortable with charting their own course, they will readily launch into
activity.

> By teaching students the inquiry process, you equip them to take initiative. Students take the initiative
when they

◆ question,

◆ plan,

◆ research,

◆ create,

◆ improve, and

◆ present.

Productivity

> Along with initiative, 21st Century skills require students to learn about productivity. That’s a student’s
ability to complete work in an appropriate amount of time.

> Productivity helps people and groups more efficiently and effectively manage their time, complete
their tasks and accomplish their goals.

By using the inquiry process and developing projects, students learn the habits of productivity:

● Goal setting

● Planning

● Time management

● Research

● Development

● Evaluation

● Revision

● Application

Social Skills

> Human being has always been social creatures, connecting to and depending on a tribe of some
hundred others.

> Technology now allows people to belong to multiple tribes—students at the same school, friends on
Facebook, fans on fan sites, gamers on massively multiplayer online games.

> The best way for students to develop social skills is to collaborate with others. When students work
together on a project, they have common goals and interests, they are required to develop social skills
such as these:

● cooperation

● decision making

● communicating

● using emotional intelligence

 ● trusting others

Unit 4: 21st Century Literacies

Global Literacy

● Global literacy is an understanding of how the world is organized and interconnected.

● It brings awareness of the possibilities and constraints facing the world’s people.

● Students who are globally literate are able to think critically about the world and the role that
they play in it.

● These students have an understanding of and appreciation for the different cultures, customs,
systems and relationships that exist throughout the world.

● Globally literate students are empowered to affect positive change in the world.

Global literacy promotes and encourages:

● inquiry, reasoning and problem solving

● collaboration

● communication and an understanding of world languages and cultures

● an understanding of globalized systems and political realities

● responsible global citizenship

● respect for diversity

● an understanding of the skills and technologies that are necessary for life in the 21st century

● the ability for students to become advocates for themselves and their city/state/country

Multicultural Literacy

● multicultural literacy is the knowledge and skills necessary to ensure that any communication
with a culture different from our own is clear, productive, and respectful such that their
differences are celebrated and neither culture is demeaned or treated as inferior.

● It is important to realize that, a “different culture” is not just limited to “someone from another
country,” but could also include someone whose gender, economic background, religious beliefs,
sexual orientation, or even sense of fashion is different from our own.

● Multicultural Literacy brings attention to diversity, equity and social justice to foster cultural
awareness by addressing difficult issues like discrimination and oppression towards other
ethnicities.

Goals of Multicultural Literacy

● To respect and appreciate cultural diversity.

● To promote the understanding of unique cultural and ethnic heritage.

● To facilitate acquisition of the attitudes, skills, and knowledge to function in various cultures.

● To eliminate racism and discrimination in society.

● To achieve social, political, economic, and educational

equity.
References:

https://www.icevonline.com/blog/what-are-21st-century-skills

https://k12.thoughtfullearning.com/FAQ/what-are-life-skills

https://www.jamestown.k12.nd.us/about/global-literacy#:~:text=What%20is%20Global%20Literacy
%3F,that%20they%20play%20in%20it.

https://www.coursehero.com/file/p4gc1b3l/We-define-multicultural-literacy-here-as-the-knowledge-
and-skills-necessary-to/

https://www.scribd.com/presentation/427516503/Multicultural-Literacy-Final#:~:text=LITERACY
%3F,from%20diverse%20ethnic%20and%20cultural

Unit4:
4B. Social Literacy
4C. Media Literacy

What is Social Literacy?

 Social Literacy is the development of social skills to interact positively in a defined environment.

 Social Literacy is a student’s successful performance and understanding of social skills,

organizational skills, and communication skills.

 It is the student’s ability to connect effectively with those around them. Social literacy spans
across interacting with peers, family, co-workers, teachers, and even people we may not have
met face to face.

 Social literacy is so crucial in a person’ success. The ability to communicate and voice opinions
and thoughts, as well as listening to opinions and thoughts of others, is essential in learning.

Social Literacy

1. Social Cognition and Social Skills

2. Emotional Intelligence

3. People Skills

What is Social Cognition?

 Social cognition refers to the unique processes that enable human beings to interpret social
information and behave appropriately in a social environment.

 Social cognition is the way in which people process, remember, and use information in social
contexts to explain and predict their own behavior and that of others.

Social cognition involves:

 The processes involved in perceiving other people and how we come to know about the people
in the world around us.

 The study of the mental processes that are involved in perceiving, remembering, thinking about,
and attending to the other people in our social world.

 The reasons we attend to certain information about the social world, how this information is
stored in memory, and how it is then used to interact with other people.
What are social skills

Social skills are the skills we use to communicate and interact with each other, both verbally and non-
verbally, through gestures, body language and our personal appearance.

 Social skills concerned itself with the development of social skills, knowledge, and positive
human values that enable human beings to act positively and responsibly in range of complex
social settings.

 It is the knowledge of how to behave and treat other people in a way that is morally upright,
just, and equitable, with a view of promoting positive and productive relations that are free from
unfair prejudices, hate, and discrimination.

Morally Upright, Just, and Equitable

Morally Upright -thoughts, speech, actions, and motivations that adhere to a standard of right and
wrong

Just - speech, actions, and behaviors that are in-line with a fixed standard of justice

Equitable

- speech, actions, behaviors, and decisions that treat other fairly, regardless of background or
circumstances

Ways to incorporate Social Skills

1. Greeting

2. Initiating Conversation

3. Understanding the listener

4. Empathizing

5. Reading Social Cues

6. Previewing or Planning

7. Apologizing

Greeting

• Children develop relationship with peers by interacting with them. The first step in social
interaction is greeting someone.

• It can be observed through words like “hi”, “hello”, or “How are you?”, facial expression, tone of
voice, and gestures.

Initiating Conversation

 In order to initiate conversation, a child must be able to initiate, maintain and close conversation
appropriately.

 It requires good listening and attention skills, ability to take turns, and probe for missing
information.

 Impulsive children have trouble knowing when to talk and when to listen.

Understanding the Listener

 A socially adept child quickly and unconsciously identifies and categorizes his listeners, measures
what he or she has planned to say against the anticipated response of the listener, and then
proceeds.

Empathizing
  Empathy is more than perspective taking, it means that one is able to feel what the other person
feels.

 It allows one to really connect with other people, other children often think of children who lack
empathy as mean, unkind, or self-centered.

Reading Social Cues

 Cues are the hints and signals that guide us to the next thing to say or do.

 Social cues can be verbal or nonverbal.

 Good detectives pay very close attention to nonverbal cues.

Previewing or Planning

 Conversation also require that one previews or thinks about what effect the words or actions
may have on the listener before she says or does them.

 If the impact will be negative, one can adjust what she might say or do.

Apologizing

 Everyone makes social mistakes at one time or another. A person with good social skills is
confident enough to make a sincere apology for his or her error.

 Apologizing is a sign of humble and mature character where one commits mistakes.

Types of Social skills

1. Effective communication

 It is the ability to communicate effectively and share thoughts and ideas with students through
group conversations, discussions, etc.

2. Conflict resolution

 It is the ability to get to the source of the problem and find a workable solution by weighing both
sides from those involved with the goal of mediating for reconciliation.

3. Active listening

 It is the ability to pay close attention to a student in times of counseling, introspection and
consultation.

4. Empathy

 It is the ability to understand and identify the feelings of students in times of difficulty and
trouble.

5. Relationship management

 It is the ability to maintain relationship and build key connection with school stakeholders for the
student’s development.

6. Respect

 It can be done by knowing when to initiate communication and respond during interactions or
even in times of heated arguments and confrontations.

7. Problem-solving skills

 These involve seeking help, making effective decisions and accepting consequences to derive
better solutions to the problem.

8. Interpersonal skills
  These include the abilities of sharing, joining activities, asking for permission and waiting for
one’s turn in every facet of school undertakings.

What is Emotional Intelligence?

 Emotional intelligence is a person’s ability to understand their own emotions, the emotions of
others, and to act appropriately using these emotions.

 According to Salovey and Mayer, emotional intelligence is a form of social intelligence that
involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate
among them, and to use this information to guide one’s thinking and action.

 Goleman defines emotional intelligence as the capacity for recognizing our own feelings and
those of others, for motivating ourselves, and for managing emotions well in ourselves and in
our relationship.

5 Domains of Emotional Intelligence

Goleman identified the five domains of Emotional Intelligence.

1. Self-Awareness

2. Self-regulation

3. Self-motivation

4. Empathy

5. Social Skills

Self-Awareness

Self-awareness is about knowing what we are feeling in the moment, and using those preference to
guide our decision making, realistic assessment, and self-confidence.

Components:

1. Emotional awareness - recognizing one’s emotions and their effects

2. Accurate self-assessment - knowing one’s strengths and limits

3. Self-confidence - sureness about one’s self-worth and capabilities

Self-regulation

 Handling our emotions so they facilitate rather than interfere with the task at hand.

 Being conscientious and delaying gratification to pursue goals recovering well from emotional
distress.

Components:

1. Self-control - managing disruptive emotion and impulses

2. Trustworthiness - maintaining standards of honesty and integrity

3. Adaptability - flexibility in handling change

4. Innovativeness - being comfortable with and open to new ideas and information

Self-Motivation

 Using our deepest preferences to make and guide us toward our goals, to help us take initiative
and strike to improve, and to persevere in the face of setbacks and frustrations.

Components:
1. Achievement drive - striving to improve or meet a standard

2. Commitment - aligning with the goal of the group or organization

3. Initiative - readiness to act an opportunities

4. Optimism - persistence in pursuing goals despite obstacles and setbacks

Empathy

 Seeing what people are feeling, being able to take their perspective and cultivating rapport and
attunement with a broad diversity of people.

Components:

1. Service Orientation - anticipating, recognizing and meeting customer’s needs

2. Developing others - sensing what others needs in order to develop, and bolstering their abilities

3. Leveraging diversity - cultivating opportunities through diverse people

4. Political awareness - reading a group’s emotional currents and power relationship

Social Skills

Components:

1. Communication - sending clear and convincing messages

2. Change catalyst - initiating and managing change

3. Conflict management - negotiating and resolving disagreements

4. Building bonds - nurturing instrumental relationship

5. Collaboration and Cooperation - working with others towards shared goals

6. Team capabilities - creating group synergy in pursuing collective goals

Strategies for Enhancing Emotional Intelligence

1. Think about feelings

 A person has to be sensitive to one’s and other feelings to come up with the right manner of
approach or appropriate response.

2. Pause

 This is about taking a moment to stop and think before doing anything to refrain from resorting
to an unsound decision at the height of anger.

3. Strive to control one’s thought

 This is controlling the reaction to emotions by focusing on one’s thoughts in harmony with goals
and values.

4. Benefit from criticism

 Criticism, even not delivered in a favorable way, is an opportunity to learn and it give idea on
how others think about you.

5. Show authenticity

 This is saying what we mean with what we say and we have to stick on to our values and
principles.

6. Demonstrate empathy
  Whenever we show empathy to others, such as understanding their thoughts and feelings, we
can easily establish a connection with them.

7. Praise others

 This is by way of acknowledging and appreciating others toward attaining self-fulfillment and
building trust.

8. Give helpful feedback

 Although negative feedback may hurt one’s feelings, at some point, it can be turned constructive
for one’s improvement.

9. Apologize

 Saying sorry demonstrates humility, a quality that will naturally win others as you value the
relationship more than the ego.

10. Forgive and forget

 Forgiving and forgetting prevent others from holding emotions and allowing one to move
forward.

Recommended Tools in Enhancing Emotional Intelligence

Emotional intelligence can be enhanced in school with the help of the following tools and strategies.

1. Emotional Literacy Workshop - this will help teachers to communicate with students
recognize and manage emotions and increase self-awareness

2. Emotional Literacy Museum - it is a self-directed learning experience that teaches about the
physiology of emotions, emotional regulation, and emotional literacy

3. Mixed Emotions Cards - it is a beautiful deck of ‘’tarot-like’’ cards of feeling (labeled with feelings and
synonyms)

4. Emotion Cards - it is an evocative, playful moon face illustration of emotions (open-ended without
labels)

5. Biodots - it is a simple reminder that emotions are part of our physiology

6. Bingo Emotions - it is typically a classic ‘’bingo’’ game played with emotions

7. Feeling Faces - these are photos of real people and data about how survey respondents evaluated
each picture

8. Six Seconds Emotional Intelligence Assessment - it provides feedback about the way one uses EQ and
how to improve in this area

9. The Zoo: Animal Workshop - it is an activity that intends to imitate an animal behavior and gesture
that ends with reflection and group sharing

10. Face Workshop - it is an activity, in which partners face each other while showing
different facial expressions and qualities that ends with reflections

What are People Skills?

 Like emotional intelligence and social skills, people skills have been widely used in
demonstrating social literacy at home, in school or anywhere that a person may be.

 According to Wikipedia, people skills are patterns of behavior and behavioral interactions.

 For Thompson (2009), this is an area of exploration about how a person behaves and how
he/she is perceived irrespective of his/her thinking and feeling.
  Honey (2001) defines it as the dynamics between personal ecology (cognitive, affective,
physical and spiritual dimensions) and its function with other people’s personality styles in
numerous environments (life events, institutions, challenges, etc.).

 On the other hand, people skills are tools used to communicate and interact effectively with
others. Therefore, individuals with strong people skills are able to predict behavior, relate to
others and socialize easily.

In general, Portland Business Journal describes people skills as (Rifkin, 2009):

 1. Ability to effectively communicate, understand and empathize

 2. Ability to interact with others respectfully and develop productive working

relationship to minimize conflict and maximize rapport

 3. Ability to build sincerity and trust, moderate behaviors (less impulsive) and enhance
agreeableness

Strategies in Obtaining Good People Skills

McQuerrey (2019) presents the following strategies in maintaining good people skills which are essential
in a meaningful, joyful and purpose-driven life that teachers also need to know.

1. Good communication skills

 Strong people skills in the communication area include the ability to take in information, clarify
comments and participate in effective verbal and written exchanges.

2. Conflict resolution skills

 Having the ability to mediate disputes and resolve conflict among others is an important
personal and professional skill. Hence, conflict resolution involves the ability to clarify a specific
dispute, listen to perspectives in a non-judgmental manner and offer suggestions for action.

3. The value of patience

 Patience is an exceptional people skill that is valuable in every profession. It involves being able
to maintain an even temper, repeat and explain information as necessary and control anger in
even the most trying situations.

4. Tolerance and understanding.

 Having tolerance and understanding for the differences of others leads to success. Tolerant
people have the ability to accept differences, even when they don’t personally agree with them.

 In general, there are 5 As to improve people skills, namely:

 1. acceptance

 2. appreciation

 3. approval

 4. admiration

 5. attention

Ten Essential People Skills to Succeed

1. Being socially assertive

 Social assertiveness is essential for conserving social energy in the right ways. People with high
social assertiveness have more focused social energy and more clarity in their
interactions.
 2. Crafting a memorable presence

 People with great presence take it easy in making connections and are extremely good at
rapport building. Those with a strong presence can attract others, are well-
remembered and are likable.

3. Mastering communication

 This is knowing how to present one’s self and, in turn, gets one’s message across.

4. Sustaining lasting confidence

 People, who can sustain lasting confidence are able to conquer their shyness, avoid
awkwardness and get through their anxiety of overcome any nervous tendencies.

5. Being an excellent conversationalist

 This is essential in communicating and interacting with others. Excellent conversationalist

are people whom others may be fond of listening to and discussing with.

6. Being highly likable

 Likability is an important facet of thrust by through being authentic or genuine with their true
selves.

7. Being exceptional at decoding emotions

 People, who are good at reading people, are exceptionally strong at knowing how others think
and feel.

8. Pitching ideas

 Pitching is a very important people skill because it happens all the time when one is asked for
his/her opinion in introducing himself/herself

9. Being charismatic

 Charisma is the perfect blend of two essential people skills traits such as warmth and
competence.

10. Being an influential leader

 Leader in both personal, social and professional life are able to gain camaraderie.

4C. Media Literacy

 Lynch (2018) coined in term “media” that refers to all electronic or digital means and print or
artistic visuals used to transmit messages through reading (print media), seeing (visual media),
hearing (audio media), or changing and playing with (interactive media), or some combination of
each.

 Media can be a component of active learning strategies, such as group discussion or case studies
(Mateer and Ghent)

 Media Literacy is the ability to access, analyze, evaluate, and create media.

 The Ontario Ministry of Education (1989) stressed that media literacy means helping students
develop an informed and critical understanding of the nature of mass media, the techniques
used, and their impact.

 Media and Information Literacy (MIL) is a “combination of knowledge, attitudes, skills, and
practices required to access, analyses, evaluate, use, produce, and communicate information
and knowledge in creative, legal and ethical ways that respect human rights” (Moscow
Declaration on Media and Information Literacy, 2012).
  The United Nations Educational, Scientific, and Cultural Organization (UNESCO) defines it as the
"set of competencies to search, critically evaluate, use and contribute information and media
content wisely; knowledge of one’s rights online; understanding how to combat online hate
speech and cyberbullying; understanding of the ethical issues surrounding the access and use of
information; and engage with media and ICTs to promote equality, free expression,
intercultural/interreligious dialogue, peace, etc." (UNESCO, 2016).

7 DIMENSION OF MEDIA INFORMATION LITERACY

Shapiro and Hughes (1996) identified the seven dimensions of Media Information Literacy.

1. Tool Literacy

2. Resources Literacy

3. Social-Structural Literacy

4. Research Literacy

5. Publishing Literacy

6. Emerging Technology Literacy

7. Critical Literacy

DIMENSION OF MEDIA INFORMATION LITERACY

1. Tool Literacy

 This is the ability to understand and use practical and conceptual tools of current information
technology, including software, hardware, and multimedia that are relevant to education and the
areas of work and professional life.

2. Resources Literacy

 This is the ability to understand the form format, location, and access methods of information
resources.

3. Social-Structural Literacy

 This is knowing how information is socially situated and produced, fits into the life of groups
about the institutions and social networks.

4. Research Literacy

 It is the ability to understand and use it, based tools relevant to the work of researchers and
scholars that include computer software for quantitative analysis, qualitative analysis, and
simulation.

5. Publishing Literacy

 It is the ability to format and publish research and ideas electronically, in textual and multimedia
forms.

6. Emerging Technology Literacy

 It is the ability to adapt, to understand, to evaluate, and use emerging innovations in information
technology.

7. Critical Literacy

 It is the ability to evaluate critically the intellectual human and social strengths and weaknesses,
potentials and limits, benefits and costs of information technologies.
Advantages and Disadvantages of Media and Information Literacy

Advantages

 It educates people on health matters, environment, conversation, and others through various
forms.

 People get the latest world news in a very short time regardless of distance.

 People can bring out their hidden talents in the multimedia and visual arts, comedy, acting,
dancing, and singing.

 Media increase knowledge learned from quiz programs educational shows and other
information -giving programs.

 People feel convenient in accessing information through mobile phones.

 They become a vehicle in promoting products towards increased sales.

 They serve as a good source of entertainment.

 Television allows electronic duplication of information that reduces mass education costing.

 Media led to the diffusion of diverse cultures and cultural practices.

 They help people around the world, understand each other, and respect differences.

Disadvantages

 They lead to individualism.

 Some media contents are not suitable for children.

 A newspaper is geographically selective.

 The increase in advertisements in television and radio makes them less attractive.

 The internet can be a possible way for scams, frauds, and hacking.

 Media can be addictive that may result in people’s decreased productivity.

 They can cause health hazards.

 They may induce drugs and alcohol use.

 They can ruin reputation through an anonymous account, malicious scandals, false accusations,
and rumors.

Integrating Media Information Literacy in the Curriculum

 Lynch (2018) presents six ways to integrate media literacy into the classroom for student to
become media literate while making media education a meaningful and integrated part of
classroom practice.

1. Teach students to evaluate media

2. Show students where to find digital resources and database

3. Compare/Contrast various media sources

4. Discuss how the media edits and alters

5. Examine the “truth” in advertisements

6. Have students create media.

1. Teach students to evaluate media

  Students learn to evaluate what they are viewing by showing them that media changes
depending on who created it, the intended audience, and the biases that may be attributed to
the source.

2. Show students where to find digital resources and database

 Teachers should provide students with reliable and safe media sources and trustworthy content.

3. Compare/Contrast various media sources

 Distinguish various media sources and compare elements.

4. Discuss how the media edits and alters

 Purposely point out to students’ examples of media altering photographs or stones while
teaching them to be critical of what they see, or read at face value.

5. Examine the “truth” in advertisements

 Let students identify what advertisement are trying to sell and what promises or ideas are they
using to convince them to buy the product.

6. Have students create media.

 Let students create media appropriate to their levels such as presentations, videos, and
websites.

References

• https://www.slideshare.net/GREESHMAPR/emotional-intelligence-108550212

• https://www.slideshare.net/gihanaboueleish/emotional-intelligence-33547110

• https://www.slideshare.net/GREESHMAPR/emotional-intelligence-108550212

Financial Literacy

Financial literacy is the cognitive understanding of financial components and skills such as
budgeting, investing, borrowing, taxation, and personal financial management. The absence of such skills
is referred to as being financially illiterate.

1. FINANCIAL PLANNING/GOAL SETTING AND VALUING

Setting short-term and mid-term and long-term goals financial goals is important step becoming
financially secured.

SHORT-TERM FINANCIAL GOALS

These are your immediate expenses. Although timelines vary, these are the things you’ll spend
money on generally within a few months or year.

For example:

Emergency fund, Payment toward rent, insurance, or student loans, Personal goods, Travel, Minor
repairs, School expenses, Transportation expenses

MID-TERM FINANCIAL GOALS

There is often overlap between the two categories that can make things fuzzy. Medium or Mid-
term goals fall between short and long-term goals and tend to take a few years to achieve.

For example:

Buying a car, saving for a down payment, and paying off debt.
 LONG-TERM FINANCIAL GOALS

Long-term financial goals are usually big picture costs. These goals may take several years or
even decades to reach. Your distant goals typically involve more money and regular attention than
short-term goals.

For example:

Retirement fund, paying off a mortgage, starting a business, and saving for child’s college tuition.

2. BUDGETING, SPENDING AND INVESTING

BUDGETING

Is a financial planning tool that allows you to plan how much you will spend or save each month.
It also allows you to track your spending habits.

STEPS ON HOW TO BUDGET

1. Calculate your income

2. Track your spending

3. Set realistic goal

4. Make a plan

5. Adjust your spending to stay on budget.

6. SPENDING - to pay out, disburse, or expend; dispose of (money, wealth, resources, etc.)

7. INVESTING - is the act of allocating resources, usually money, with the expectation of generating
an income or profit

8. INVESTTING - investment is putting your money into an asset that can grow in value or produce
income or both.

3. SAVINGS AND BANKING

SAVINGS

Is a basic type of bank account that allows you to deposit money, keep it safe, and withdraw
funds, all while earning interest.

SOME TYPES OF SAVINGS

o Basic Savings Account- also known as a Passbook Savings Account, these accounts are a good
introduction to earning interest and saving money. Transactions on a basic savings account are updated
either in a passbook when then customer visits their financial institution, or on a statement issued
periodically (often monthly).

o Online Savings Accounts - these savings accounts may offer access to view, deposit, and transfer funds
online 24/7, and withdraw money from an ATM anytime depending on the type of online savings
account you set up. They may be accessible from any mobile device, including a tablet or smartphone.

BANKING

Is an industry that handles cash, credit, and other financial transactions, it provides a safe place
to store extra cash and credit.

SOME TYPES OF BANKS:

o INVESTMENT BANKS- help businesses raise capital in financial markets.

 o PRIVATE BANKS- provide services inclusively to wealthy clients, usually those with at least $ 1
million net worth. They help clients manage their wealth, provide tax advice, and set up trusts to
avoid taxes when leaving money to descendants.

4. AVOIDING FINANCIAL SCAMS

FINANCIAL SCAMS

Financial scams happens when someone deprives you of your money, capital, or otherwise harms your
financial health through deceptive, misleading, or other illegal practices.

TIPS TO AVOID FINANCIAL SCAMS/FRAUD

1. Never wire money to a stranger

2. Don’t give out financial information

3. Never click on hyperlinks in emails

4. Never give out your Social Security Number

5. Install antivirus and Spyware Protection

6. Don’t download software from Pop-up windows

7. Make sure the websites you visit are safe

8. Only donate to known charities

5. INSURANCE AND TAXES

INSURANCE

Insurance is a contract, represented by a policy, in which an individual or entity receives financial

protection or reimbursement against losses from an insurance company.

TYPES OF INSURANCE:

o LIFE INSURANCE- the greatest benefits of life insurance include the ability to cover your funeral
expenses and provide for those you leave behind.

o HEALTH INSURANCE- health insurance is a type of insurance coverage that typically pays for
medical, surgical, prescription drug, and sometimes dental expenses incurred by the insured.

TAXES

Taxes are mandatory contributions charged on individuals or corporations by a government

entity- weather local, regional, or national. Tax revenues finance government activities, including public
works and services such as roads and schools, or programs such as Social Security and Medicare.

SOME TYPE OF TAXES

o PROPERTY TAXES- property taxes are charged on land and buildings as well as tangible personal
property like vehicles and equipment. Property Taxes are the largest source of revenue for cities
and states and are used to fund schools, roads, police, firefighters and other services.

o INCOME TAXES- are imposed on the total financial income of an individual, such as wages,
investment, and salaries. Most income taxes increase with the rise in the tax payers’ earnings.
This means that higher-income earners pay more taxes than low-earners.

6. TIPS ON BEING FINANCIALLY STABLE

TIPS ON BEING FINANCIALLY STABLE

 o START A BUDGET- a budget is just a tool to help you spend money on the things you want to
spend your money on.

o MAKE YOUR FINANCES PERSONAL- making your finances personal means focusing on your
situation and not worrying about anyone else’s situation

o EARN INCOME BY DOING SOMETHING YOU ENJOY- So, if you’re thinking about financial stability,
the best place to start is with a job that pays you a steady income. Even better is to find a job
that you enjoy.

o CREATE AN EMERGENCY FUND- an emergency fund is a way to protect yourself from

unexpected. There’s always a chance that you lose job and have to get by for about with no
regular salary.

o LIVE BELOW YOUR MEANS- Living below your means works in tandem with budgeting. Your
budget tells you how much money you have and can spend each month. Then you can work with
that number to make sure you don’t overspend.

o PAY OFF YOUR DEBT- Debt will always make it difficult to reach financial stability.

o MAKE SURE TO HAVE SOME FUN- Don’t get so focused on your money that you forget to live.
Enjoying your life will help to keep you happy and healthy.

o STICK WITH IT! DON’T WORRY ABOUT DOING THINGS PERFECTLY.

Reference

https://corporatefinancceinstitute.com

https://www.investoppedia.com

https://en.m.wikipedia.org