MS 116: BUILDING AND ENHANCING NEW

LITERACIES ACROSS THE CURRICULUM

1st Semester | A.Y. 2024-2025

AUGUST 19, 2024

L1: THE 21st CENTURY EDUCATION
FRAMEWORK FOR 20th CENTURY LEARNING

Core Subjects, Teachers

1. The emphasis is on the subject: Reading, English, Mathematics, Science,
Foreign Languages, Civics, Government, Economics, Arts, History, and
Geography.
a. It involves minimal mastery and students work in isolation memorizing
facts.
b. Contents come from textbooks.
c. Teacher-centered as the teacher is the center of attention and provider
of information.
2. Standardized Assessment
- Secured tests administered to a large group of students to measure
academic ability or achievement.
- Every student at a grade level is required to take the same test.
- Advocates specific grade-level content and performance in key subject
areas.
- Often not aligned with state and district content standards causing
considerable disconnection.

FRAMEWORK FOR 21st CENTURY LEARNING

1. a. Life & Career Skills
- interpersonal and self-directional skills.
- includes interpersonal and collaborative skills, self-direction, accountability
and adaptability, social responsibility, ethical behavior.
b. 21st Century Content
- includes global awareness, financial, economic, and business awareness, civic
literacy, health and wellness awareness.
- vital, practical
- emotional and social connections to skill and content
- bringing the world into the classroom, taking students out into the world
- creating opportunities for students to interact with each other and adults in
authentic learning situations.
c. Core subjects
- emphasize subjects such as Reading, English, Maths, Science, Foreign
Languages, Civics, Government, Economics, Arts, History, and Geography.
d. Learning and Thinking Skills
- Information and Communication SKills such as information and media literacy,
visual literacy and communication.
- Thinking Skills such as critical thinking, systems thinking, problem solving,
creating and innovating.
e. ICT Literacy
- ability to use support 21st-century teaching and learning.
- ability to use technology to meet state or national education technology
standards.

2. Assessments
- often called authentic, comprehensive, or performance assessment is usually
designed by the teacher to gauge students’ understanding of the material.
- using high-quality assessments that measure students’ performance for the
elements of a 21st-century education.

ISSUES RELATED TO STUDENT ACHIEVEMENT ARE DERIVED FROM 4 AREAS:

a. Curriculum - what teachers teach; the content of what students need to learn
based on the assessment of teachers.
b. Quality of Instruction - how teachers should teach.
c. Effectiveness of School - where teachers teach.
d. Characteristics of Students - who teachers teach.
 WHAT HASN’T CHANGED?

- Devoted hardworking teachers

- Student support and assistance
- Daily teachers demands and requirements
- Meeting students’ diverse needs
- Communication with parents

WHAT IS CHANGING?

- Instructional practices
- Teacher and student skills set
- Required levels and areas of proficiency
- The necessary skills for future success
- Academic requirements

DIMENSIONAL EDUCATION FRAMEWORK

● Knowledge
- What we know and understand.
- The education system connects the content to real-world relevance. It
should strike a better balance between the conceptual and practical.
- Traditional subjects are essential and must be augmented by modern
disciplines such as Robotics, Entrepreneurship, etc.

● Skills
- How we use what we know.
a. Creativity - thinking through information in new ways, making new
connections, and coming up with innovative solutions to problems.
b. Critical Thinking - analyzing information and critiquing claims.
c. Communication - understanding things well enough to share them
clearly with other people.
 d. Collaboration - teamwork and the collective genius of a group that is
more than the sum of its parts.

● Character
- How we behave and engage with the world
- Reasons why character education is needed:
a. Inevitability through the education system - educators are models
of the system.
b. Intellectual authorities’ call through history - numerous education
philosophers have made a case for it.
c. Public support is generally widespread,
d. Law-based - many countries have supported laws/codes.
e. Cultural indicators of need, and the impact of the media.
f. Societal and personal challenges: violence, divorce, etc.
g. Global Challenges - greed (climate change, financial instability,
personal privacy) and intolerance (religious fundamentalism,
political absolutism).

● Metacognition
- Awareness of one’s own learning and cognitive ability.
- It is essential for activating transference, building expertise, and
establishing lifelong learning habits.

SEPTEMBER 09, 2024

L2: INTRODUCTION TO LITERACIES
LITERACY

"The word "literacy" stems from the word "literate," which first appeared in the 15th
century and is in turn derived from the Latin word literatus, meaning "(a person) marked
with letters"- that is, "distinguished or identified by letters" - and it carried with it the
idea that such a person was cultured and educated.."

WHAT IS CONVENTIONAL LITERACY?

Conventional literacy skills refers to such skills as decoding, oral reading fluency, reading
comprehension, writing, and spelling.

3 SUBCATEGORIES OF CONVENTIONAL CONCEPT OF LITERACY

1. Basic Literacy-the ability to use correspondences of visual shapes, to spoken sounds,

in order to decode written materials, and to translate them into oral language.
 ● Simply put it is the ability to recognize letters and words. This would be aimed at
recognizing that the sequence of letters "b- a-s-a" forms the word basa in Filipino,
even without understanding what it means.

2. Comprehension Literacy - It is the ability to understand the meaning of what is being

read.

To capitalize on the example above, this would be like knowing that basa can mean either
"to read" or "to be wet."

3. Functional or Practical Literacy- It is the ability to read (ie, decode and comprehend)
written materials needed to perform everyday vocational tasks.

● This is the equivalent of reading the text "Ang bata ay nagbabasa." and being able
to understand that basa here refers to reading and not to being wet.

EXPANDED VIEWS OF LITERACY

● In 1958, UNESCO defined literate as one who can, with understanding, both read
and write a short simple statement on his or her daily life.

● In 1970, functionally, literate people could engage in all the activities to use
reading, writing, and calculation for community development.

● In 2000, literacy was defined as the ability to read and write with a simple
statement related to one's daily life. It involves a continuu, of reading and writing
skills and includes numeracy.

● Literacy is "the ability to identify, understand, interpret, create. communicate, and

compute, using printed and written materials associated with varying contexts.
Literacy involves a continuum of learning in enabling individuals to achieve their
goals. to develop their knowledge and potential, and to participate fully in their
community and wider society - UNESCO (2004)

● Literacy is "a form of knowledge, competence, and skills in a particular field or

area," - Mkandawire (2018)

WHAT IS NEW LITERACY?

New literacies encompass ways of thinking about information and experiences,

processing with others to challenge and continuously update thinking, and demonstrating
new ideas, solutions, and understandings in the manner that best suits the situation.
 CRITICAL THINGS TO NEW LITERACY

1. Increased Reach - We are communicating with more people, from more diverse
cultures, across vast distances than ever before. D

2. Increased Means of Communication- We are communicating in more ways and at

faster speeds than ever before.

3. Increased Breadth of Content - We are communicating about more things than ever
before.

THE FIVE STAGES OF LITERACY DEVELOPMENT

1. The Emergent Pre-Reader

● During the emergent pre-reader phase, which spans from six months to six years of
age, a child is like a sponge, absorbing sounds, words, and images they encounter.
While trying to teach a child to read before the age of four or five can be
counterproductive to their development, they should already understand
thousands of words by the end of this stage.
2. The Novice Reader
● Between the ages of six and seven, a novice reader is beginning to learn the
relationships between letters and sounds (phonics). During this brief yet important
stage, children are figuring out the alphabetic principles that took our ancestors
thousands of years to develop. They are learning new words by sounding them out,
building upon prior concepts to learn new concepts. Reading out loud is one of the
most important things an educator can do to help novel readers bridge the gap
between oral and written language.

3. The Decoding Reader

● Are able to read simple, familiar stories with ease. Between the ages of seven and
nine, children are able to not only understand words but also their components,
including their letters, meanings, and grammatical functions. Moreover, they are
able to understand how words with similar components and meanings relate to
each other despite being pronounced differently, such as "sign" and "signature."

4. The Fluent, Comprehending Reader

● Between the ages of nine and 15, a child becomes a fluent, comprehending reader,
able to fluently comprehend what they read from any source. They are able to
access knowledge at any time to help them interpret what their reading. While a
child may be able to accurately pronounce words with ease by this stage, it doesn't
guarantee comprehension. The goal by this stage is for a child to be able to look
beyond surface meaning and read between the lines. Guidance from teachers along
with a genuine interest in reading can help fluent readers become expert readers.

5. The Expert Reader

● In the fifth stage of literacy development, reading comprehension finally surpasses
listening comprehension, and expert readers are better able to understand complex
concepts by reading. After the age of 16, an expert reader continues their
development, which depends largely on how and what they read. However, their
journey is never complete, as learning to read and write is an endlessly rewarding,
lifelong pursuit.

SEPTEMBER 16, 2024

L3: LESSON PLANNING 101
The Nature of a Lesson Plan
● A model of organized learning events within a set period of time or session.
● A projection of real lessons filled with concrete processes, assignments, and
learning tools.
 ● A blueprint on which to construct a learning process made up of clearly
stated goals and objectives.

The Importance of a Lesson Plan

● The key to good teaching, purposeful class management and the achievement
of sustained educational progress lies in effective preparation and planning.
(Butt, 2008)
● Consistent effective lesson planning is essential for successful experiences in
both teaching and learning process. (Serdyukov and Ryan,l 2008)

STAGES OF LESSON PLANNING

1. Preparation
● Who is to be taught?
- By knowing the learners, the desired outcome can be determined and
the teacher can identify the purpose of the lesson.

2. Development
● What is to be taught?
- This stage covers the substance of the lesson such as subject matter,
instructional goals, specific learning objectives, concepts and skills.
- An effective activity or lesson plan begins with a specific objective.

3. Implementation
● How do you teach students?
- Methods or strategies employed.
- Learning activities and methodological approach.
- Materials and technology applications.

4. Reflection for Teacher

● Will/Is my lesson plan effective?
- The teacher evaluates the strengths and weaknesses of the lesson plan
before implementing it and after it has been delivered.
5. Reflection for Students
● How should learning be assessed?
- The teacher should formulate a formative and summative assessment
plan integrated with the lesson and the objectives.

TYPES OF LESSON PLANNING

1. Detailed Lesson Plan

● The detailed lesson plan has five parts:
- Objectives
- Subject Matter (topic, reference, materials)
- Procedure (motivation/engage, activity [K-W-L chart], routines, lesson
proper)
- Evaluation
- Assignment

2. Semi-Detailed Lesson Plan

● Has all the components of a detailed plan but does not include a complete
description of pupils’ activity.
● It contains the important subject matter and a description of
teaching-learning activities. (Beltran, 1992)

3. Brief Lesson Plan

● Only guide statements or brief explanations of the activities to be performed
in each part are provided.

4. Understanding by Design
● Wiggins and McTighe argue that backward design is focused primarily on
student learning and understanding.
● When teachers are designing lessons, units, or courses, they often focus on
the activities and instruction rather than the outputs of the instruction.
 FEATURES OF THE K TO 12 CURRICULUM

1. Spiral Progression
- This means that the students learn concepts while young and learn the
same concepts repeatedly at a higher degree of complexity as they move
from one grade level to another.

2. Constructivism
- This means that in the lesson planning, teachers should provide learners
with opportunities to organize or reorganize their thinking and construct
knowledge that is meaningful to them.

3. Differentiated Instructions
- This means providing multiple learning options in the classroom so that
learners with varying interests, abilities, and learning needs are able to
take in the same content and appropriate to their needs.

SEPTEMBER 30, 2024

L4: SOCIAL LITERACY
The Role of Parents and Teachers Social Skills to Children Issues in Teaching Social
Literacy

Social Literacy

● Social Literacy concerns itself with the development of social skills, knowledge,
and positive human values that enable human beings to act positively and
responsively in a range of complex social settings.

● It is the knowledge of how to behave and treat 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 prejudice, hate, and discrimination.

What are the skills Needed for Social Literacy?

Types of Social Literacy

1. Greeting
● Children develop relationships with peers by interacting with them. The first
step in social interaction is greeting someone. The nonverbal art of greeting
someone is just as important as the words. It is not so much what one says but
how he/she says it that lets people know he/she is glad to see them.

2. Initiating Conversation
● In order to carry on a conversation, a child must be able to initiate, maintain
and close conversation appropriately. This requires good listening and
attention skills as well as the ability to take turns and probe for missing
information.

3. Understanding the Listener

● Once a conversation is initiated, it has to be maintained. In order to do that, it
is important to understand the audience one is talking to. A socially adept
child quickly and unconsciously identifies and categorizes his listener,
measures what he/she has planned to say against the anticipated response of
the listener.

4. Empathizing
● Empathy is more than perspective-taking; it means that one is able to feel
what the other person feels. Empathy allows one to really connect with other
people.

5. Reading Social Cues

● Cues are hints and signals that guide us to the next thing to say or do. Social
cues can be verbal or non- verbal. Verbal cues are the words that the other
person is saying. The tone of voice is an important part of verbal cues. Good
detectives pay very close attention to nonverbal cues.

6. Previewing or Planning
● Conversations also require that one preview or think 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

7. Problem Solving
● Problems and conflicts are often a part of social interactions. Someone may
not agree, get angry, insulted, or become aggressive at something that one
says. How one reacts to these conflicts depends on how good her
 problem-solving skills are.

8. Apologizing
Everyone makes social mistakes at timers. A person with good social skills is
confident enough to make a sincere apology for his/her error. This is a courageous
act and is the quickest and easiest way to correct a social blunder.

Parents' Role in Teaching Social Skills

Modeling Behavior: Children often learn social skills by observing their parents'
interactions, behaviors, and communication styles.

Direct Instruction and Role-Playing: Parents can teach specific social skills by
role-playing common social situations, such as greetings, sharing, or resolving
conflicts.

Providing Practice Opportunities: Parents create opportunities for children to

practice social skills in real-life settings, such as playdates, family gatherings, or
extracurricular activities.

Intervention by Professionals: When children experience significant social

difficulties, professionals such as therapists or counselors may intervene to
implement structured social skill development programs.

Teachers’ Role in Teaching Social Skills

Natural Learning Environment: Schools provide a natural setting for children to

spend time with peers, making it an ideal place to practice and reinforce social skills.

Utilizing Everyday Opportunities: Teachers do not need formal social skills lessons;
they can integrate social skills teaching into daily interactions and activities, such
as group work, playtime, and classroom discussions.

Collaborative Efforts with Parents: Teachers and parents should work together to
consistently reinforce positive social behaviors at home and at school, ensuring
children feel supported and avoid negative experiences like humiliation or
embarrassment.

Challenges in Teaching Social Literacy

REMEMBER THIS!

Teaching social literacy in schools is difficult due to subjective standards of morality

and the complex nature of human behavior.

1. Subjective Standards of Morality

● In modern philosophy, morality is often seen as subjective, where actions once
considered wrong may now be viewed as acceptable.

● This shift can lead to moral inconsistencies, where individuals demand

 objective morality when they feel wronged, but apply subjective standards
when their own behavior is questioned.

2. Human Nature

● While people desire moral uprightness, justice, and equity, they often make
excuses when their own actions are judged.

● There's a tendency to hold others to fixed moral standards, but to excuse one's
own behavior when it falls short.

3. The impact of Technology on Social Skills

● Today's students, heavily influenced by the internet and gadgets, often

struggle with social literacy in modern settings, highlighting the need for
focused education in this area.

4. Situational Awareness in the Workplace

● Some young adults lack awareness of appropriate behavior in formal

situations, such as job interviews, where casual attire or improper phone use
can reflect poorly.

● The ability to read and adapt to different social situations is critical for
success in the workplace and with clients.

5. Social Intelligence in Technological Communication

● The rise of text-speak and informal online communication has diminished

young people's ability to write with formality, affecting academic and
professional interactions.

● Understanding the communication demands of specific situations is essential

to maintain respect and context in writing.

6. Collaborative Learning and Technology in social Literacy

● Social literacy goes beyond basic reading and writing; it's learned through
interactions between children and adults in various contexts.

● Schools, families, and communities must collaborate to foster literacy

development through activities like games, field trips, and conversations.