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MODULE 1
GURO21
MODULE 1
Equipping Teachers with Knowledge,
Skills, Attitudes, and Values
for the 21st Century
Contents
What Is This Module About? ............................................................................... 1
What Will You Learn? ........................................................................................... 3
Flow of Instruction ................................................................................................ 4
What Do You Already Know? ............................................................................. 7
Feedback ................................................................................................................. 9
How Do You Rate Yourself? ................................................................................. 10
Lesson 1: Learning to Know as a 21st Century Teacher
13
Feedback............................................................................................................. 51
Lets Read........................................................................................................... 52
Feedback............................................................................................................. 53
Lets Think About This .................................................................................... 54
Lets Study: Information and Communication Technology (ICT)
Literacy...................................................................................................... 54
Lets Read........................................................................................................... 55
Lets Try This (Activity 1.9)............................................................................. 58
Feedback............................................................................................................. 60
Lets Think About This .................................................................................... 61
Feedback............................................................................................................. 61
Lets Think About This .................................................................................... 62
Lets Study: Media Literacy............................................................................. 62
Lets Try This (Activity 1.10)............................................................................ 63
Feedback............................................................................................................. 66
Lets Remember ............................................................................................... 67
How Much Have You Learned From This Lesson? ................................... 69
Feedback ........................................................................................................... 77
Lesson 2: Learning to Live Together and Learning to Do
79
How Much Have You Learned From This Lesson? ..................................... 143
Feedback ............................................................................................................. 147
Lesson 3: Learning to Be as a 21st Century Teacher
148
The scenario depicted in the previous page may characterize 21st century teaching and learning. How does this classroom setting compare with
what you experienced when you were a student? I think you will agree
that this is quite different from classroom situations several years ago. This
does not come as a surprise; after all, the world, as well as the education
arena, has indeed seen significant changes in the past decades. Foremost
among these changes is in the area of technology. With the speed at which
technology is developing and impacting on the world, it is impossible to
imagine education in the 21st century not being immersed in technology.
Aside from technology, there are other changes in 21st century teaching and
learning. Instruction is different now from what it was in the past in terms
of lesson content and scope, and the teaching-learning processes. Knowledge, competencies, and skills developed in learners in the past centuries
may no longer be attuned to the needs of the current times. Thus, you and
your students will require new sets of knowledge, skills, attitudes, and values (KSAVs) to cope with the challenges and demands of the 21st century.
As a teacher, you have the special responsibility to guide your learners
towards becoming the best that they can be, and at the same time, help
them meet the challenges of the 21st century. You are tasked to help provide
your students with the knowledge, skills, attitudes, and values they need
to succeed in their studies, work, and life amidst the fast-paced changes in
the 21st century. To do this, it is necessary that you also possess and develop these knowledge, skills, attitudes, and values within yourself. You will
then be more than ready to become an important agent towards preparing
your students to become productive members of 21st century societies.
This module is the first module in the GURO21 Course, Facilitating the
Development of 21st Century Skills for Southeast Asian Teachers. Module
One, Equipping Teachers with Knowledge, Skills, Attitudes, and Values
for the 21st Century will help you take the first steps towards this goal by
introducing you to KSAVs essential for teachers in the 21st century. You
will also gain knowledge on new learning perspectives in the light of the
changes and challenges in the 21st century, and in the context of Southeast
Asian schools.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
The three lessons in this module will equip you with the necessary
knowledge, skills, attitudes, and values required of a teacher in the 21st
century.
Lesson 1 :
Lesson 2 :
Lesson 3 :
Flow of Instruction
Lesson
1. Learning to Know
Focus
Describes the
as a 21st Century
critical attributes
Teacher
of education in the
21st century.
Topics
21 Centurys
st
Changing Landscape
Critical Attributes
of 21st Century
Education
Discusses the
New Parameters
new parameters
Century
century.
as a framework
for 21st century
education.
Discusses the first
Learning to Know as a
pillar of learning,
Learning to Know.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Lesson
Focus
Identifies the core
Topics
21 Century
st
Literacies
themes, literacies,
and competencies
of the 21st century.
Explains issues
pertaining to
media and ICT
Media Literacy
ICT Literacy
in the classroom.
Explains the pillar, Learning to Live
Together and
Learning to Live
Learning to Do as
Century
a 21st Century
Teacher
Learning to Live
to Live Together.
Cultural Skills
Assesses ones
The Characteristics
attributes as a
of Teachers
teacher of peace in
of Peace who
Promote
Appreciation
and Respect for
Cultural Diversity
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Lesson
Focus
Topics
a 21st Century
Teacher
Learning to Do Life
and Career Skill
#1: Initiative and
Self-direction
Discusses 21st
Learning to Do Life
#2: Productivity
and Accountability
to Do.
Learning to Do Life
and Career Skill
#3: Leadership and
Responsibility
Assesses ones
3. Learning to Be as
a 21st Century
Teacher
Leadership At-
leadership
tributes of a 21st
attributes as a 21st
Century Teacher
century teacher.
Explains the pillar, Learning to Be as
Learning to Be, as
a 21st Century
it relates to your
Teacher
daily life and life
as a teacher of the
21st century.
Describes the competencies under
the pillar, Learning
to Be.
Applies the competencies of Learning to Be pillar to
your daily life and
life as a 21st century teacher.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
______________________________________________________________
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4. What are the four pillars of learning? Provide a brief description for
each.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
5. Identify and briefly describe some of the core literacies of the 21st
century.
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6. Why should cultural diversity be respected and promoted in schools
and in communities?
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7. Identify three attributes of a teacher who is a leader in 21st century
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8. Describe a person who is:
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
B. media literate
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Feedback
Let us check how well you fared. Compare your answers with those on
pages 180-185. Give yourself one point for each number where your answer
is correct. Your answers may not be expressed in exactly the same words.
As long as the thoughts expressed are similar, give yourself one point for
each question.
If you answered all questions correctly, congratulations! It shows that you
are already familiar with the contents of this module. If your score is less
than seven, you have some ideas about the topics covered but need to learn
more in order to be a teacher who is more equipped to provide education
in the 21st century.
Before you proceed to Lesson 1, evaluate your current level of competency
as a teacher equipped with the KSAVs needed for the 21st century by
completing the Self-Rating Competency Checklist on the next page. For each
listed competency, place a check mark in the column that describes your
current level of skill and ability.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
I cannot
do this
COMPETENCY
I can do this
I can
do this
yet
to do this
learn more
very well
(Novice)
(Apprentice)
and improve
(Expert)
(Practitioner)
Pre Post
Pre
Post
Pre
Post
1. Describe
the critical
attributes of
21st century
education.
2. Discuss the new
parameters for
teaching and
learning in the
21st century.
3.
Explain the
four pillars
of learning
framework for
21st century
education.
10
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Pre Post
I am
I cannot
do this
COMPETENCY
I can do this
I can
do this
yet
to do this
learn more
very well
(Novice)
(Apprentice)
and improve
(Expert)
(Practitioner)
Pre Post
Pre
Post
Pre
Post
Pre Post
4. Explain the
importance
of lifelong
learning in the
21st century.
5. Identify the
core themes,
literacies, and
competencies
of the 21st
century.
6. Determine ways
to improve
knowledge,
skills, attitudes,
and values
(KSAVs) on
21st century
life and career
skills.
7. Promote peace
and respect for
cultural diversity as a 21st
century teacher.
8. Demonstrate
the leadership
attributes of a
21st century
teacher.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
11
I am
I cannot
do this
COMPETENCY
I can do this
I can
do this
yet
to do this
learn more
very well
(Novice)
(Apprentice)
and improve
(Expert)
(Practitioner)
Pre Post
Pre
Post
Pre
Post
Pre Post
12
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Learning to Know
as a 21st Century Teacher
LESSON
13
This lesson and the lessons that follow are anchored on UNESCOs four
pillars of learning, which serve as the overarching framework of this module.
The first of the four pillars, learning to know, will be discussed in detail in
this lesson as it applies to your life as a 21st century teacher.
14
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
The Changes in Philippine Society- From the 1970s to the 21st Century
by Mrs. Rosalia Santos
Philippine society has been characterized by massive changes over the period
1970 to the present. Some of these changes were slow to occur while some were
fast and drastic. In the area of politics, the last four decades have seen changes
in the leadership of the government. From the Martial Law era of President
Marcos in the 1970s to the early 1980s, to the Aquino, Ramos, Estrada,
Arroyo, and now, Aquino administration, politics has inevitably shaped the
way Filipinos live. There was the People Power Revolution in 1986 which
toppled the Marcos regime and catapulted Corazon Aquino to power.
With this political change, the Philippine economy showed improvements
including a rise in the number of the middle class and an increase in the number
of Filipinos working abroad. These political and economic changes, on the other
hand, led to social changes. Part of the social changes is the changing structure
of the home as family members roles shift and mobility of individuals and
families increases.
Values have changed, too. There is a lot of influence being felt from Western
societies. Filipinos have learned to adapt to new ways of life such as being more
open to modern ways of living.
Technology also created changes in the way people communicate all over the
country and beyond. Cellular phones, computers and mass media are becoming
more and more popular and accessible.
The environment has suffered from the lifestyle changes of the Filipinos.
Pollution and other environmental problems have increased but there is
a growing awareness among government officials and among the general
population to address these problems.
Overall, the 21st century has brought about several changes in the Philippine
society some are positive while others are negative. The challenge remains for
us Filipinos to address the problems that come with the changing times and to
work together towards a better future.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
15
After reading Mrs. Santos essay, reflect on the following questions: What
are some of the changes in Philippine society described by Mrs. Santos?
What would be the possible effects of these changes on 21st century education in the Philippines? Write your answer on the space below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your response with your co-learners and Flexible Learning Tutor.
You may also compare your ideas with mine in the following section.
Lets Study
The 21st Centurys Changing Landscape
In Mrs. Rosalia Santos essay, the Philippines experienced many changes
as it approached the 21st century. These changes have encompassed all
aspects of life in the country - from political to economic, technology,
society, and the environment.
other Southeast Asian countries. All these will definitely have a significant
impact on you as a teacher and your students as you face life in the 21st
century. It is important that you understand these changes so that you will
be better equipped to adapt to them. In turn, you will also be better at
helping your students adapt to these changes as well. Always remember
that you cannot give what you do not have.
Did you notice that the changes and challenges described in Mrs. Santos
essay fall under five categories? These are social, technological, economic,
ecological, and political changes. Kyler (2003) developed a tool to describe
these change areas, aptly named STEEP. This tool has five elements, with
each letter in the tools name representing an element. These are:
16
S Social,
T Technological,
E Economic,
E Ecological/Environmental, and
P Political.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Analyzing the STEEP changes and challenges will help you obtain a better
picture and understanding of how these will affect your life as a 21st
century teacher, and its impact on you, your students, and your school.
Read on and find out more about STEEP changes and challenges and how
these affect your life as a teacher and your students.
1. Social
Can you think of other impacts that increasing migration and other
social changes has on you, your students, and in the school system in
general?
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2. Technological
The new millennium was ushered in by a dramatic technological
revolution (21st Century Schools, 2008). You need only to look around
to see that ours is a world that is immersed in technology. Computers,
mobile phones, and other modern-day gadgets are seen not only in
schools and in the work place, but also in homes and in communities.
Twenty-first century schools are now becoming more infused with
technology - computers and the internet are being increasingly used in
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
17
How have technological changes affected you, your students, and your
school? Write your ideas on the lines below.
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3. Economic
A key change in the Southeast Asian region is economic. In 1996,
Thailands General Prem Tinsulanonda said that in merely five
decades, Asia has become the region with the highest rate of economic
growth. Since then, a rapid growth in economy in most countries in the
region has been observed, resulting in other changes in Asian societies.
The 20th century saw the rise of China and India, but the 21st century
may well see Southeast Asia as having stronger economies (New Straits
Times, 2010).
What impact do you think a stronger economy will have on you and
your students? What about the impact on your school? Write your ideas
on the lines below.
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Did you mention that the increase in income might mean more access to
education in families? If so, you are correct. More parents will be able
to send their children to school. Schools will have more resources to
strengthen their instruction, including acquisition of technologies used
for teaching and learning.
18
Share your ideas with your co-learners and Flexible Learning Tutor.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
4. Ecological/Environmental
The ecological element considers the present-day situation of the
physical and biological environments that you and your students, as
well as your school, can face. It is imperative for you as a teacher, to
help guide your students in becoming aware of the changes in the
environment, such as pollution, deforestation, and global warming, and
how these affect their lives and those around them. You will learn later
on that knowledge about the environment, or ecoliteracy, is one of the
21st century literacies that students need to develop.
What are some other ways that you, as a 21st century teacher, can help
your students become more aware of environmental issues and changes
in the 21st century and how to address them? Write your ideas on the
space below.
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_______________________________________________________________
_______________________________________________________________
5. Political/Legal
This element consists of understanding the political and legal
environments of a country or region where your school operates.
As a teacher, you have to understand and adapt to the political and
legal changes in your schools environment. For example, changes in
locally-elected officials in your community may affect the support that
the local government gives to your school. Some public officials are
education champions, while others relegate education as among their
least priorities.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
19
Reflect on the most recent political changes in your country. How have
these political changes affected your daily life and your life as a teacher?
What about the lives of your students? Write your ideas on the space
below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Now that you have learned about 21st century changes and challenges, do
you want to know how these would impact the field of education? If so,
continue reading and find out.
Lets Study
The Critical Attributes of 21st Century Education
The world of teachers and students is expected to continue to change dramatically throughout the 21st century and beyond. There is a paradigm shift
in the way teaching and learning is delivered. As a 21st century teacher, you
need to develop essential knowledge, skills, attitudes, and values to be able
to cope with these changes and to help your students address them as well.
But, have you ever wondered what 21st century education looks like? What
changes does the 21st century bring to the teaching and learning process?
Take a few minutes to reflect on these questions. Write your ideas on the
lines provided below.
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_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
20
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Discuss your reflections with your co-learners and Flexible Learning Tutor.
How did you picture 21st century education? Perhaps some of you may
have mentioned that the curriculum of the 21st century is different from
that of earlier decades. Teaching strategies may have also come up in
your discussion about changes in 21st century education. These are but
some of the changes and characteristics of 21st century education that you
and your students face today and in the future. Educators have identified
characteristics or attributes critical to 21st education. As a modern-day
teacher, you need to be aware what these are and you must strive to
understand them so that you may be able to integrate them in your teaching.
These critical attributes are shown in the figure below.
Global
classrooms
Technologies
& Multimedia
21st Century
Skills
StudentCenteredness
Relevant,
Rigorous, and
Real World
Project-Based &
Research-Driven
Creating/Adapting to Constant
Personal and Social Change,
and Lifelong Learning
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
21
22
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
3. Global Classrooms
Education in the 21st century aims to produce global citizens by
exposing students to the concerns of the region and other countries.
They are encouraged to react and respond to issues as part of their roles
as global citizens.
This critical attribute implies that teachers need to include current
global issues/concerns, such as peace and respect for cultural diversity,
climate change, and global warming, in classroom discussions.
5. Student-Centered
Education in the 21st century is focused on students as learners. It
is tailor-fit to address the individual learning needs of each student
Differentiated instruction is common in 21st century classrooms,
where diverse student factors are taken into account when planning
and delivering instruction. You, as a teacher, can structure learning
environments that address the variety of learning styles, interests,
needs, and abilities found in your classroom
This critical attribute implies that teachers should act as facilitators of
learning not as sages on the stage but as guides on the side.
Learners should be given opportunities to discover new knowledge,
learn with one another, and create their own learnings.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
23
24
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
1.
Critical Attributes
Suggested Teaching
of 21st Century
and Learning
Education
Activities to Achieve
activities in your
the Attribute
school? (Yes/No)
Integrated and
Interdisciplinary
2.
Technologies and
Multimedia
3.
Global
Classrooms
4.
Creating/Adapting
to Constant Personal
and Social Change,
and Lifelong Learning
5.
Student-Centered
6.
7.
Project-based and
Research-driven
8.
Relevant, Rigorous,
Engage learners in
and Real-world
collaborative projects
Yes
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
25
Take a good look at your output table and think about the teaching and
learning practices in your school. Did you have many Yes answers? If this is
the case, congratulations! Your school is ready for the 21st century. If not,
do not despair. This module is meant to help you achieve this goal.
What does your output table tell about your school? Does your school
manifest the critical attributes of 21st century education? Explain your answer in the space below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your reflections with your co-learners and Flexible Learning Tutor.
Feedback
How did your discussion with your co-learners and Flexible Learning Tutor
go? You may want to share your discussions and your learnings with your
colleagues and school head, so that you may all work together towards helping to make your students and your school become 21st century ready.
You were able to catch a glimpse of how teaching and learning looks like
in the 21st century by learning about the critical attributes of 21st century
education. These critical attributes are aligned with the new teaching and
learning environment in the 21st century. Read on and find out more about
this topic.
26
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Study the first column of the table below, which provides a list of the
new parameters in education in the 21st century. Your task is to provide
examples of the new things in education listed in the first column. You
may write your answer in the second column. The last item, New Spaces/
Dimensions of Learning, has been done for you. Work on the rest of the
examples.
Whats New in Education
Examples
Discuss your answers with your co-learners and Flexible Learning Tutor.
Read the following pages on the new learning in the 21st century and find
out if your answers in the previous activity are correct.
Lets Study
New Parameters for Teaching and Learning
in the 21st Century
You have learned earlier that education in the 21st century is characterized
by changes that teachers like you should be aware of to effectively guide
your students and help your school adapt to and make the most of these
changes.
The changes and developments in the 21st century education fall into the
following key categories (Zhou, 2006):
1. New environment of learning,
2. New content of learning,
3. New process of learning,
4. New types of learners, and
5. New spaces/dimensions of learning.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
27
Continue reading and learn more about whats new in these elements of
21st century education.
1. New Environment of Learning
What comes to your mind when you hear the phrase new learning
environment? If you mentioned that the term refers to innovative and
modern ways of teaching and learning, such as the use of technology
as a teaching/learning tool, then you are correct. But, new learning
environment is more than the use of technology in instruction.
The
The availability of the new ICTs also encourages new types of learning
interactions: between teacher-learner, teacher-teacher, learner-experts,
and between learners-computer.
28
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
10
New
Learning
Environment
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Discuss your ideas with your co-learners and Flexible Learning Tutor.
The closer you have placed your school to number 10 in the continuum,
the more your school is attuned to the new learning environment of
the 21st century. If your placement is leaning towards the left side of
the continuum, your school is more traditional. If this is the case, read
on to learn more how you can help move your school towards the 21st
century learning environment.
curriculum
emphasis on subject knowledge focus on intellectual abilities
supply-driven: learning content demand-driven: learning
based on what is available
individual learning
cooperative learning
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
29
tools
balance of scientific-techno-
vocational components of
specialized training
30
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Lets Read
3. New Process of Learning
The 21st century made it possible for new processes of learning to occur.
Acquiring knowledge and skills now becomes a lifelong endeavor
that has to be given time and attention so that self- improvement is
continuously achieved. In the 21st century, there are other ways to gain
knowledge aside from formal academic settings such as schools and
universities. Learning can be acquired through informal and non-formal
means, such as online learning modalities, self-help groups, handson experiential learning like internships, and the use of multimedia
and other ICT-mediated learning. You will learn more about how to
develop lifelong learning in yourself and in your students in Module 2,
Facilitating 21st Century Learning, of this course.
Learning in the 21st century has also become more engaged and
has evolved from rote learning to more teacher-pupil, pupil-pupil
interaction/dialogue, and collaborative team learning. Teachers are
now expected to improve their students knowledge, skills, and attitudes
by involving them more in dialogues and discussions.
Can you think of other new processes of learning fit for 21st century
education? What are these? How do you think this would match your
own school setting? Write your answer on the space below.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
31
Lets Study
Indeed, new processes of teaching have to be introduced in the 21st century.
Why do you think is this necessary? Read on and find out.
32
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
The 21st century also allows the exploration of learning outside the four
walls of the classroom. While most traditional classes are held in the
confines of the classroom, modern-day classes are now also being held
in such places as parks, school yards, museums, workplaces, homes, and
other venues to enhance the real life experience of learners. Changes in
the learning environment are observed to be of three types:
Horizontally: from schools to work-places, communities, mass media,
and other social learning environments. For example, learning, whether formal, nonformal, or informal, can now happen in any place - in
community centers, in offices, at home, or in parks, and through various media such as radio or television lessons, and the like.
Longitudinally: from early childhood through adulthood to postretirement years (lifelong). Opportunities to learn are not limited
to the school-going population, and ones age should not be a
hindrance for anyone to continue learning.
Vertically: from real to digital and virtual learning environments.
Learning in the 21st century cuts across various media - from
lessons done in real life, to computer-based, or online learning via
the internet.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
33
For another, the curriculum is outdated and not relevant to the current needs of
their students. Many of the teachers in the school ask their students to simply
memorize factual information, on which quizzes and tests are then based.
While some of their students are exposed to technology in their homes and
in the community, Mr. Lee and Mr. Handokos school has a limited number
of computers and these are used more for encoding and report writing in the
Administrative Office, than for instruction.
Mr. Lee and Mr. Handoko excitedly shared with their school head their new
learning. Their school head, in turn, scheduled a faculty meeting to discuss
ways so that their school would become 21st century-ready and their learners
equipped with knowledge, skills, attitudes, and values needed by the new
generation.
The school head started a brainstorming session by asking how the teachers
envision a school that is ready to meet the demands of the 21st century. Mr.
Lee and Mr. Handoko helped the school head in facilitating the discussion
by sharing with the group the visualization guide given to them during the
seminar. The visualization guide is a tool to help the teachers see how they
wanted the school to be compared with its current condition in terms of the
various elements in the schools environment.
The following is a visualization guide from the seminar attended by Mr.
Handoko on redesigning classrooms for the 21st century. Based on the
information provided in the critical incident, fill in the visualization guide
below. Under the heading Today,describe the current status of the Community Primary School in the different aspects of learning. Then, imagine
that you are one of the teachers in the said school and write what you envision the school should be so that it becomes 21st century- ready. Write
your response under 21st Century.
Today
21st Century
1. learning
environment
34
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Today
21st Century
2. learning
content
3. learning
process
4. types of
learners
5. spaces/
dimensions of
learning
Discuss your responses with your co-learners and Flexible Learning Tutor.
35
Lets Study
The 21st Century Classroom
Read the following journal reflection of Ms. Aida, a high school teacher in
Malaysia.
My students are so excited about school that they can hardly wait to get to
our classroom. I cannot believe that, these days, I have very few discipline
problems because my students are so engaged in their studies that they do not
have time to create distraction for themselves and for others. They are learning
on their own and from each other, and they are always on task. Even parents are
aware of this wonderful thing happening in my classroom! Some parents called
me up, others sent notes; there are even a few who came to school to tell me about
the wonderful changes they have observed in their children. They shared with
me that their children are now enthusiastic and excited to go to school. At home,
their children dont have to be reminded to study their lessons, work on their
homework, and do their projects and researches. And, to top it all, my students
are learning fast - improving their competencies and skills in reading, writing,
speaking, listening, researching, doing scientific investigations, solving math
problem, and using ICT tools like computers and the internet to learn more!
With a learning environment such as this, who wouldnt want to be a teacher?
Do you think this scenario is possible? How does the classroom situation of
Ms. Aida compare with your own classroom teaching experiences? While
this may not be common in all schools in Southeast Asia and the world, Ms.
Aidas classroom teaching experience is indeed possible - where students
are actively engaged in learning, are motivated and enthusiastic, and are
acquiring KSAVs that will prepare them for the 21st century and beyond.
How should your classroom be structured so that Ms. Aidas experiences
may well be your own? Wouldnt it be great to have a classroom that
maximizes learning so that students will be equipped with knowledge,
skills, attitudes, and values that they need to cope with the fast-paced
changes and challenges of the 21st century? How different or similar
would a 21st century classroom situation be, compared with the 20th
century classroom?
Complete the following activity to find out and have a clearer picture of
what 21st century education looks like.
36
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Description
1. Teacher-centered: teacher
Description
1. Student-centered: teacher
2. Outcome-based: activities
3. Focus: memorization of
facts
4. Lesson focus: lower order
comprehension
5. Textbook-driven: lessons
5. Research-driven: students
textbooks
predominantly used
- teachers provide
information, students
isolation: learning is
of the classroom
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
37
Description
8. Little or no student
freedom
9. Fragmented curriculum:
Description
8. Great deal of student
freedom
9. Integrated and Interdiscipli-
the curriculum is
discretely divided
assessments
to students interests,
responsive by students
assessment.
14. Curriculum and instruc-
predominant culture.
math
38
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Description
16. Factory model of educa-
Description
16. Global model - one that
globalized, high-technology
society.
ments
Feedback
How many check marks did you put in Column A? How many check marks
did you put in Column B? Column A presents characteristics of classrooms
that are more traditional in nature and focus on the teacher and the subject
matter to be taught. Column B presents characteristics of 21st century classrooms. If you have more checks in Column A, it means that you are more
traditional in your approach and you are not yet in a 21st century classroom.
If you have most check marks in Column B, this means that your classroom
embodies the characteristics of the 21st century. Congratulations!
Based on the results of this activity, describe your own school now. Is it
more reflective of a traditional classroom or a 21st century classroom?
What made you say so? Write your answer on the lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your response with your co-learners and Flexible Learning Tutor.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
39
From earlier discussions, you now know more about the new teaching and
learning environment in the 21st century world, which is characterized by
fast-paced changes. You may have also realized that this new learning
environment in the 21st century requires changes in your teaching
approaches, strategies, and even your teaching philosophy.
What changes do you think are necessary in your daily life and in your life
as a teacher so that you can attain your goal of equipping yourself and your
students with knowledge, skills, attitudes, and values needed in the 21st
century and beyond? Write your ideas on the space below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Read on and see if your answer is correct.
Description
1. Learning to Know
3. Learning to Do
4. Learning to Be
40
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Lets Read
The Four Pillars of Learning in the 21st Century
A desire to learn continuously through ones lifetime is a mark of a 21st
century learner.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
41
Learning
to BE
Learning
to DO
Learning to
LIVE TOGETHER
Learning
to KNOW
Source: Graphics adapted from Four Pillars of an Effective Sales Service (2011).
The following are brief descriptions of the four pillars of learning.
Learning to Know
Learning to Know involves the acquisition and development of knowledge
and skills that are needed to function in the world. Examples of skills under
this pillar of learning include literacy, numeracy, and critical thinking.
Learning to Live Together
Learning to Live Together involves the development of social skills and values
such as respect and concern for others, social and inter-personal skills and
an appreciation of the diversity among people. These skills would enable
individuals and societies to live in peace and harmony.
Learning to Do
Learning to Do involves the acquisition of skills that would enable individuals
to effectively participate in the global economy and society. These skills are
often linked to occupational success, such as vocational and technical skills,
apprenticeships, and leadership and management competencies.
42
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Learning to Be
Learning to Be involves activities that promote holistic personal development (body, mind and spirit), for an all-round complete person. These include cultivating ones self analytical and socials skills, creativity, personal
discovery and an appreciation of the inherent value provided by these pursuits. An example under this pillar is a teacher who participates in training
workshops that will enhance his/her knowledge and skills in the teachinglearning process.
Did you notice the arrow that spans across the four pillars of learning?
What do you think does this arrow represent? If you mentioned lifelong
learning, you are correct! The framework takes into account that learning in the 21st century is a continuous building of skills and knowledge
throughout the life of an individual. It occurs through experiences encountered in the course of a lifetime.
What do the four pillars of learning mean to you? Do the following activity
and find out.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
43
Involves...
mastering the skills and strategies of
knowing and understanding
learning to learn and discover
understanding about ones environment
Learning
to know
Learning
to live
together
being receptive to others and open to others ideas during dialogues and debates
caring and sharing
working toward common objectives in
cooperative undertakings
managing and resolving conflicts
shifting from skill and practical knowhow to competence
applying in practice what has been learned
developing the ability to transform knowledge into innovations and job-creation
developing competence, a mix of higher
Learning
to do
44
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
I think I am
good at this
( or X)
Pillar
Involves...
I think I am
good at this
( or X)
developing the mind and body, intelligence, sensitivity, aesthetic sense, personal responsibility, and spiritual values
Learning
to be
How did you fare in the activity? How is your profile as a teacher in
relation to the four pillars of learning? If you have many check marks in
the table, it means that you are as much an all-around learner as you are
a teacher fit for the 21st century. You have done well. If you only have a
few check marks in the table, do not feel bad; this module will help you
develop the competencies under each pillar. Once you have developed
these in yourself, you can help equip your students so that they will also be
prepared for the 21st century and beyond.
You will start by learning more about the first pillar, Learning to Know, in
the light of literacies expected or are required to be developed in you and
among your students in the 21st century.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
45
Discuss your answer with your co-learners and Flexible Learning Tutor.
Then, read the following section to gain more understanding about
literacies needed for the 21st century.
Lets Study
Learning to Know as a 21st Century Teacher
What do I have to teach? and What do I have to cover? are questions
foremost in many teachers mind when they enter the classroom. These
concerns mainly dwell on learning content. However, in this day and
age, it is not enough to teach for content alone. When one considers
that information can be easily accessed via the internet (e.g., Google or
Wikipedia) and from other sources, students may not appreciate the value
of going to school if content is the only thing that schools offer.
In the 21st century, there is more emphasis, not on what there is to know,
but on learning to know. The former implies acquisition of information
or factual knowledge, as is often stressed in traditional curriculum and in
rote learning. Traditional curriculum, as you have learned in Activity
1.6 on pages 35-38, is characterized by a heavy emphasis on content and
oftentimes, it is not seen as relevant or responsive to students needs. Also,
traditional curriculum tends to encourage rote learning studying facts
and recalling them at will.
In Learning to Know, emphasis is on the learning tools and processes used
for acquiring knowledge. This pillar focuses on developing an autonomous learner. An autonomous learner is one who has affective attributes
combined with a sense of self-worth and has developed skills and strategies of operation and metacognition (Atkin, 1999). These attributes and
skills are discussed in detail as follows:
1. Affective attributes. This quality of autonomous learners include the
following characteristics:
a. Can relate well with others tolerant, supportive, independent, and
interdependent.
b. Reflective and purposeful purposeful in questioning, initiative,
open-minded, reliable, self-motivated, organised, risk-taker
c. Possesses a positive outlook enthusiastic, curious, balanced
and with broad interests, loves learning
46
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
2. Sense of self-worth, which is associated with self-respect, refers to learners overall sense of value, worth, goodness, and deservedness. A sense
of self-worth enables learners to believe that they are capable of learning, doing their best with their talents, of contributing well in society,
and that they deserve to lead a fulfilling life.
3. Skills and strategies of
a. Operation.
making.
47
Lets Read
21st Century Literacies
With the wealth of information that can be easily accessed through various
media - the Internet, TV, radio, printed materials, formal and informal
instruction - how do we guide our students in learning skills or competencies
that have great use for them to adjust to the demands of the 21st century?
As a 21st century teacher, you must be familiar with the new literacies, or
new areas of learning, that you have to emphasize and prioritize when
handling teaching and learning activities. But first, you need to develop
these literacies yourself before you can impart them to your students.
Do you know what literacies are required for the 21st century? Study the
diagram below and then read the discussion that follows to learn what
these are.
The Arts and
Creativity
Globalization
and Multicultural Literacy
Social/Emotional
Literacies
Media
Literacy
Ecoliteracy
21st
Century
Literacies
Find out more about these literacies as they are described in the following
table.
48
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Description
This literacy can be manifested in creative
ways of problem-solving and expressed
through the production of various art works.
Teachers and students need to be more adept
in the arts and manifest creativity in various
activities.
Ecoliteracy
This entails acquiring knowledge about climate change, pollution, loss of natural habitats and biodiversity as well as the impacts
of environmental problems on human lives.
Moreover, solutions on how these environmental problems could be addressed must
also be practiced. Teachers and students need
to develop awareness of the environment.
Cyberliteracy/Digital
Literacy (Information
Financial Literacy
Media Literacy
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
49
Description
Social/Emotional
Literacies
skills that are attuned to the norms of your current society. Emotional intelligence must also
be developed to be able to effectively manage
the stresses of a fast-paced 21st century society.
You and your students need to develop a culture of respect for cultural diversity. There is
value in having a perspective as a global citizen whose local actions can have an impact
on the wider global arena. You also have to
understand how world events may also affect
you and your community at the local level.
I do not
have this
literacy yet
I have some
My literacy
literacy in
in this area is
this area but
wellstill need
developed
improvement
50
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Feedback
All your responses will help you know your current state in terms of 21st
century literacies. As this is a self-evaluation exercise, there is no right
or wrong answer. It is possible that you are quite knowledgeable in some
literacies, but you are still weak in some areas. For the literacies where
you checked the column, I do not have this literacy yet, work harder
on acquiring those literacies. For those literacies where you checked the
column I have some literacy but still need improvement, it will be best for
you to work on further improvements that you need. Do not be discouraged
if you found out there are 21st century literacies that you are not familiar
with, or if you have not fully developed these in yourself. Remember that
this module is meant to help you achieve your goal of equipping yourself
with these literacies so that you can, in turn, teach these literacies to your
students and help them become ready for this century and beyond. If you
checked the last column for some of the literacies, congratulations! It means
that you are strong in those literacies.
You may discuss your answers with your co-learners and your Flexible
Learning Tutor and see if your responses are similar to them.
Of the seven literacies discussed earlier, two seem to have seen much
prominence in the 21st century. These are: cyberliteracy/digital literacy
and media literacy. Cyberliteracy or digital literacy refers to the ability
to locate, organize, understand, evaluate, and analyze information using
digital (electronic) technology. This type of literacy involves knowledge
of technology (computers, mobile phones, and other electronic/digital
devices) and how it can be used in ones daily life and work. Cyberliteracy
can be expanded to include information literacy, forming what is known as
information and communication technology (ICT) literacy.
Read on to find out more about ICT literacy and media literacy and how
these will help you acquire KSAVs you need as a 21st century teacher.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
51
Lets Read
Study the vignette below.
Mrs. Keang and Mr. Villarin are science teachers in a community high
school. They are both attending a workshop on integrating information and
communication technology (ICT) in the classroom. Below is the discussion
that they had during coffee break.
Mrs. Keang: Isnt this workshop just wonderful? I am glad that I can update
my skills especially in the use of computers since nowadays, my learners are all
computer- and internet-savvy.
Mr. Villarin: Indeed you are right Mrs. Keang. This workshop will really help
us harness the powers of technology and use it for instruction. However, I
have noticed that some of my learners now just download everything from the
web and then just copy it to complete their assignments.
Mrs. Keang: I agree with you. But you know, having access to technology
does not necessarily mean that they are ICT literate. As what our speaker here
discussed, we need to enhance their abilities to analyze, process, and evaluate
information they find on the internet.
Mr. Villarin: That part of the discussion wasnt very clear to me. Id like to
ask you about it but I think our coffee break is almost over. Lets go back to the
plenary and further discuss this with our co-teachers and our resource person.
1. Based on the previous vignette, what ideas have you gathered about
information and communication technology (ICT) and ICT literacy?
Write your ideas on the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
52
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
2. Like Mrs. Keang and Mr. Villarin, have you also experienced using ICT
in the classroom? What challenges did you encounter in using it? Share
your thoughts on the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Discuss your responses with your co-learners and Flexible Learning Tutor.
You may also compare your answers with mine below.
Feedback
How did you answer the first question? If you mentioned that ICT involves
the use of computers, the internet, and digital media in ones daily life, then
you are on the right track. However, does knowing about ICT and its use
make you an ICT-literate person? You will learn later on that ICT literacy
involves more than being knowledgeable about computers and technology. As a 21st century teacher, you might have found yourself in a situation similar to that of Mrs. Keang and Mr. Villarin. You must have viewed
technology as a tool that can help your learners become better prepared for
life and work in the 21st century.
However, you might also have identified some issues that can affect information literacy. Some of these are difficulty in determining which information is accurate or most appropriate, a tendency to encourage learners
to become dependent on easily downloadable web-based resources rather
than stimulating creative and critical thinking, and the addictive nature of
the internet which can waste valuable time, promote unhealthy lifestyle,
and expose users to the dangers of cyber-bullying and inappropriate content (e.g., pornography). These are very real threats resulting from todays
ICTs.
Closely study the succeeding lessons on how ICT literacy can help prepare
you and your learners for life and work in the 21st century and beyond.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
53
Lets Study
Information and Communication Technology
(ICT) Literacy
By this time, you must have encountered the word ICT, or information
and communication technology, so many times. Perhaps, your basic
understanding is that ICT is the term used for covering the entire
gamut of technology that was brought by recent discoveries in the
field of engineering and science, all aimed to improve and make our
lives easier.
54
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Lets Read
According to the OECD PISA Framework for ICT Literacy (2003), for
someone to be considered ICT-literate, he or she needs to possess the
following key knowledge, skills, and values:
Determine the extent of information needed.
55
laboratory apparatus for use in your science class. What you can
do is to research on the kinds of laboratory equipment that lend
themselves well for crafting improvised versions. Then, you need to
know the types of materials, designs, and uses of these equipment.
After knowing all these things, you can then proceed to making the
improvised laboratory equipment.
Can you think of other examples in your daily life and in your life
as a teacher when you needed information to help you make a decision or solve a problem? How did you determine the quality and
quantity of the said info? Write your thoughts on the lines below.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Access needed information. An ICT-literate person knows how to
find, collect and/or retrieve information in digital environments.
For example, if an online library is available, you can fully utilize it
instead of commuting to the place where the library is located. You
can also check out pdf (portable document format) or uploaded
copies of journals if you have no time to visit the publisher or the
place where you can study the hard copies of journals or other
reference materials. Likewise, it is a good idea to ask if the materials
that you need have digital copies so that you can copy and paste
important information that you will put in your paper/research.
Of course, always remember to cite your references properly. Also
bear in mind that the internet has millions of information and if
you or your students are not careful, you would end up wasting so
much time looking for information that you need.
Manage information. ICT literate individuals are able to apply an
existing organizational or classification scheme to information
gathered. He/She can conduct a rudimentary and preliminary
organization of accessed information for retrieval and future
application. Without the skill of managing information, you or
your students will be deluged with a lot of information available in
cyberspace. Learn to sort through these information, and put them
in categories for easy retrieval when you need them.
56
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
This
With information
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
57
which may also prove useful to those who will read them.
In addition, an ICT-literate individual needs to be aware of potential dangers and risks posed by the internet and other ICT communication tools and how to protect oneself and others from potential
harm. This includes how to deal with cyber-bullying, protecting
sensitive information, issues of privacy and preventing risky behavior. In addition, one needs to be aware that the internet teems
with pornography, credit card frauds, scams, spams, and viruses.
Protecting your personal data is critical to avoid issues and threats
in using the internet. Your personal data includes information such
as your name, address, age, social security number, workplace,
phone numbers, and names of friends and family. Unscrupulous
individuals can use this information to commit fraud against you
or steal your identity. While email is a very convenient and efficient
way of communicating with your friends, colleagues, and your students, be aware that safety also applies to its use. Some internet
criminals send official-looking emails in an attempt to con the user
into revealing details that may be used for identity theft. Emails
can also contain viruses; thus be wary of opening attachments or
emails from unknown persons.
58
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
ICT Literacy
I already
I have
I do not
have
this but
have this
this and
I need to
yet
practice it
further
regularly
improve
on it
(1 )
(2)
(3)
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
59
Feedback
How did your assessment go? If you have most check marks in the
1 column, you are already doing well in the area of ICT literacy.
Congratulations! If you have some check marks under the 2 column,
it may be good for you to continue developing the ICT literacy skills that
you are still not very good at. If you have more check marks under the 3
column, dont get discouraged. You may want to go back and review the
previous pages on developing ICT literacy. Reflect on the areas that you
need improvement on so that you can work on them. For competencies
that you already exhibit, continue to enhance them, and, if there are
opportunities, share them with your learners and colleagues.
The checklist that you have completed can also be used to assess or profile
your learners if they exhibit these characteristics. For sure, you must have
noticed that some of your learners need to improve on their evaluation
skills in writing their assignments. There may be instances when you need
to call the attention of a learner because of a cited reference which appears
to be dubious or his/her total failure to cite the sources of information.
Given the copyright or intellectual property rules being enforced in many
countries, you should make sure that your learners are aware of these
policies. Plagiarism and intellectual piracy are serious offenses and students
need to be aware that copying and pasting information from websites and
passing it off as their own work is not acceptable.
If there are some learners who still need more time in appreciating and
evaluating the many sources of information available to them, then it is
your duty as their teacher to equip them with necessary skills but first, you
should be confident in all of these.
60
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Feedback
How did your discussion go? Im sure you were able to share with your
co-learners and Tutor some of the ways that you do in your classroom
to help your students develop their ICT-literacy skills. Perhaps you may
have mentioned that you try to expose them to the different ICT tools as
you integrate technology in the classroom so that they will become more
familiar with ICT.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
61
Lets Study
Media Literacy
Together with technology, media has grown exponentially in the recent
years. The 21st century is an age when people get most of their information
from television, not textbooks, and from pictures, not print. Before,
textbooks were the primary sources of information. Newspapers and
magazines are also good sources of information but with the advancement
of technology, there have been lots of changes and media have been affected
by these changes. E-magazines and online versions of newspapers are now
available. There are also websites that upload and efficiently index books
to make research easier. Most students are exposed to a variety of media
in their everyday life. In many cases, they know more about media - i.e.,
they are more media literate than their teachers. But before continuing
discussion on media literacy, let us first define this phrase.
UNESCO defines media literacy as the ability to access, analyze, evaluate,
and produce communication and information in a variety of forms and
means.
digital formats. Like traditional literacy, media literacy includes the ability
to both read (comprehend) and write (create, design, produce). Further,
it moves from merely recognizing and comprehending information to the
higher order critical thinking skills implicit in questioning, analyzing and
evaluating that information (Considine, 1995).
62
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
I already
I have
I do not
have this
this
have this
compe-
compe-
compe-
tency and
tency but
tency yet
practice it
I need to
regularly
further
improve
on it
(1 )
(2)
(3)
63
I already
I have
I do not
have this
this
have this
compe-
compe-
compe-
tency and
tency but
tency yet
practice it
I need to
regularly
further
improve
on it
(1 )
(2)
64
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
(3)
I already
I have
I do not
have this
this
have this
compe-
compe-
compe-
tency and
tency but
tency yet
practice it
I need to
regularly
further
improve
on it
(1 )
(2)
(3)
Discuss the results of your media literacy assessment with your co-learners
and Flexible Learning Tutor.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
65
Feedback
From the checklist that you have just completed, do you consider yourself
as a media literate person? If you have more check marks in the first
column, you are doing very well in terms of having and using media
literacy skills and competencies. Congratulations! If you have more check
marks in the second column, study the items that you think you need to
improve on to develop your media literacy competencies. If you have most
check marks in the last column, take heart, and review the previous lessons
on media literacy. It would be good to discuss with your colleagues and
school head on how you can develop a concrete plan of action to enhance
media literacy competencies that are not yet evident in your daily life and
in your life as a 21st century teacher. It is your duty to ensure that you
have a complete comprehension of media literacy so that you can help your
students develop their own media literacy competencies.
You may have also been surprised to know that your co-learners and
you have different levels of media literacy. As a 21st century teacher, you
should be able to discuss and apply the key concepts related to media
literacy as this is a core competency that your learners need to have. Just
like in information literacy, the aim of media literacy is to ensure that your
learners will be guided especially in handling and appreciating various
forms of media as you facilitate the teaching-learning process in your
classroom using various forms of media.
Congratulations! You have successfully completed Lesson One of this
module that equipped you with knowledge, skills, attitudes, and values
for the 21st century.
66
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Lets Remember
In this lesson, you learned that:
The Southeast Asian Region has seen several social, technological,
ecological, economic and political (STEEP) changes that have affected
the way its societies have evolved and adapted. There are many
common cultural, political, and social forms that are shared across
Southeast Asian countries. Most Southeast Asian countries are faced
with two main problems: addressing inequalities in education (equity)
and enhancing the quality of the instructional process.
There are eight characteristics, or attributes, of 21st century education.
These are:
Integrated and Interdisciplinary
Technologies and Multimedia
Global Classrooms
Creating/Adapting to Constant Personal and Social Change,
and Lifelong Learning
Student-Centeredness
21st Century Skills
Project-based and Research-driven
Relevant, Rigorous, and Real-world
The 21st century education is characterized by:
New Environment of Learning,
New Content of Learning,
New Process of Learning,
New Types of Learners, and
New Spaces/Dimensions of Learning.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
67
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
69
2. The students found the lessons in their history class uninteresting and
boring because these were mostly about dates, places, names of people,
and the like. As such, which parameter of 21st century teaching-learning
should the class work hard on to improve?
3. If you were the teacher, how would you improve the parameter in
question number 2 so that it fits 21st century learning?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. The students found the usual lecture and class discussion methods
boring and unappealing. What parameter of 21st century learning
needs to be improved?
5. If you were the teacher, how would you improve the parameter in
question number 4 so that it fits 21st century learning?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
7. What parameter of 21st century learning was shown when the students
raised issues they came across the internet about aspects of history that
were contestable?
Part II.
Read the situation below and answer the questions that follow. Write your
responses on the space after each question.
Sim just graduated from SEAMEO INNOTECHs GURO21 Course,
Facilitating 21st Century Teaching and Learning. He wants to make sure that
his classroom manifests the eight critical attributes or characteristics of 21st
century classrooms listed below:
Integrated and Interdisciplinary
Technologies and Multimedia
Global Classrooms
Creating/Adapting to Constant Personal and Social Change,
and Lifelong Learning
Student-Centeredness
21st Century Skills
Project-based and Research-driven
Relevant, Rigorous, and Real-world
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71
The following are some of the changes that Sim implemented in the classroom.
Each change corresponds to an attribute or characteristic of 21st century
classrooms. On the line after each situation, write which specific critical
attribute Sim is able to apply in his classroom.
and then asks them to write the steps they used to solve it in
__________________________________________________________
___________________________________________________________
3. Sim teaches students critical thinking skills, collaborative team
___________________________________________________________
4. Sim takes the students to various offices and work stations in the
___________________________________________________________
Students then post their topics on the board, read each of the topics
During the entire activity, Sim just quietly sits on his chair and
observes the students. His role is just to answer questions when the
The topic
___________________________________________________________
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
about the topic or issue that they discussed. This ensured that the
___________________________________________________________
7. Whenever appropriate, Sim asks his students to bring something
__________________________________________________________
8.
their hearts: choosing a cell phone plan. He offers data about the
monthly base rate and costs per minute of two calling plans. Then
he asks them to make a table, graph the two plans, and answer a
choose the best value, given his or her actual monthly cell phone
usage, and to write a simple proposal for his or her family about
__________________________________________________________
Part III.
1. Describe the new learners of the 21st century, based on the model of
Zhou (2006). What are the characteristics of these new learners?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Discuss the potential uses of the four pillars of learning in improving
teaching and learning activities.
______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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3. Read the situation below and, then, perform the tasks that follow.
Explanation:
______________________________________________________________
______________________________________________________________
______________________________________________________________
Explanation:
______________________________________________________________
______________________________________________________________
______________________________________________________________
Explanation:
______________________________________________________________
______________________________________________________________
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______________________________________________________________
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Part IV.
1. Match each 21st Century Literacy listed in the first column with the
correct application in the second column. Write the letter of the best
answer on the line before each number.
21st Century
Situation
Literacy
___1. Arts and
Creativity
Literacy
___2. Ecoliteracy
B. Nuinda learned from her class the ability to recognize, understand, and appropriately express her emotions, and
to relate well with others.
___3. Financial
Literacy
___4. Media
Literacy
___5. Social/
Emotional
Literacy
___6. Globalization
and
Multicultural
Literacy
F.
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75
21st Century
Situation
Literacy
___7. Cyberliteracy
2. Place a check mark on the blank line before each number if the following
teachers show the characteristics of an ICT-literate individual. Give a
reason for your answer on the lines provided.
____1. Ms. Hoa is doing a research on the effect of using multimedia in
instruction on students achievement and motivation. She first
conducted an exhaustive literature review to know the extent of
information available.
_________________________________________________________
_________________________________________________________
____2. Mrs. Sarah assigned her students to do a paper on global warming. She ably guided her students in doing an internet search
on their topic. This way, they did not get overwhelmed with the
wealth of information available to them and they obtained the
needed information effectively and efficiently.
_________________________________________________________
_________________________________________________________
____3. Mr. Zair forwarded to his friends an email he had received, which
promised him a laptop if he sent the message to 100 people. The
email claimed that it was a new promotional activity by a leading
computer company.
_________________________________________________________
_________________________________________________________
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
____4. Ms. Maria gathers information from a variety of sources, crosschecking each one for accuracy and veracity, before using them
to accomplish her specific purpose.
_________________________________________________________
_________________________________________________________
____5. Mr. Chiu submitted a reaction paper on the use of mother tongue
in teaching the early grades. In his literature search, he came
across a similar study dated several years ago. Because he was
pressed for time, he copied this research, only changing some of
the details in the study.
_________________________________________________________
_________________________________________________________
Feedback
Compare your answers and views with the Key to Correction found on pages
185-198. If you have answered all the questions correctly, you already have
adequate knowledge about the characteristics and literacies required for the
21st century. You also have a good understanding of the four pillars of education as a framework that can be used to anchor education in the 21st century.
If you missed some items, it is still alright, except that you should review
the items you overlooked. It would be good for you to go back to all the
sub-topics and discussions in this lesson, especially those that youve missed
in the test.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
77
Now, the next question that you need to answer is How can I improve my
KSAVs based on the other pillars of education? Two of the pillars will be
the focus of Lesson 2, Learning to Live Together and Learning to Do as a
21st Century Teacher.
Are you excited to start? Let us proceed now to Lesson Two.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
LESSON
79
As a teacher, you are given a special role to play so that your learners will
develop the life and career skills that they need to thrive as productive
members of 21st century societies and beyond. But, before you can develop
the knowledge, skills, attitudes, and values (KSAVs) in your students, you
must develop these within yourself. This lesson will be your first step in
achieving this goal.
Lesson Two will discuss how you can equip yourself with KSAVs related to
Learning to Live Together and Learning to Do pillars, which are important in
your daily life and in your life as a 21st century teacher. Under these two
pillars are the following life and career skills in the 21st century:
1. Social and Cross-Cultural Skills
2. Flexibility and Adaptability
3. Initiative and Self-Direction
4. Productivity and Accountability
5. Leadership and Responsibility
The first two sets of skills in the list are linked with the pillar Learning to
Live Together. After all, one needs to be flexible and should have a strong
capacity to adapt to the fast-paced changes in the 21st century if one is to
thrive in this environment. The diversity of people in communities and
nations also requires one to develop skills in relating with people across
cultures. The last three sets of skills are related to Learning to Do. These
skills will be needed by learners when they leave the confines of your
school and enter into the world of work later on in their life.
Read on and learn more about life and career skills in the 21st century, with
the pillars of learning as the framework for your study.
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81
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Feedback
Situations such as the one described in Suyens story are quite common
in and outside schools. Students like Suyen, who have different needs
and concerns, are part of the diverse set of a new generation of learners
in the 21st century. Sadly, some students, like Suyens classmates, dont
treat others well because they are different from them in terms of physical
appearance. Diversity may also be in terms of abilities, gender, race,
religion, and culture. Lack of respect for these differences becomes a source
of conflict. Respecting individual and cultural differences is a value needed
by students in schools and in the world outside them. Suyens classmates,
and, sadly, her teacher, did not manifest respect for individual differences
and treated her badly because of her different needs.
If you were Suyens teacher, perhaps you might have listened and addressed her concerns better. You might have talked to Suyens classmates
and called their attention regarding their inappropriate behavior. Teachers
are supposed to be at the forefront in respecting and promoting diversity in
and out of the classroom. This is a challenge for you, as well as for all teachers in the 21st century. How do you, as a teacher, equip yourself and your
students with knowledge, skills, attitudes, and values (KSAVs) so that they
will thrive successfully in a diverse and fast-changing 21st century environment? Read on and find out the answers to these questions.
Lets Study
Learning to Live Together in the 21st Century
As a teacher, you are expected to be an instructional leader in your
school, who, among other things, helps ensure that the school is a safe and
conducive venue for learning. Creating a safe and comfortable learning
environment in schools means that students feel accepted, respected, and
heard. They must also feel that they have a right to express themselves and
be respected for their opinions and for who and what they are.
Since the last decade, more and more educators are seeing classrooms that
have a diverse profile of students. Because of migration, social change,
globalization and other events, students in a single classroom may now
come from various backgrounds and culture.
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84
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Behavior
85
Behavior
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Scoring Key:
Add all your ratings for the items under A and divide by 7. The resulting
average is your score in terms of Appreciation for Diversity. Apply the same
process for B in order for you to obtain your average score in Peaceful Conflict
Resolution, and for C, so that you will know your score for Encouragement
for Student Participation and Collaboration. Add up your average scores for
the three areas and divide by three for you to come up with your over-all
score for Peace and Diversity Appreciation.
Example:
A. Appreciation for Diversity
Score:
3 x 5 = 15
2X4= 8
1x3= 3
1x2= 2
Total Score
: 28 / 7
Ave. Score
: 4.0
Score:
4 x 5 = 20
2X4= 8
1x3= 3
Total Score
: 31 / 7
Ave. Score
: 4.4
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87
Score:
2 x 5 = 10
2X4= 8
1x3= 3
1x2= 2
Total Score
: 23 / 6
Ave. Score
: 3.8
Score Interpretation:
Score
Description
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Feedback
What scores did you obtain from the questionnaire? If you scored within
4.50 5.00, congratulations! It means that you manifest respect for peace
and cultural diversity in every way in your classroom! Being a living
example of the learning pillar Learning to Live Together, transmitting the
accompanying knowledge, skills, attitudes, and values to your students
will be easy for you.
If you obtained a score between 3.50 to 4.49, good work! Just work harder
to carry out the statements where you rated yourself 3 or lower.
If you scored 2.49 or lower, do not despair. This knowledge should make
you more determined to master the necessary knowledge, skills, attitudes,
and values that comprise the competence to appreciate peace and respect
for cultural diversity. Review all the items in the questionnaire and reflect
on how you will be able to carry them out. Also, read on for you to learn
more about how to learn to live together.
Lets Study
Learning to Live Together Life and Career Skill #1:
Social and Cross-Cultural Skills
The activity that you have just completed provides an indication of your
competence in appreciating and promoting peace and respect for diversity
in your school. Trying to live in peace and harmony with other people is
just one of the many challenges of living in the 21st century. Thus, you need
to equip yourself with life and career skills to enable you to live together in
a fast-changing and diverse 21st century environment.
Can you recall the life and career skills under the education pillar Learning
to Live Together? These are:
1. Social and Cross-cultural Skills, and
2. Flexibility and Adaptability.
Read on and learn about the first set of skills in the following pages.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
You may have mentioned that you felt bad about being disrespected. This is understandable, because like you, many people want
others to treat them with respect. But, do you know that how you
conduct yourself, your attitudes towards others and your actions,
determine the way people treat you? Remember that respect is
two-way: if you want others to respect you, you have to respect
them first. This adage goes for your students as well.
Conducting yourself in a professional manner also brings in respect
from your colleagues and students. This includes dressing appropriately, being well-mannered, using appropriate language, and
having social etiquette.
3. Respond open-mindedly to different ideas and values.
The 21st century is characterized by a rapid emergence of diverse
and new concepts and ideas. Thus, it is important for teachers not
only to be knowledgeable about new ideas, but also to be tolerant
and respectful of other ideas as well, even if these will run contrary
to what they believe in. This is what being open-minded means. One
who is open-minded is willing to take relevant evidence and argument into account when forming or revising ones beliefs and values.
4. Leverage social and cultural differences to create new ideas and
increase both innovation and quality of work.
Cultural diversity is a source of richness and a catalyst of processes
of creativity and innovation (Intercultural Research and Training,
2008). This may be because different individuals bring into the
group resources, knowledge, and skills that are uniquely their own.
These variety of resources coming from different individuals may
be harnessed for the advantage of the group or to serve its specific
purpose. This is what leveraging means. For example, in your
classroom, you may have observed how diversity among members
of a group may lead to quality projects as a result of their teamwork
and collaborative effort. Each member contributes his/her own
unique knowledge, skills and talents, towards the successful completion of the task on hand. One may be skilled at data gathering,
another at doing illustrations, another may be adept at presenting
the results of the study, and so on.
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91
5. Respect
cultural
differences
and
work
effectively
with
Teacher Ching
Teacher Ching graduated at the top of her class and she is now teaching
mathematics at a community high school. She is a math wizard and her
students simply listen to her lecture. She doesnt entertain questions. She gets
easily bored and impatient if her students are slow in solving math problems,
or if it takes them long to answer her questions. More often than not, she ends
up solving the math problem herself, or giving the correct answer, while her
students copy the solution written on the blackboard.
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Teacher Shruti
Teacher Shruti attended a seminar on innovative teaching strategies. Her
teaching supervisor asked her to do an echo seminar at school. She excitedly
shared her new learning with her colleagues. She was exalting the advantages
of the new strategies and she kept on referring to the traditional ways of
teaching as outdated. A senior teacher commented that what she refers as
traditional ways of teaching still work well for them. Teacher Shruti dismissed
the comment and repeated that those who are still using this strategy will soon
face the fate of dinosaurs and become extinct themselves.
Teacher Ning
Teacher Ning is a candidate for promotion in her school. She is very much
qualified for the post, being an exemplary teacher and one who promotes
positive values in her students. However, a disgruntled colleague has been
spreading rumors that she is unprofessional in dealing with parents. Teacher
Ning simply ignored what her colleague was doing and continued to relate
with her in a professional manner.
Teacher Kho
Teacher Kho has been tasked to form a committee to address the growing
number of dropouts in their school. He selected representatives from both
male and female faculty members and teaching supervisors from different
subject areas. He also invited representatives from parents, students, and local
community leaders to be members of the committee. This way, he is assured
that all concerns will be represented, and all voices from different stakeholders
are heard. He facilitated a forum discussion to identify the root cause of the
dropout problem and solicited their opinions and suggestions on how to
address this issue.
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93
1. Based on the critical incidents, identify the most dominant social and
cross-cultural issues faced by Teachers Ching, Shruti, Ning, and Kho.
What advice can you offer each teacher to address their concerns? Use
the table below to write your answers. The first row has been done for
you as an example.
Social and
Teacher
Ching
Cross-
Supporting
cultural
Incidents
Advice
Issue
Know
Teacher
when it
is appro-
listen to her
priate to
students. She
listen and
when to
talking in the
speak.
classroom and
stifles ques-
students.
classroom.
Shruti
Ning
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Social and
Teacher
Cross-
Supporting
cultural
Incidents
Advice
Issue
Kho
Rating
(1 to 5)
Supporting Incidents
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95
Feedback
For question #1, you may compare your answers with mine in the Key to
Correction on pages 199-200. Your words may not exactly be worded like
mine, but if our ideas are similar, consider your answers correct.
For question #2, if you rated yourself 4 or 5 in most, if not all, of the items,
you have done well. You are already equipped with social and cross-cultural skills needed for 21st century life and work. You have a lot of things
to share with your co-learners, as well as with your co-teachers and school
head, about how to apply these skills in ones life. More important, you
will also be able to help your students develop this skill in themselves so
that they will become open-minded to brave, bright, and new ideas of the
21st century. For the skills that you rated yourself 3 or below, seek advice
from your colleagues and teaching supervisor on how you can strengthen
yourself in these areas. You may also want to discuss your results with
your co-learners and Flexible Learning Tutor.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Lets Study
He prayedit wasnt my religion.
He ateit wasnt what I ate.
He spokeit wasnt my language.
He dressedit wasnt what I wore.
He took my handit wasnt the color of mine.
But when he laughedit was how I laughed,
and when he criedit was how I cried.
- Amy Maddox , In Teaching Tolerance (1995)
Reflect on the poem above, titled Underneath Were All the Same, and
written by Amy Maddox when she was a 16-year old student at Franklin
Community High School in Indiana, United States of America. What does
the poem tell you about cultural diversity? Write your thoughts on the
lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
How did the poem make you feel? The quote speaks of different types
of diversity - religion, language, race, and culture. Yet, the statements
highlight not the individual differences of people, but what makes them
similar. For example, the emotions experienced by people, regardless
of how different they are from each other, are pretty much the same for
everyone. It is a fact of life that we are drawn to one another because of our
similarities. It is our differences that we must learn to respect.
How are people different from one another? According to the International
Bureau of Education of UNESCO, the following are the possible areas of
diversity-related problems (Pinderhuges, 1989). As a teacher in Southeast
Asia, a region characterized by a rich diversity, you need to be aware
and address diversity-related issues, such as race, religion, ideology,
nationality, ethnicity, appearance (e.g., body structure), socio-economic
class, age and gender. Southeast Asia is a region very rich in terms of
cultural diversity. There are hundreds of different languages and ethnic
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
97
groups and great diversity in the religious beliefs of its people. Islam,
Christianity, Buddhism, and Hinduism, for example, are among the major
religions practised in this region.
Because people are different and diversity exists among them, it is not
unusual for some to develop some prejudices. Prejudices are negative
feelings and attitudes towards members of a certain group without any
adequate basis. These prejudices are potential sources of diversity- related
problems.
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Discuss your answers with your Flexible Learning Tutor, co-learners, and
your colleagues. Also discuss with them other possible ways in which
cultural diversity problems can be manifested and addressed.
To live together peaceably in the 21st century, you must be a teacher who
possesses certain qualities that help promote appreciation and respect for cultural diversity. Read on and find out if you already have these characteristics.
Lets Read
The Characteristics of Teachers who Promote
Appreciation and Respect for Cultural Diversity
In the story presented at the beginning of this lesson, do you recall how
Suyens teacher reacted to her concern about being teased because of her
physical appearance? Would you say that the teacher handled the situation
well? Apparently, no. The teacher merely ignored Suyen and did nothing
to help her. This behavior reflects a characteristic that is not conducive to
promoting respect for cultural diversity. As a 21st century educator, you
are expected to possess the qualities of teachers who promote appreciation
and respect for cultural diversity. In response to the challenge of promoting
respect for cultural diversity, educators must serve as models for the
qualities and skills they are helping students to develop within and outside
the classroom. Needless to say, a teacher who promotes peace and respect
for cultural diversity is a teacher of peace. To become one, educators
must work towards developing these characteristics (Reardon 2001 in
Castro and Galace, 2008).
Do you know what these characteristics are? Are you excited to know how
many of these attributes you possess and manifest in your life as a teacher
of the 21st century? Do the activity that follows and find out.
99
Characteristics
I have
I may
I do not
this /I am
have this
have
this
/I may be
this/I am
this
not this
(2 points)
(1 point)
(3 points)
1. I understand that education
should be a means towards
constructive change.
2. I am actively involved in the
community.
3. I am a lifelong learner who
continues to improve my own
learning abilities
4. I am aware of my own values
and live by them.
5. I nurture peace and a sense of
community.
6. I am gender-sensitive. I am alert
to any possibility of gender bias
in myself or in students.
7. I am constructively critical. I
use criticism as a tool towards
constructive change.
8. I intentionally develop in
learners their capacity to care.
9. I am an inquirer. I am more a
raiser of questions than a giver of
answers.
10. I have the skills of communication and conflict resolution.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Characteristics
I have
I may
I do not
this /I am
have this
have
this
/I may be
this/I am
this
not this
(2 points)
(1 point)
(3 points)
11. I have the skills of reflective
learning through which I
apply what is learned from my
teaching to deepen my own
understanding of the students
and the learning process.
12. I practice cooperative learning
by encouraging cooperative
learning tasks and discouraging
negative competition among
students.
13. I help students plan and act to
achieve a culture of peace.
Total Score:
Feedback
Add up all the scores according to the column checked. The perfect score is
29 (13 items x 3 highest rating in the scale).
A score of 26 and above indicates that you already possess the attributes of
a teacher who promotes and respects cultural diversity a teacher of peace.
A score of 20 to 25 indicates that you possess some of the attributes but still
need to do work towards developing your skills in promoting respect and
appreciation of cultural diversity.
If you scored lower than 20, you need to exert an extra effort in developing
your skills in promoting respect and appreciation for cultural diversity in
the school setting.
Based on the results of the assessment, do you now consider yourself as a
teacher of peace? If so, congratulations! Not only are you equipped to peaceably live together among your family, friends, and co-workers, but you are
also in a position to help your students become students of peace themselves.
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101
What can you do as a teacher to further promote respect for cultural diversity? Complete the following activity and find out.
Activities
I am
I can do this
already but havent
doing
done it yet.
this.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
I cannot do
this.
Activities
I am
I can do this
already but havent
doing
done it yet.
this.
I cannot do
this.
Feedback
How did you fare in terms of promoting peace and respect for cultural
diversity? If you have many check marks in the second column (I am already doing this), it means that your classroom promotes living together
peaceably. It also shows that respect for cultural diversity is evident. If
you have more check marks in the third and last columns (I can do this but
havent done it yet; I cannot do this), do not get frustrated. The succeeding
lessons will help you and your school to be better at promoting respect for
cultural diversity.
In addition to promoting respect for cultural diversity, you as a teacher of
the 21st century, need to develop other personal values and skills - like being flexible and adaptable to diverse and changing situations. Read on and
find out about the second set of skills that you need to develop under the
pillar, Learning to Live Together.
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103
Lets Study
Learning to Live Together Life and Career Skill #2:
Flexibility and Adaptability
How do you develop flexibility and adaptability in your life as a 21st
century teacher? Find out by reading the critical incident below. Then,
answer the questions that follow.
Critical Incident
Teacher Lee, a high school teacher from a rural government school, transferred
to another school in the city. Teacher Lee encountered challenges in her new
school. For one, the class size was much larger. For another, while she handled
Algebra for many years in her former school, the only available teaching slot
in her new school was Geometry - a subject she hadnt taught in a long while.
The students were also more diverse - coming from different nationalities and
cultures. On her first day of teaching, she was overwhelmed and amazed at the
availability of technological gadgets for teaching, such as computers, multimedia projector, access to internet-based learning resources, TV, and other audio
-video equipment.
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The shift for her was rapid and she was both shocked and confused. She didnt
know what to do, for she was not very much familiar with the use of the
technology in the classroom. While they had computers in her previous school,
these were mainly used for making reports and other administrative purposes.
She wanted to approach her co-teachers for help but they were all busy. Some
even seemed unfriendly to her as she heard them making comments about her
being primitive. The changes were just too many for her and these were
all happening at the same time. Teacher Lee had adjustments to make in her
personal and professional life as well.
If you were Teacher Lee, how would you address the challenges posed by
the new environment? Write your reflections on the lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your thoughts with your co-learners and Flexible Learning Tutor.
Read on and see if your responses are similar with mine.
Feedback
Like Teacher Lee, many people have faced situations that expose them to
new and challenging environments. This is particularly more true now in
the 21st century than in the previous centuries, due to the fast-paced changes
and the multicultural and diverse societies of the 21st century. Thus, if you
were in the situation of Teacher Lee, you surely would have recognized
the necessity and urgency of developing flexibility and adaptability in life,
at school, and at work.
What does it mean to be flexible and adaptable in life as a 21st century
teacher? Similar to what Teacher Lee needs, how do you develop these
skills in yourself and in your students?
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Lets Read
Adaptability
Partnership for 21st Century Skills (2009) describes `adaptability to change
as the ability to fit into varied roles, responsibilities, and contexts. In the
critical incident that you have read, Teacher Lee was exposed to new
students, new subject matter to teach, new school setting, which are all very
different from what she has been used to. For her to adapt, it is necessary
to adjust to the new roles and responsibilities required of her in the new
environment.
Being adaptable also implies working effectively even if you happen to
face new situations, new environments, and changing priorities. Even if
roles and tasks are ever-changing, a person who is adaptable will not stop
working but will be willing to make the necessary changes to achieve the
goal he/she has set. As a teacher, you must recognize that changes are
inevitable in this current generation. You must be able to adapt to these
changes if you want to thrive in the 21st century.
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Lets Study
Guidelines for Developing Adaptability
So how do you become adaptable? Purnell (2011) shares the following
guidelines on how to develop adaptability.
1. Adapting to change should always be for your highest and best
benefit.
2. Assess what you are trying to achieve with your changes by
reviewing your current practices and implementing measures to
bring you into alignment with your new objectives.
3. Change your behavior - your negative emotions and way of
thinking, and try to retain your ability to remain optimistic.
4. Be more strategic. For example, see multiple scenarios, learn from
past experiences, understand and manage your emotions while
being sensitive to the emotions of others, and view change as an
opportunity rather than something to be feared or threatened by.
5. Be observant of the changes occurring around you and be prepared
to do what is necessary.
6. Listen to what is being said, appreciate others views, and respect
their needs. Plug all that information into your mind and find
solutions that match your situation.
What do you think about the tips presented? Remember, the usefulness of
such guidelines depends upon your initiative to try them out in your life as
an individual and a teacher.
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Lets Read
Flexibility
Now that you have learned about the importance of adaptability and how
you can demonstrate it, its time you know more about flexibility, another
important life and career skill under the pillar, Learning to Live Together.
Partnership for 21st Century Skills (2009) described flexibility as being
able to effectively incorporate feedback into ones actions. It also implies
dealing positively with praises, setbacks, and criticisms.
As a teacher, you will often find yourself in situations that require a lot
of flexibility, creativity, and the ability to change plans at the drop of a
hat. Flexibility is an important skill for any teacher because anything can
happen in the classroom, in school, and even at home. In the classroom,
a flexible teacher responds to different classroom situations and adjusts
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instruction to best serve the needs of students. Flexibility means being able
to use a variety of teaching techniques and strategies. This skill also comes
in handy in the classroom when, for a variety of reasons, the teacher needs
to adjust his/her plans for a particular day. A flexible teacher is able to
make modifications to the plan under specific circumstances.
How do you develop flexibility in your daily life and in your life as a
teacher? Here are some flexibility fundamentals adapted from Eder (2010)
to help you develop this important skill in your life.
1. Anticipate changes in your plans.
Since everything changes, your plans must change, too. For example,
typhoons, class suspensions,
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Being flexible also means being able to give up one task or responsibility
for something that you value more. This way, you get to keep a good
sense of balance on whats more important to you and your life as a
teacher vis-a-vis the less essentials. Keeping things balanced not only
refers to tasks and responsibilities, but also in balancing diverse views
and beliefs to reach workable solutions, particularly in a multicultural
environment. Being flexible means understanding these diverse views;
and when conflicts arise due to these differences, being flexible means
being able to negotiate to reach a peaceable resolution or compromise
acceptable to everyone.
Feedback
Im sure that you learned much from your own reflections in the previous activity, and from your discussion with your co-learners and Flexible
Learning Tutor. This is because all of us have encountered situations such
as being in a new environment with different challenges similar to what
Teacher Lee has experienced. These situations call for flexibility and adaptability - skills necessary in the light of the rapid changes in the 21st century.
Like Teacher Lee and as a 21st century teacher, you may be overwhelmed
by these changes. For example, you may have also experienced the changes
that Teacher Lee had in her personal life (e.g., new home and community
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environment), and in her life as a teacher (e.g., new school, new students,
new colleagues). To adapt to these changes, you should realize and
accept that in life and at work, everything is in a constant state of change.
Interruptions and disruptions to ones daily life, such as those experienced
by Teacher Lee in her personal life and in her life as teacher, are expected.
Therefore, an attitude of flexibility and adaptability is important to
successfully hurdle the challenges of life and teaching in the 21st century.
As a 21st century teacher, flexibility and adaptability are necessary skills
for you to develop within yourself since nothing, no matter how carefully
you have planned your lessons, is going to work as written down on paper.
Each of your students is unique and school days are different from each
other. Recall Teacher Lees story. Most probably, her new students would
have characteristics that are different from students in her former school.
Even the learning situations in her school would be different, and most
often, would not fit neatly into her schedule of things. Because of these, she
will need extra help from her colleagues and school head.
When you encounter similar situations, it would be good to listen to the
advice of your colleagues and school head to help you cope with the changes
and challenges in a new environment. Getting help should be no problem
once you have decided that you cannot do it alone. Have you experienced
that there are days when you even need the help and cooperation of
your students? Once you have developed the skill of being flexible and
adaptable, you can then pass these skills on to your students.
Lets Remember
The learning pillar Learning to Live Together involves the
development of social skills and values, and an appreciation of
diversity among people. These skills will enable you and your
learners to live in peace and harmony.
To equip yourself with knowledge, skills, attitudes, and values
(KSAVs) and to live in peace and harmony in life and in work in
the 21st century, you must improve on the following 21st century
life and career skills related to the Learning to Live Together pillar:
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There are five suggested ways to develop ones social and crosscultural skills. These are:
gender sensitive,
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1. Based on Ginos experience, what do you think were his most important
learning in school?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. As a teacher, what are your most significant insights from the experience
of Gino? Write your thoughts on the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Share your reflections with your co-learners and Flexible Learning Tutor.
Then, compare your responses with mine on the next page.
Feedback
It is one of the biggest dreams of teachers to see their students succeed in
life and in work. As a teacher like Mrs. Pilar, you would have felt elated to
know that you contributed, in whatever small way, to developing the skills
necessary for your students to thrive well in work and in life. Gino seemed
to have been equipped and nurtured in his former community high school
with knowledge, skills, attitudes, and values (KSAVs) that he needed to
gain employment, even if he was not able to pursue a college degree.
Perhaps, like Mrs. Pilar, you may also have realized that students like Gino,
who took on a different career path, can also succeed in their work, provided
they are equipped with KSAVs needed in the fast-changing 21st century
environment and beyond. Perhaps this is also one of the realizations of
Gino in the story, that even if a formal tertiary degree has eluded him due
to financial difficulties in his family, he was still able to succeed in life and
at work because of the appropriate KSAVs that he gained while in high
school. He was indeed very grateful to his teachers for these!
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Have you ever thought about how you can help your students have the
necessary KSAVs to help them succeed in life and at work in the 21st
century and beyond? However, bear in mind that, as mentioned earlier,
before you can develop these skills in your students, you must first equip
yourself with these same life and career skills.
Are you excited to know more about how you can do this? If your answer
is yes, then continue studying the next topic on life and career skills related
to the Learning to Do educational pillar.
Lets Study
In Lesson One, you were introduced to the four learning pillars, where
you also learned in greater detail the first pillar - Learning to Know. Earlier
in this lesson, you learned more about the second pillar - Learning to Live
Together, and how this relates to your life as a 21st century teacher. Are you
ready to learn about the next pillar - Learning to Do? If so, continue reading.
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Learning to do thus implies a shift from simply applying skills to developing competence, or a mix of higher-order skills specific to each individual.
Thus, learning to do means, among other things, developing the following life and career skills:
A. Initiative and Self-direction
B. Productivity and Accountability
C. Leadership and Responsibility
What are these life and career skills? Read on and find out more about
these in the following pages.
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Lets Read
Learning to Do Life and Career Skill #1:
Initiative and Self-Direction
How do you describe a person who has initiative and self-direction? Partnership for 21st Century (2009) describes initiative and self direction as :
1. Ability to work independently. Exercising initiative and self-direction
implies the ability to work without the assistance of others. While
working with other people and in teams is also important in life and
at work, there are occasions when you will need to be confident in
working independently and in no need of someone elses help.
This
also means being able to monitor, define, prioritize and complete tasks
without direct oversight.
2. Ability to manage goals and time. This includes setting goals with
tangible and intangible success criteria. It also involves balancing tactical
(short-term) and strategic (long-term) goals. Moreover, it implies being
able to utilize time and manage workload efficiently. It is common for
21st century workers to do multitasking - where one takes on different
work, roles, and responsibilities at the same time. This is even more true
in your life as a teacher. You are facilitator of learning in your classroom,
counselor for your students (and sometimes colleagues), while you do
administrative reports needed in your classroom and school. Alongside
these teaching roles, you also have a role to play in your family - as a
wife/husband, or a daughter/son. All these will eat up a chunk of your
time, and you must learn how to manage your time wisely - between
personal life and teaching life.
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Lets Study
Learning to Do Life and Career Skill #2:
Productivity and Accountability
The second set of Learning to Do skills for life and work in the 21st century
is productivity and accountability. Productivity involves being able to
deliver a specified task in a given period of time, using available resources.
Accountability, on the other hand, connotes being responsible to someone,
or for some activity.
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How do you develop within yourself the skills of being productive and
accountable? As a 21st century teacher, you must realize that productivity and accountability involve setting the right priorities, careful planning,
and applying knowledge and skills to make wise decisions that create quality results in a fast-changing environment. You demonstrate accountability
through your efficient time management, appropriate resource allocation,
personal integrity, and self-monitoring to meet the demands of productivity.
There are two important skills for you to develop along the lines of productivity and accountability in the 21st century. These are:
1. Manage projects. This implies that you should be able to set and meet
goals, even in the face of obstacles and competing pressures. Also,
you should be able to prioritize, plan, and manage work to achieve the
intended result. Teachers like you are often given tasks in addition to
your usual teaching assignment and you must be able to manage these
additional work well. For example, you may be assigned to serve as
an advisor in investigatory research projects of students. This task will
require time and attention outside your instructional time and it is
important for you to plan out your strategy to handle both teaching and
this additional task well.
2. Produce Results. This does not simply mean having an output, but
producing one with high quality with the optimum use of available
resources. As a teacher, you may need to submit reports to your school
head. Your report output should always have the stamp of quality and
excellence.
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Increasing Productivity
How do you increase your productivity so that you will have high quality
results and facilitate the learning in your 21st century classroom? The following are some guidelines on how you can be more productive, not only
in school, but in your life as well. These tips are adapted from Katie-Anne
Gustafsson (2006).
1. Communicate simply and clearly
In
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This may
include coaching students for science fairs and helping them develop
their projects. It would be helpful if you plan the entire project at the
beginning of the school year. Break it down into smaller steps and assign
a date by which each step should be completed. Delegate some activities
that can be done by someone else, but keep them closely supervised as
to who is doing what and when it should be completed. Once you have
planned how you will do the project, you will find that you are less
likely to put it off until the last minute.
3. Prioritize
Have you ever experienced what some call as tyranny of the urgent?
This means that all your activities and tasks seem to call on your attention,
or that each task seems equally important as the rest. These tasks could
be papers to grade, students who need remediation or enrichment,
reports to write, and so on. While you may have the desire to do all
these things at one time, jumping around from one task to another will
have you feeling exhausted at the end of the day. More often than not,
you may find yourself having too many activities but accomplishing
little, sometimes none at all.
How do you
At the end of each day, take a look at the activities/tasks that you have
accomplished. Then, move those that you havent completed to your
priority for the next day.
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4. Do not procrastinate
Have you ever found yourself putting off a task that can be done for the
day? If your answer is yes, you are like many people. Procrastination
may be considered as the biggest time thief of all! To be productive,
you need to identify the tasks you tend to put off. Once you know
which things you are likely to procrastinate about, consider why you
dont want to do them. Perhaps they are too large, too boring, or just
seem like a waste of your time. By identifying the reasoning behind
your procrastination issues, you can find solutions, such as breaking
larger projects down into smaller pieces, scheduling the least-liked
tasks for first thing in the morning so they are done, and delegating any
tasks that are so routine they feel like a waste of your time. Eliminate
procrastination from your daily life and in your life as a teacher and be
amazed at how much more you can accomplish in your day!
5. Delegate
One of the joys of being a teacher is that your students usually love to
do things for you! Volunteers abound in the classroom who will help
you do your routine tasks. Delegate some of your routine tasks - like
checking attendance by placing push pins in an attendance chart on the
wall, or assigning leaders for each team to facilitate homeroom activities,
and so on. You would be surprised how quickly students take on these
tasks. In the process, you will also develop their sense of responsibility.
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Productivity Traits
I already have
I do not
but I need to
have this
practice it regu-
further im-
trait yet.
larly.
prove on it.
(1 )
(2)
(3)
I communicate simply
and clearly.
I plan well.
I prioritize my tasks and
responsibilities well,
based on their importance.
I do all activities and
tasks that I can do today
and do not put them off
for tomorrow.
I delegate some tasks
that my students can
easily do on their own.
Feedback
How did you fare in the checklist? If you have more 1s and 2s in your
answers, good for you! You are a productive teacher (or at least well on
your way to becoming one) and well-suited for 21st century life and work.
If you have more check marks in the 3s column, do not be discouraged.
You may ask the advice of your colleagues, your co-learners, and Flexible
Learning Tutor to help you to further develop this skill.
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123
Lets Study
Accountability
You have learned that delegation is one way to increase your productivity as a teacher. This is also a great way to develop accountability - a skill
needed in life and at work in the 21st century - among your students. Can
you recall the definition of accountability on page 118? If you mentioned
that accountability refers to being responsible to someone or for some activity, then you remembered well!
There are varied activities in the classroom where you can allow your students to develop accountability and to take charge of their own learning.
The diagram below shows the various teaching-learning activities and the
levels of student and teacher accountabilities that they promote.
Study the figure below and then accomplish the activity that follows.
Teacher Accountability
I do it.
Focus Lesson
We do it.
Guided
Instruction
Collaborative
Learning
Independent
Tasks
You do it
together.
You do it
alone.
Student Accountability
Adapted from Frey, Nancy et al. (Productive Group Work, ASCD, 2009)
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Student
Instructional
Accountability
Accountability
Activity
(1=lowest;
(1=lowest;
4=highest)
4=highest)
Focused lesson
Guided instructions
Collaborative learning
Independent tasks
2. What have you observed about the relationship between teacher and
student accountability from the filled-out table above?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Reflect on the most recent lessons and instructional strategies that you
used. Do you find yourself taking greater accountability for learning
that happens in the classroom compared with your students? Why is
this so? Explain your answer in the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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Feedback
Looking at your filled-out table, have you observed that teacher accountability level goes down from Focus Lesson (4) down to Independent Tasks (1)?
The reverse is true for student accountability, with Focus Lesson having the
lowest rank (1) with Independent Tasks (4). If this is how you filled out the
table in question #1, then you are right!
Did you notice that there is a gradual release of accountability from teacher
to student from Focus Lesson down to Independent Tasks? This is a way to
build students confidence by allowing them to demonstrate their expanding competence in what they are learning. For example, it is in Focus Lesson where the teacher establishes the lessons purpose and show his/her
students how to approach the new learning material. This part shows huge
accountability on the part of the teacher and very little, if at all, on the part
of the students.
During Guided Instruction, the teacher strategically uses questions, cues, direct explanations, and modeling to facilitate students learning by completing
tasks according to the given guidance. In Collaborative Learning, the teacher
begins to delegate more accountability to the students as he/she designs
and supervises tasks that enable students to learn from one another. Finally,
during Independent Tasks, the teacher allows students to take center stage,
delegating most, if not all, accountability to students, as he/she designs and
supervises tasks that require students to apply their learning to their lives.
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127
Read the conversation below between Ms. Nga and Mrs. Rai.
Ms. Nga: Hello, Mrs. Rai. May I consult with you about an incident
that happened yesterday in my classroom? It involves Suyen,
one of my students.
Mrs. Rai: Of course, Ms. Nga. Please tell me what happened.
Ms. Nga: You see, I had an incident in my classroom yesterday. Some
students in my class were mocking their classmate, Suyen. I
saw Suyen crying because she was being teased for walking
with a noticeable limp. Her classmates were making fun
of her because of her different physical appearance. When
Suyen came to me for help, I ignored her. I felt really bad
about how I behaved.
Mrs. Rai: Why do you think did you act that way?
Ms. Nga: I really dont know what came over me. I did not do
anything for Suyen simply because I did not know how to
properly respond to her concern. Ignoring her was the best I
could come up with yesterday because I was afraid I might do
or say something wrong.
Mrs. Rai: I see. Well, at least you recognize the problem and admitted
that you were at fault in this situation. That is the first step
towards solving your problem. You know that in our school,
we aim to promote the respect for cultural diversity. What
happened with Suyen yesterday runs contrary to this
principle. How do you plan to address the concern of Suyen?
Ms. Nga: First, I think I need to apologize to her for the way I reacted.
Then, I will talk to her classmates and emphasize to them the
need to respect one another. I hope to be able to make them
realize the wrong that they have done and apologize to Suyen.
Perhaps they will do better next time, like I will, too.
Mrs. Rai: Great, Ms. Nga! See, you were able to sort things out on your
own and come up with concrete solutions to your problem.
Ms. Nga: Oh, thank you, Mrs. Rai. You are really a good mentor.
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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What would you have said to Ms. Nga if you were Mrs. Rai? What other
advice would you have offered her?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Did Mrs. Rai manifest leadership as a co-teacher in addressing the
problem? Why/why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. How would being a leader help Mrs. Rai address the concern more
effectively? Provide examples of creative solutions that she can offer to
Mrs. Nga.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Compare your answers with mine on the next page to find out if your answers are correct.
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129
Feedback
From the story, it was clear that Mrs. Rai was able to help Ms. Nga solve
her problem. By simply listening to her, Mrs. Rai was able to influence
Ms. Nga towards addressing a concern and guiding her in contributing to
reaching the schools goal of respecting and promoting diversity. If you
were Mrs. Rai, you could have also shared with Ms. Nga how you dealt
with similar situations in the past, and the concrete steps you took in solving these kinds of problems. You may have mentioned discussing respect
for cultural diversity in your classroom so that students will learn how to
appreciate and respect each other regardless of their differences. Mrs. Rai
could have also suggested that Ms. Nga attends professional development
workshops or seminars about respect for cultural diversity.
It was clear from their conversation that Ms. Nga appreciated Mrs. Rais
help in solving her problem. Being able to guide others towards coming
up with solutions to their problems is one trait of a leader, which Mrs. Rai
clearly manifested in the story. It seems that Ms. Nga looks up to Mrs. Rai
and she values her advice as her mentor. Thus, Mrs. Rai exerts influence
on her; if this is not the case, Ms. Nga would not have gone to her for help.
Do you want to be like Mrs. Rai - someone whom colleagues look up to, a leader
in her own right? If so, continue reading to learn more about leadership skills.
Lets Read
Learning to Do Life and Career Skill #3:
Leadership and Responsibility
The last set of skills needed in life and at work in the 21st century is leadership and responsibility. Let us discuss each of these skills in detail.
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Did you mention that leaders are considered people of influence or those
with the capacity to guide others towards a specific goal? If you did, then
you are correct! For example, in the story you read, Mrs. Rai was able to
influence Ms. Nga towards addressing a concern and guiding her in contributing to reaching the schools goal of respecting and promoting diversity. That Mrs. Rai exerts influence on Ms. Nga is clear from the way Ms.
Nga came to Mrs. Rai for advice. This shows that Ms. Nga looks up to her
as her mentor and leader and values her opinions.
A leader is also characterized as one having the skill for a compelling vision
of the future, and the ability to inspire, encourage, and support members
of the group to perform their tasks with dedication and hard work, and to
lead by example. Above all, leaders demonstrate integrity and ethical behavior in using influence and power.
As a 21st century teacher, you are tasked to take on leadership roles not
only in your classroom and in your school, but in your family and community as well. How do you develop leadership in yourself? More important, how do you equip your students to become leaders themselves? As
you may know, the world of life and work in the 21st century requires you
and your students to exercise leadership in a variety of situations.
Do you know the qualities of a good and committed leader? Find out by
doing the following activity.
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131
Leadership Trait
Very
Weak
Weak
Average
Strong
Very
Strong
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5. Identify concrete ways by which you can develop your leadership in the
following situations:
In the classroom:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
At school:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
In your family:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Discuss your responses with your co-learners and Flexible Learning Tutor,
and compare them with mine below.
Feedback
How did the activity go? Were you able to identify the traits that you are
strong at? What about those that you are still weak at or those that you
dont manifest at all? If you found yourself being strong in some traits like having integrity, or weak in some - like being able to empower members, this is okay. Each of us has different levels of leadership skills and
it is up to us to develop these within ourselves. Perhaps you have not
fully developed these leadership traits because you dont see yourself as a
leader. This may be a factor which may hinder you from fully developing
your leadership skills. You have to realize that anyone can be a leader - to
inspire and exert positive influence on others - regardless of ones position
or status in life. By recognizing this, you will be well on your way to harnessing and developing your full leadership potentials.
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Were you able to identify ways by which you can develop your leadership
in the classroom, at school, and in your family? The classroom is one of the
best areas to nurture and enhance your leadership because your students
naturally look up to you for inspiration, encouragement, and guidance,
among other things. At school, you can develop your leadership by taking
advantage of opportunities to mentor others, being a positive influence to
your colleagues, and inspiring others towards achieving the vision of your
school. You can develop your leadership skills in your own home, too. You
can inspire and encourage your family, and guide and empower your children towards making the right decisions in life.
Remember that leadership skills are very important in your daily life and
in your life as a 21st century teacher. Always be on the lookout for opportunities to exercise and develop your leadership potentials, so that in turn,
you can also help your students become leaders themselves. However, being a leader comes with a great responsibility. Do you know what responsibility means? Read on and find out.
Lets Read
Developing Responsibility as a Learning To Do Skill
Earlier, you have learned about leadership, the first of the third set of skills
needed for life and work in the 21st century. Let us now learn about its
partner skill, responsibility.
What is your idea of a responsible teacher? Write your thoughts on the
lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Perhaps you mentioned that a responsible teacher is one who is accountable. You may have also replied that he/she delivers the assigned task at
a given time. Your answers may not be worded exactly like these, but if
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135
4. Do not expect others to carry your burden. Do not pass on the responsibility
to anyone but yourself. Being responsible means owning-up to your
decisions and actions. For example, if you were given an additional role
in your school - perhaps as an advisor of the school paper - do this new
task justice by giving it your best shot and by performing to the best of
your talents and abilities. Do not look around for other people to whom
you may delegate the task assigned to you.
5. Before deciding to accept a responsibility, know the required standards, obtain
clear, careful directions for doing the task, and know whether you can complete
it within the given time frame. This will ensure that you can successfully
carry out the responsibility. Careful planning is part of being responsible.
For sure, you have to know what you are getting yourself into before
you take the plunge. For example, you may be given the post to serve
as the Head of your Department. Before you accept this new task, you
may want to discuss with your school head about the expectations that
he or she has with you as the Department Head. Also ask how long
this assignment will take so that you can also adjust your other plans
accordingly. This will help you to manage your time and balance your
work load and other responsibilities in your daily and personal life, and
in your life as a teacher.
6. Think of the consequences if you will not do the tasks that are your
responsibilities. Sometimes, you may have to decide if its worth taking
on more responsibilities in your life and work. Are there other people
who are willing and qualified to take on the new tasks? Dont hesitate
to say no if your hands are already full with your current work load and
responsibilities. This way, you are sure that whatever tasks you take on
will be done with excellence and quality, instead of spreading yourself
thinly.
How do you find the guidelines in developing an attitude of responsibility? Let us find out how well you can apply the concepts as a 21st century
teacher by working on the following activity.
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137
After Teacher Myints classes that day, Mr. Bunyamin held a postobservation meeting with her. Below are the exchanges between the
two:
Mr. Bunyamin: Ms. Myint, before I share with you my observations,
would you like to tell me first what you think went well during your
class?
Ms. Myint: I think I was able to cover all the topics in my lesson plan
and the students participated well.
Mr. Bunyamin: I agree with you that you were able to cover all the
topics and most of your students participated well. Now, what do you
think were the areas for improvement?
Ms. Myint: Some students did not participate. Actually, those students
in the back behave that way in all the subjects.
Mr. Bunyamin: What could be the reason that they did not participate
well?
Ms. Myint: There are two possible reasons for that. One, they are not
interested in the subject matter because it is really dry and uninteresting.
Two, those students are really notorious for being unruly and lacking
the initiative to learn. I blame that on the kind of family they come
from. Their parents fail to provide them with proper guidance.
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2. If you were Mr. Bunyamin, what advice would you give Teacher Myint
regarding the sense of responsibility (or lack of it) that you observed?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Share your answers with your co-learners and Flexible Learning Tutor. Then,
read the following Feedback to see how well you applied what you learned
about responsibility as an essential skill under the pillar Learning to Do.
Feedback
If you answered that Ms. Myint did not demonstrate a sense of responsibility, you are correct. The following statements show why this is so:
a. Im really not prepared for this informal observation. If you came by
yesterday, you would have seen that my lesson was more interesting.
Todays lesson is a bit dry.
Explanation:
b. Those students are really notorious for being unruly and lacking the
initiative to learn. I blame that on the kind of family they come from.
Their parents fail to provide them with proper guidance.
Explanation:
139
If you were Mr. Bunyamin, you may have advised Teacher Myint that as a
teacher, she is expected to demonstrate an attitude of responsibility. This
kind of attitude is manifested in thinking of what led to the situation and
what can be done to address the situation instead of blaming others. In the
story, it was the weak questioning skills of Teacher Myint that contributed
to her problems in the classroom. As a responsible teacher, perhaps she
can attend professional development seminars/workshops to improve her
area of weakness - questioning skills. This will help address her problems
and ensure that the teaching tasks for which she is responsible are carried
out more effectively.
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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Recall a situation in your life as a teacher when you exercised
responsibility - taking accountability for your own actions and acting
on the best interest of your students. Cite this specific instance and share
how you felt about this incidence. What challenges did you encounter
and how did you address them? Write your response in the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Discuss your reflections with your co-learners and Flexible Learning Tutor.
Feedback
Have you noticed that a teachers responsibilities go beyond simple classroom
instruction? A teacher is responsible to herself/himself, to his/her students,
family, and community. Among the 21st century teacher responsibilities
mentioned in the previous page, perhaps you are familiar with many and
are already skilled in those. If this is the case, congratulations! If not, then
you continue to develop these skills that will make you a responsible teacher
who is ready for the challenges of the 21st century and beyond.
I hope that you have learned new and significant insights from the activities,
your reflections, and from discussions with your co-learners and Flexible
Learning Tutor about Learning to Do knowledge, skills, attitudes, and values
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141
needed for life and work in the 21st century. Remember that lifelong
learning - the key towards achieving success in life and work in the 21st
century - involves not only learning on your own, but from others as well.
Congratulations! You have just completed Lesson Two of this module. As
you studied the topics and completed the activities, I hope you acquired
the essential knowledge, skills, and competence that you need in your daily
life and life as a 21st century teacher. Your understanding of the third and
fourth pillars - Learning to Live Together and Learning to Do and how you will
apply them to your life as a teacher of the 21st century, will serve as a firm
foundation as you study the last of the four education pillars - Learning to Be.
Lets Remember
In this lesson, you learned that:
Learning to Do, like the other three education pillars (Learning
to Know, Learning to Live Together, and Learning to Be), involves
the acquisition and application of knowledge, skills, attitudes,
and values (KSAVs) that would enable individuals to effectively
participate at work and in life in the 21st century.
To equip yourself with knowledge, skills, attitudes, and values
(KSAVs), and to live in peace and harmony in life and at work in
the 21st century, you must improve on the following 21st century
Learning to Do skills:
Initiative and self-direction involve being able to work independently, manage goals and time, and learn on ones own.
Productivity involves being able to deliver a specified task in a given
period of time, using available resources.
Accountability, on the other hand, connotes being responsible to
someone, or for some activity.
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has integrity,
empowers members,
leads by example.
b. Learning to Do
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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143
How do these two pillars relate to life and career skills of teachers
needed in the 21st century classroom?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Match the following situations in the first column with the corresponding
life and career skills listed in the second column. Write the letter of the
best answer on the line before each number.
Situation
Life/
Career Skill
___
a. social and
cross-
She is
cultural
skills
b. flexibility
and
adaptability
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Situation
Life/
Career Skill
___
c. initiative and
self-
direction
Most of the
d. productivity
and
accountabil-
ity
volunteered to
e. leadership
and respon-
sibility
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_____has integrity
followers
_____empowers members
_____leads by example
5. If you were Teacher Karina, how would you have handled those who
were not very supportive of your dream/plans? Write your answer in
the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Feedback
To check your answers, please turn to pages 201-205.
If you have answered all the questions correctly, you already have adequate
knowledge, skills, attitudes, and values on Learning to Live Together and
Learning to Do as a 21st century teacher. If you missed some items, review
them and go back to the sub-topics that discussed these items. Then, think
of the correct answers for the items that you missed.
When you have completed this lesson, you may then proceed to Lesson Three.
This lesson discusses the last of the four learning pillars, Learning to Be, and
how it relates to your life as a 21st century teacher.
Are you excited to start? Let us proceed now to Lesson Three.
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147
LESSON
Learning to Be
as a 21st Century Teacher
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149
Feedback
If the words developing full potentials, holistic education, total
personality development, or development of the complete person,
cross your mind when you hear the phrase learning to be, then you are
on the right track. The pillar, learning to be, are all these, and more. Surely,
you all have these ideas every time you facilitate the teaching-learning
process in your classrooms: to tap and fully develop the potentials of all
your learners. Right now, you might be wondering: How will you fully
develop the potentials of your learners? How do you ensure that at the end
of each lesson, you are able to transcend or go beyond a mere instrumental
view of education? In the light of the rapid changes in the 21st century,
how will you help your students realize their full potentials?
Read on and find out the answer to these questions on how you and your
students can equip yourselves with the knowledge, skills, attitudes, and
values of the fourth educational pillar: learning to be.
Lets Read
Learning to Be in the 21st Century
In Lesson 1, you have learned that the education pillar Learning to Be
involves activities that promote holistic personal development (body, mind
and spirit), for an all-round complete person. Can you recall examples
of activities that promote the total development of an individual? If you
mentioned cultivating a persons self-analytical and social skills, creativity
and personal discovery, or simply appreciating the value of pursuing these
activities, then you remembered well from Lesson 1. You may not be aware
of it but when you participate in professional development training and
workshops that enhance your knowledge and skills in the teaching-learning
process, you are equipping yourself with learning to be competencies.
Of the four education pillars, learning to be seems to be the most difficult to
define, much more achieve its related competencies. The pillar learning to be
was first used in the The 1972 Faure Report to UNESCO of the International
Commission on the Development of Education on the role of education in
developing all the dimensions of the complete person: physical, intellectual,
emotional and ethical integration of the individual into a complete human
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that interest me
professional devel-
telligence, sensitiv-
and develop my
opment activities
talents, such as
such as seminars
personal responsi-
painting or pho-
and workshops on
tography.
current trends in
values
instruction.
being complete in
oneself, in all the
richness of ones
personality
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151
Learning to Be
involves:
developing ones
full potentials and
tapping of the
hidden treasure
within each individual
You may identify another example for the first description as you deem
fit. Then, once you have completely filled in the table, you may discuss
your response with your co-learners and Flexible Learning Tutor. Continue
studying to find out if your answers are correct.
Lets Study
Learning to Be Competencies
Take a look at the last row of the learning to be table you completed in
Activity 3.1. Isnt it good to know that, in developing your competencies
related to the learning to be pillar, you, as well as your students, will be
able to unearth the hidden treasure within you, to discover your talents
and potentials, which may be untapped and buried deep within you?
This is learning that goes beyond the formal curriculum and the confines
of the classroom, as well as the view that equates education with simply
an accumulation of knowledge. Learning to Be, as proposed in the Delors
Report (1996), involves a broad, encompassing view of learning that aims
to enable each individual to discover, unearth and enrich his or her creative
potential, to reveal the treasure within each of us.
Do you know the competencies related to the education pillar, learning to
be? How do we develop these competencies within us and in our students?
Read on and find out.
Let us learn about the first two competencies under the education pillar,
Learning to Be (Faure, 1972), namely, using science and technology to
improve lives, and developing creativity.
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153
Lets Read
Learning to Be Competencies: Having Social
Commitment and Pursuing Balance
and Completeness
Are you excited to learn more about the two remaining learning to be competencies? These are : having social commitment and pursuing balance
and completeness.
3. Having social commitment. This competency involves preparing
yourself and your students for life in the 21st century, realizing that you
do not live in isolation but are, in fact, a part of a larger community. In
your daily life, you should actively participate in community activities
that promote freedom of thought, judgment, feeling, and imagination to
help yourself as well as other people. To develop social commitment
among your students, you yourself must also display social commitment.
As a teacher, you are a role model to your students. For example, as a
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Pursuing balance and completeness in your daily life and in your life as a
teacher requires developing to the fullest the four dimensions described
above. How do you know that you are living a balanced and complete
life, and are competent in this aspect of the learning to be pillar? Do the
following activity and find out.
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155
I do not
need to further
have
it regularly
improve on it
this yet
(1 )
(2)
(3)
I already have
Rating: ______________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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2. What are other ways that will tell you that you have a balanced and
complete life?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What are some ways you could further enhance balance and completeness in your life?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Discuss your answers with your co-learners and Flexible Learning Tutor.
You may also compare your answers with mine below.
Feedback
From your self-assessment in the activity you have just completed, would
you consider yourself as having a balanced and complete life? If yes, congratulations! You may have shared with your co-learners and Flexible
Learning Tutor that you consider yourself as having a complete and balanced life because you enjoy your work as a teacher, that you engage in
hobbies and continue to develop your interests in a variety of activities.
However, if you rated yourself low on some of the indicators, do not feel
discouraged. You will have many opportunities to develop balance and
completeness in your life, as long as you are willing to learn. You may also
ask the help of your colleagues and friends for advice and practical tips on
how to live a more balanced and complete life.
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157
158
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159
On the column
Manifestation
4. In your daily life and life as a teacher, do you, like Zaida in the story,
manifest the Learning to Be competencies? In what characteristics are
you strong at? In what characteristics are you weak at? Explain your
answers on the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Discuss your answers with your co-learners and Flexible Learning Tutor.
Read on to check if your ideas are similar to mine.
Feedback
Compare your answers with mine below. Your response may not be
worded exactly like mine, but as long as the ideas are similar, consider
your answers correct.
As a 21st century teacher, Zaida has indeed manifested Learning to Be
characteristics. She is very much aware that through her teaching, she has
a great opportunity to help improve the lives of her students and others
around them. Her creativity as a teacher in the use of information and
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Lets Study
Learning to Be and Quality Education
Now that you have learned about the four competencies under the learning to be education pillar, let us learn more about how these competencies
will help you in providing quality education to your learners.
Study the quote below:
An education that is holistic, integrated and humanistic retains the essential
meaning of quality - the discovery and development of the talents of every
individual, the full flowering of the human potential, learning to be a complete
human person. After all, the root word of education, educare, means to bring
forth the wholeness in each person.
UNESCO-APNIEVE (2002)
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161
Feedback
Perhaps you may have mentioned that reading UNESCOs discussion on
quality education is like reading the definition of Learning to Be. Clearly,
both terms - quality education and Learning to Be - are very much related and
interlinked with one another. Quality education is education that ensures
the full development of the human personality, and this is the very essence
and goal of the education pillar, Learning to Be. Thus, by equipping learners
with Learning to Be knowledge, skills, attitudes, and values, we are assured
that they are provided with quality education: one that ensures the development of all aspects of their life - mind, body, intellect, spiritual values.
Lets Read
Many teachers believe that education should provide all children an opportunity to develop their fullest potentials and prepare them for a productive life in the 21st century and beyond. This can only happen through
quality education - one that is holistic, integrated, and humanistic, as mentioned in the quote on page 161. While this may seem to be a difficult task
for teachers, UNESCO-APNIEVE (2002) reports that this quality education
can be met.
The report provides the guidelines on the next page to achieve quality
education through the education pillar, Learning to Be.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Veer away from rigid compartmentalization to a more multidisciplinary and interdisciplinary teaching content. For example, if you
are teaching social studies, you dont need to focus on that subject
alone. You can include a bit from the language subject, for example
in defining words. Or you may ask students to apply knowledge
from their music class in discussing musical instruments played
and songs sung by various cultural groups throughout history.
Encourage democratic, participatory, interactive learning methods
rather than an authoritarian teacher-centred teaching strategies. For
example, instead of writing notes on the board and asking students
about the concepts you wrote, ask them to form groups, discuss
among themselves, and share their discussion results with the class.
Focus on a holistic cognitive-affective-behavioural teaching-learning cycle rather than one that is mainly focused on content. You can
do this by asking students how they feel about specific learning,
their reflections, and how they can apply what they learned to real
life.
Encourage the use of flexible and adaptable guides to teaching and
learning, rather than using prepared and fixed modules. In addition
to the textbook and modules you use, bring other learning objects
to the classroom, such as newspapers, toys, and other objects you
can relate to the lesson. You may also ask students to bring other
learning objects.
Avoid providing mere information, but focus on formation and
transformation of learners. In addition to the content that you
provide as inputs to your students minds, ensure that you are able
to provide questions that will help your students form ideas and
change the way that they think and behave.
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163
I am
I can do this
already but havent
doing
done it yet.
this.
I cannot do
this.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Feedback
How did you fare in the activity and how did your discussion with your colearners and Flexible Learning Tutor go? If you have many check marks in
the second column (I am already doing this), it means that your classroom
promotes quality education through a holistic, integrated, and humanistic
way. It also shows that what you do in the classroom contributes towards
the development of Learning to Be competencies that you have learned earlier. If you have more check marks in the third and last columns (I can do
this but havent done it yet; I cannot do this), do not get frustrated. Review the
guidelines on page 163 and always be on the lookout for opportunities to
exercise these activities in your classroom.
Lea
rning to Know
Learning to B
e
YOU and
YOUR STUDENTS
ning to Do
Lear
Holistic, Integrated,
Humanistic, and
Quality
Education
Le
a rn
ing to Live To
g
e
t he
165
Reflect on the diagram in the previous page and the lessons you have
learned on the four learning pillars. How do the KSAVs in the four
education pillars help you and your learners become better equipped to
face the changes and challenges in the 21st century and beyond? Write
your ideas on the space below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your response with your co-learners and Flexible Learning Tutor,
and then, read on to compare your reflections with mine.
Feedback
Interrelatedness of the Four Pillars of Learning
From your discussion with your co-learners and Flexible Learning Tutor,
you may have gained new insights on how the four education pillars
Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be
help you and your learners become better prepared for the 21st century
and beyond.
You may have mentioned that these four pillars support and build on one
another and help you recognize that learning is not just an intellectual
process, but one that encompasses all aspects in your and your learners
life, including your role in school, in your family, and in the community.
Learning to Know enables you to Learn to Do. As you Learn to Do, you Learn
to Live Together with others, and in your relationship with others, you Learn
to Be. As you Learn to Be, then you Learn to Know, Do, Live Together, and so
on. All the pillars indeed interpenetrate one another. Knowing this, you
need to apply the four pillars as basic principles, cross-cutting themes, and
competencies that need to be integrated in all subject areas.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Lets Remember
In this lesson, you learned that:
Learning to Be involves the complete fulfilment of a human
being, in all the richness of his/her personality, the complexity
of his/her forms of expression and his various commitments
as individual, member of a family and a community, citizen and
producer, inventor of techniques and creative dreamer.
The Learning to Be pillar includes:
- developing the mind and body, intelligence, sensitivity, aesthetic
sense, personal responsibility, and spiritual values
- nurturing imagination and creativity
- being complete in oneself, in all the richness of ones personality
- developing ones full potentials and tapping of the hidden
treasure within each individual
The competencies under the pillar Learning to Be include:
- appreciating the use of science and technology to improve lives,
- developing creativity,
- having social commitment, and
- pursuing balance and completeness.
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167
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Feedback
To check your answers, please turn to pages 205-207.
If you correctly answered all the questions, you have done well! It means
that you are already equipped with learning to be knowledge, skills, attitudes, and values (KSAVs). If you missed some items, do not get discouraged. It is best that you go back to the lesson topics and discussions once
more. Then, write out the correct answers for the items you missed.
After going through the final education pillar, Learning to Be, in this lesson,
you should now be familiar with the KSAVs needed in your daily life and
work as a 21st century teacher. These competencies include the ability to
be imaginative and creative, to acquire universally shared human values,
to develop your potentials, and to develop personal commitment and
responsibility.
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169
Lets Sum Up
This module provided you with information about the knowledge, skills,
attitudes, and values (KSAVs) to help you prepare yourself better to be an
effective teacher in the 21st century.
In Lesson 1, you learned about the changes and challenges of 21st
education, particularly in the Southeast Asian context. You also
studied the critical attributes of 21st century education. Based on
these contexts, you became familiar with the new parameters in the
teaching and learning process. This lesson also introduced you to
UNESCOs four pillars of learning as a framework on which 21st
century education is anchored. These are: 1.) Learning to Know; 2).
Learning to Live Together; 3.) Learning to Do; and 4.) Learning to Be.
This lesson focused on the first pillar, Learning to Know. It also
identified the core themes, literacies, and competencies of the 21st
century. In addition, this lesson also introduced you to Information
and Communication Technology (ICT) literacy in the 21st century,
where you also learned the characteristics of ICT-literate individuals. You also became familiar with the differences between media
and Information and Communications Technology (ICT) literacies.
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171
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
a. new envi-
b. new content
___3. Mr. Sing uses computer-based simulation games in his Social Science class. This
strategy enables his students to design
various real-life scenarios and experience
them through games and realize various
possible results of different actions.
c. new process
d. new types of
e. new spaces/
ronment of
learning
of learning
of learning
learners
dimensions
of learning
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173
3.
a. Teacher Ali encourages her students to engage in after-school
activities that develop all aspects of their life. These include
engaging in sports, creative arts, and other activities that promote
their mental, physical, or spiritual well-being.
Explanation:
___________________________________________________________
___________________________________________________________
b. Teacher Tina, a teacher in an international school, started a Lets
Learn More About You session in her homeroom class. Each
student shares information about their culture - their unique
celebrations, customs, and traditions. This way, her students learn
to appreciate and respect cultures other than their own.
Explanation:
___________________________________________________________
___________________________________________________________
c. Students at the Community High School benefit from an innovative
curriculum that integrates career and life skills in the major
academic subjects. Teachers provide opportunities for students to
enhance such skills as leadership, self-initiative, responsibility, and
accountability, among others. These skills can be used by students
for life and work when they leave the school.
Explanation:
___________________________________________________________
___________________________________________________________
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Explanation:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Part II.
1. Compare and contrast traditional and 21st century classrooms. Which
do you prefer? Explain your answer in the lines below.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. According to the UNESCO report (1996), the pillars of learning serve as
a good framework to anchor teaching and learning in the 21st century.
Do you agree with this statement? Why/Why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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175
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
c. an information-literate teacher
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. How do the four pillars of learning - UNESCOs framework on
which 21st century education is anchored - contribute to the holistic
development of an individual? Write your answer in the space below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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Feedback
In order to check how well you have performed in the Module post-test,
compare your answers with those in the Key to Correction on pages 207213. If you answered all the questions correctly, then you have a clear
understanding of how to equip yourself with knowledge, skills, attitudes,
and values (KSAVs) of the 21st century.
If you missed some items, you still have difficulty understanding the
concepts, and you need to review the parts you missed. Go back to these
sections and study them again.
Congratulations! You have done well in completing this module, Equipping
Teachers with Knowledge, Skills, Attitudes, and Values for the 21st
Century. I am confident you have gained many insights from studying the
module readings and activities. Remember the learning you have gained in
this module as you move on to the next module in this Course, Facilitating
21st Century Learning. You will have more opportunities to apply the
KSAVs that you have gained here when you tackle the next module.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
177
178
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
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179
Globalization and
Multicultural
Literacy
Social/Emotional
Literacy
Media Literacy
Cyberliteracy
(Computer and
ICT)
Financial Literacy
Ecoliteracy
21st Century
Literacy
Level of
Competency
(Strong, Good,
Weak)
Activities to
Improve/
Enhance Literacy
Time frame
Support/
Resources
Needed
Solution/Action
Point
Key to Correction
What Do You Already Know? pages 7-9
1. Identify at least three attributes or characteristics of 21st century
education.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
characterized by a shift
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181
182
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
iv. Learning to Be, which involves activities that foster personal development (body, mind, and spirit) and contribute to creativity, personal discovery, and an appreciation of the inherent value provided
by these pursuits.
5. Identify and briefly describe some of the core literacies of the 21st century.
i. The Arts and Creativity, manifested in creative ways of problem solving and expressed through the production of various art works.
ii. Ecoliteracy, which entails acquiring knowledge about climate
change, pollution, loss of natural habitats and biodiversity, their
impact on human lives, and ways to address them.
iii. Cyberliteracy/Digital literacy (Computer and ICT Knowledge), which
generally refers to the use of computers, the internet and other information technologies.
iv. Financial Literacy, which refers to knowledge about the basics of
economics, financial management, livelihood activities, entrepreneurship, and wise handling of personal finances.
v. Media Literacy, which refers to knowledge in communications particularly the media.
vi. Social/Emotional Literacies, which refers to the acquisition of social
skills and development of ones emotional intelligence.
ix. Globalization and Multicultural Literacy, which refers to developing
respect for cultural diversity and having a perspective of being a
global citizen whose local actions can have an impact on the wider
global arena.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
183
ii. Has integrity. A leader adheres to a strict moral or ethical code, and
he/she is open, honest, and direct in his/her dealings with others.
iii. Has the innate ability to inspire, energize, and encourage his/her
followers. Through his/her own example, a leader actively inspires and motivates others to reach their greatest potential.
v. Mentors potential leaders who share his/her vision and are committed to seeing it become a reality. A leader knows how and when
to let others shine. He/She can quickly see the potential in people
and create environments where those potentials can be fully realized.
vi. Leads by example. A leader serves as a role model; he/she exemplifies actions that speak louder than words. He/She stands up
for what he/she thinks is the right thing, and encourages others to
do the same.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
B. media literate
A media literate person has the ability to access, analyze, evaluate, and produce communication and information in a variety of
forms and means.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
185
media are all part of the new environment of learning in the 21st
century.
b. New process of learning
This is not the best answer. While computer games can be used for
instruction as part of the new process of learning in the 21st century,
the critical incident presented does not reflect that computer games
are used for teaching.
This is not the best answer. There was no indication in the critical
incident that the abundance of computer games is part of the new
content of learning.
This is not the best answer. The focus in the question is primarily
on the history lesson being boring and uninteresting - this does not
deal primarily with the new environment of learning; hence, this is
not the best answer.
This is not the best answer. Again, while the critical incident discussed the traditional lecture-discussion method used rather than the
learner-centered, constructivist approaches, this question does not
highlight the process used to facilitate learning, but on the content.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
This is not the best answer. Clearly, the learners described in the
story already belong to the new generation of learners. As such,
there is no need to improve on this parameter of learning; hence
this is not the best answer for this question.
3. If you were the teacher, how would you improve the parameter in question
number 2 so that it fits 21st century learning?
I would ensure the history topics that I teach were relevant to the lives
of my students by relating the lessons to issues and activities that they
were familiar with in their daily lives. Also, I would encourage them to
exercise their creative and critical thinking skills while having history
lessons and not just focus on rote learning of facts and dates.
4. The students found the usual lecture and class discussion methods boring and
unappealing. What parameter of 21st century learning needs to be improved?
a. New spaces/dimensions of learning
This is not the best answer. The focus of the question is on the
process used to facilitate learning and not on where the activity is
being held.
This is the best answer. Instruction that relies solely on lecturediscussion is not in alignment with the new process of learning in
the 21st century. The learning process in the 21st century classroom
should include activities that actively engage and motivate students to investigate, analyze, reflect and construct new knowledge
and meaning. These are not evident in the critical incident.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
187
This is not the best answer. The focus of the question is on the
process used to facilitate learning, not on the concepts that the
students have to learn.
This is not the best answer. The focus of the question is on the
process used to facilitate learning; not the characteristics of learners.
5. If you were the teacher, how would you improve the parameter in question
number 4 so that it fits 21st century learning?
You may have identified other strategies to enhance the teachinglearning process to make it more interactive, differentiated, and
effective in promoting knowledge construction rather than just
listening and memorization.
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This is the best answer. Learning in the 21st century does not only
This is not the best answer. The situation does not specifically
This is not the best answer. The situation does not provide any
description that would show that the students have different sets of
7. What parameter of 21st century learning was shown when the students
raised issues they came across the internet about aspects of history that were
contestable?
a. New spaces/dimensions of learning
This is not the best answer. The focus of this question is not about
exploring learning outside the confines of the classroom.
This is not the best answer. The focus of this question is not on the
new ways that students learn, such as through the use of multimedia, self-help graphics, and online simulations.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
189
This is not the best answer. The focus of this question is not on the
content of education such as a balanced, scientific-technological
and social-humanistic cultural content.
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3. Sim
teaches
students
critical
thinking
skills,
collaborative
team
4. Sim takes the students to various offices and work stations in the community to
introduce them to the world of work. He processes the experiences by relating
them to various academic subjects.
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191
The topic
afterwards,
present
the
conversation
outputs
to
the
class.
During the entire activity, Sim just quietly sits on his chair and
observes the students.
the
topic
they
discussed
about.
This
ensured
that
the
Project-Based and Research-Driven. Collaborative tasks that help students apply their knowledge by doing group researches/projects, such
as those described in the situation are characteristics of 21st century
classrooms.
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Part III.
1. Describe the new learners of the 21st century, based on the model of
Zhou (2006). What are the characteristics of these new learners?
The new learners in the 21st century have different values, languages,
and pop cultures, and have different ways of thinking, reacting,
responding and getting motivated. They are growing digital on the
net, with skills and competencies oftentimes better than those of their
teachers in using ICT as powerful learning tools. They come from
more diverse backgrounds and cultural identities (age, ethnicity,
language, economic status, religion, work experience, etc.). Finally, the
new generation of learners have new traits of independence, creativity,
open-mindedness, and enterprising minds.
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193
2. Discuss the potential uses of the four pillars of learning in improving teaching
and learning activities.
Udin is building a working 6-inch by 2-inch car model using her knowledge
of simple machines. Shes working with her two classmates in an area in the
classroom her Science teacher has prepared. Together they made a wooden
chassis and placed wheels and axles on its four points. This morning, they
are conducting practice runs of their car down an inclined plane, testing to
see how adding weight to the cars chassis can improve the cars performance.
The critical question they are asking themselves is, Where is the best place
to add weight to the car to maximize its speed moving down the inclined
plane? [Mackenzie (2005) in SEAMEO INNOTECH (2010)].
Based on the classroom situation presented, evaluate Udin and her classmates
in terms of the three attributes and skills under the pillar of learning, Learning
to Know. Place a check mark (p) on the space before each attribute/skill and
provide a brief explanation of your answer on the space provided.
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Explanation:
Affective attributes refer to the ability to relate well with other people, to
reflect and purposively act, and to see things and situations positively.
Udin and her classmates demonstrated all these attributes as they
enthusiastically worked well together during their Science class. They
reflected on what they were doing and purposively carried out various
tests using the car and the inclined plane in order to learn.
__p__ Sense of self-worth
Explanation:
The actions of the students in the situation showed that they believed
they were capable of learning and contributing to group effort through
Explanation:
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195
Part IV.
Match each 21st Century Literacy on the first column with the correct application on the second column. Write the letter of the best answer on the line before
each number.
21st Century
Situation
Literacy
D 1. Arts and
Creativity
Literacy
A. Teacher Duc facilitated his students understanding of how to spend money wisely and to make informed and effective
decisions through this understanding.
E 2.
Ecoliteracy
B. Nuinda learned from her class the ability to recognize, understand, and appropriately express her emotions, and
to relate well with others.
A 3. Financial
Literacy
G 4. Media
Literacy
B 5.
Social/
Emotional
Literacy
E. After a discussion about Earth as a lifesupport system, Lee and her pupils
wrote a poem on the interconnectedness
of various elements in the environment.
F 6.
196
Globalization
and
Multicultural
Literacy
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
21st Century
Situation
Literacy
C 7. Cyberliteracy
2. Place a check mark on the blank line before each number if the following teachers
show the characteristics of an ICT-literate individual. Explain your answer.
_p_1. Ms. Hoa is doing a research on the effect of using multimedia in instruction on students achievement and motivation. She first conducted an
exhaustive literature review to know the extent of information available.
Explanation:
Knowing where to get relevant information and determining the
extent of information needed is a characteristic of an ICT-literate
individual. This is what Ms. Hoa did, indicating that she is an
ICT-literate person.
_p_2. Mrs. Sarah assigned her students to do a paper on global warming.
She ably guided her students in doing an internet search for their topic.
This way, they do not get overwhelmed with the wealth of information
available to them and they get the needed information effectively and
efficiently.
Explanation:
An ICT-literate individual knows how and where to find, collect and/or retrieve information in digital environments. This is
clearly demonstrated by Mrs. Sarah in the above situation.
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197
____3. Mr. Zair forwarded to his friends an email he had received, which promised him a laptop if he sent the message to 100 people. The email claimed
that it was a new promotional activity by a leading computer company.
Explanation:
Mr. Zair is not an ICT-literate person because he does not know
how to critically assess and filter information that he gets from
the internet.
_p_4. Ms. Maria gathers information from a variety of sources, cross-checking each one for accuracy and veracity, before using them to accomplish
her specific purpose.
Explanation:
Cross-checking sources, and making sure that information being offered by a source is accurate and updated are marks of an
ICT-literate person, as demonstrated by Ms. Maria in the above
situation.
____5. Mr. Chiu submitted a reaction paper on the use of mother tongue in
teaching the early grades. In his literature search, he came across a similar study dated several years ago. Because he was pressed for time, he
copied this research, only changing some of the details in the study.
Explanation:
Plagiarism copying someone elses work and passing it off as
ones own clearly shows that Mr. Chiu is not an ICT-literate
person.
3. Differentiate between media and ICT literacy.
Media literacy is the ability to access, enjoy, interpret, analyze, produce, and evaluate messages in all varieties and combinations of print,
visual, and digital formats. ICT Literacy is using digital technology,
communication tools and/or networks to access, manage, integrate,
evaluate, create and communicate information in order to function in a
knowledge-based society.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Cross-cul-
Supporting Incidents
Advice
Ching
tural Issue
Teacher Ching does not She needs to listen
Know
more, and give enough
when it is
appropri-
She does all the talking wait time for her stu-
and when
to speak.
her students.
accordingly. Being a
teacher does not give
her the right to monopolize discussions and
serve as the sole dispenser of information
and source of knowledge in the classroom.
Shruti
Respond
While it is commenda-
open-
mindedly
values.
simply be expressing
their apprehensions
responded to their
peoples viewpoints
and practices.
and disadvantages of
the innovative strategies she has learned.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
199
Ning
Conduct
and pro-
fessional
exemplary. However,
manner.
manner befitting a
teacher.
Kho
Leverage
social and
continue involving
cultural
different stakeholders
differences
to create
different stakeholders,
new ideas
to solve a problem.
solutions to school-re-
and in-
respect
cultural
sources contributes
differences
and work
innovative solutions.
serve as an example
to his colleagues in
school.
effectively
with people from
a range of
social and
cultural
backgrounds
200
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How Much Have You Learned from this Lesson? pages 143-147
1. Briefly describe the following education pillars a: Learning to Live Together,
and b. Learning to Do.
a. Learning to Live Together involves the development of social skills and
values, and an appreciation of diversity among people. These skills
will enable you and your learners to live in peace and harmony.
b. Learning to Do involves the acquisition and application of
knowledge, skills, attitudes, and values (KSAVs) that would enable
individuals to effectively participate at work and in life in the 21st
century. These skills are often linked to occupational success, such
as vocational and technical skills, apprenticeships, and leadership
and management competencies.
How do these two pillars relate to life and career skills of teachers needed in the
21st century classroom?
Learning to Live Together serves as an anchor to two life and career skills
of teachers needed in the 21st century classroom. These are social and
cross-cultural skills and flexibility and adaptability. In the classroom, a
teacher needs to be flexible and should have a strong capacity to adapt
to the fast-paced changes in the 21st century classroom to effectively
facilitate learning. The diversity of students in 21st century classrooms
would also require teachers to develop skills in relating with different
types of learners, with equally diverse needs and interests.
On the other hand, Learning to Do is tied up with three sets of life and career
skills - initiative and self-direction, productivity and accountability, and
leadership and responsibility. These skills will be needed by learners
when they leave the confines of the school and enter into the world of
work later on in their life.
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201
2. Match the following situations in the first column with the corresponding life
and career skills listed in the second column. Write the letter of the best answer
on the line before each number.
Situation
Life/
Career Skill
a. social and
cross-
cultural skills
b. flexibility and
adaptability
c. initiative and
self-
direction
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Situation
Life/
Career Skill
d. productivity
and
Most of the
accountability
e. leadership and
responsibility
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203
For questions 4 to 5, read the following situation and answer the questions that
follow.
Teacher Karina attended a professional development training in
integrating Information and Communication Technology (ICT)
in the classroom. After the training, she went home thinking about
the possibility that her school will be at the forefront of technology
integration in their school district. She pictured in her mind the
students using computers and the internet to learn on their own, and
with their peers from different parts of the world.
Teacher Karina shared her dream with her teaching supervisor and
colleagues. She volunteered to do an echo seminar for the school to
share what she has learned from the conference. Her excitement was
contagious; her colleagues felt with the possibility of harnessing the
powers of ICT in the classroom.
However, there were some teachers who had apprehensions about using
ICT in the classroom. They did not know how to use technology for
teaching. Teacher Karina volunteered to do demonstration teaching
on ICT integration for her less techno-savvy colleagues. After some
hands-on training and classroom observations, her colleagues started
using computers as teaching aids in the classroom!
4. Which of the following leadership traits does Teacher Karina possess? Place
a check mark on the blank space before each leadership trait that you think
Teacher Karina displayed. You may check more than one item.
_p__ has a vision and the ability to communicate it
_p__ has the innate ability to inspire, energize, and encourage his/her
_____ mentor potential leaders who share their vision and are committed
204
followers
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
5. If you were Teacher Karina, how would you have handled those who were not
very supportive of your dream/plans? Write your answer in the lines below.
This competency includes fostering scientific discovery/experimentation/thinking in oneself as a teacher and among students.
This competency also involves inspiring learners to become familiar with updates and recent trends in the field of science and technology to improve peoples lives.
b. developing creativity
205
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Quality education and Learning to Be are closely linked with one another.
Quality education is education that ensures the full development of the
human personality, which is the very essence and goal of the education
pillar, Learning to Be. Equipping learners with Learning to Be knowledge,
skills, attitudes, and values, helps ensure that they are provided with
quality education: one that ensures the development of all aspects of
their life - mind, body, intellect, and spiritual values.
How Much Have You Learned From This Module?, pages 172-176
1. Who among the following teachers are NOT in tune with 21st century
education?
a. Ms. Amina, a science teacher, taught a unit on the medicinal plants. She
brought her students to a nearby community herbal garden, where the
students became more familiar with the different kinds of herbs and their
uses for various ailments.
This is not the best answer. Ms. Aminas teaching approach is aligned
with the new learning environments of the 21st century, where
learning does not only happen within the confines of the classroom.
b. Mr. Tum helped his fourth grade students to set up a simple Webquest
on how people from different countries say common phrases like hello,
thank you, or good day in their own language. This way, his students
were able to connect with students from different races and cultures and
learn from them.
This is not the best answer. Mr. Tum uses technology in his class
to engage his students in meaningful learning activities. The use of
computers and the internet is part of the new process of learning in
the 21st century.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
207
c. Mrs. Singh is very knowledgeable about the subject matter that she
is teaching. This is the reason her students sometimes refer to her as a
walking encyclopedia. Thus, in the classroom, she usually serves as the
sole dispenser of information and knowledge to her students.
This is the best answer. Mrs. Singh is still overly relying on the
traditional teacher-centered approach and rote learning, which
is not attuned with 21st century teaching and learning process.
Mrs. Singhs teaching approach - where she serves as the sage on
the stage and the sole dispenser of knowledge, will not help her
students to think critically and construct their own knowledge.
These skills are needed for the 21st century.
d. Mr. Boon collaborates with his co-teachers on a thematic unit about water.
In science, the students learned how water forms and the importance of the
water cycle. In math, they tried to convert units used to measure liquid,
e.g., from milliliter (mL) to liter (L). In English class, they composed a
poem about water. The students had fun learning about water!
This is not the best answer. Mr. Boons use of an integrated and
interdisciplinary approach to teaching is in tune with the new
learning content of the 21st century.
B
a. new environment of learning
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A
E 2.
B
b. new content of
learning
c. new process of
learning
class. This strategy enables his students to design various real-life scenarios and experience them through
games and realize various possible
results of different actions.
B 4.
d. new types of
learners
C 5.
e. new spaces/
dimensions of
learning
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209
Explanation:
Explanation:
Explanation:
Developing
leadership,
self-initiative,
responsibility
and
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Explanation:
Part II.
1. Compare and contrast traditional and 21st century classrooms. Which do you
prefer? Explain your answer in the lines below.
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211
2. According to the UNESCO report (1996), the pillars of learning serve as a good
framework to anchor teaching and learning in the 21st century. Do you agree
with this statement? Why/Why not?
A 21st century teacher who has leadership skills is someone who has
a vision and the ability to communicate it, has integrity, has the innate
ability to inspire, energize, and encourage his/her followers, empowers
members, and mentors potential leaders who share his/her vision and
are committed to seeing it become a reality, and leads by example.
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
c. an information-literate teacher
Taken together, all the four pillars of learning ensures that a person
fully develops his/her own potentials in all aspects of his/her personality.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
213
Glossary
21st Century skills a critical attribute of 21st century education, which
refers to such skills as creative thinking skills, problem solving and
decision making, and ICT literacy and skills
Accountability being responsible to someone, or for some activity
Active learning an instructional approach where students are encouraged
to learn and think on their own; teachers are facilitators and guides in
the learning process
Adaptability being able to change to fit into varied roles, responsibilities
and contexts
Ageism negative attitudes held against the young and the elderly
Autonomous learner one who has affective attributes combined with a
sense of self-worth and has developed skills and strategies of operation
and metacognition
Classism distancing from and perceiving the poor as inferiors
214
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215
216
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Passive learning the use of chalk and talk technique, where teachers
provide information and students simply absorb them
Productivity being able to deliver a specified task in a given period of
time, using available resources
Project-Based and Research-Driven a critical attribute of 21st century
education, where emphasis is given on data, information, and evidencebased decision making. Thus, teachers of the 21st century need to
be knowledgeable about research to guide their students learning
through self directed activities, such as learning projects within and
outside their classrooms.
Racism the belief that ones own cultural or racial heritage is innately
superior to others
Relevant, Rigorous and Real-world a critical attribute of 21st century
education, where education is rooted in real life, day-to-day activities of
learners. Thus, teachers should teach topics using current and relevant
information.
Religious intolerance prejudice against those who are followers of
religions other than ones own
Responsibility the ability to be personally accountable for an assigned
task or course of action in an organization of group
Sexism
219
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Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
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ISBN 978-971-0487-38-7
9 789710 487387