CT

COLLEGE OF TEACHER EDUCATION

COURSE SYLLABUS IN BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM

Course Title: Prof Ed 10

Prerequisite: Prof. Ed. 3

Instructor: DR. EVA V. BRINOSA E
Class Schedule: BEED FRIDAY 8:30 – 11:30

Credit Units: 3 units (lec) Consultation Hours:

Friday 1:00_ 4:00
Number of Hours: 3 hrs./ week Term: Second Term 2021- 2022

VISION
A self-reliant center of development in Oriental Mindoro that provides sustained leadership in instruction, research
and extension to provide globally competitive professionals and appropriate technologies crucial in helping develop a
productive and spiritually and morally upright citizenry, in a diverse yet cohesive society.

MISSION
The institution exists to promote professional and technological education by intensifying instruction and training,
conducting more viable and relevant researches, utilizing knowledge and technology, sustaining income generation through
adoption of feasible state-of-the-art technologies, establishment of extensive and efficient linkages and networking and
continuous organizational development.

GOAL
Provide and broaden the access to quality education responsive to an ever growing and dynamic society.

OBJECTIVES
Strengthen the capabilities of the institution to:
1. Offer quality education;
2. Provide opportunities for the youth to develop their potentials as human beings and as productive
member of the society;
3. Expand financial assistance to poor but deserving students towards greater access to education;
4. Maximize productivity to sustain income generation; and,
5. Intensify research and extension services, which are relevant to the needs of the community.

CORE VALUES
MinSCAT plants R – Responsibility I - Involvement C - Commitment E - Excellence
Program VMGO
Vision
A center of excellence in Teacher Education in the Region IV
Mission
The Teacher Education Program continues to train future teacher who are competent, excellent and
responsible citizen.

Goal
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COLLEGE OF TEACHER EDUCATION

learned.
Objectives
E
To produce teachers equipped with higher level of accuracy, communication literacy and learning skills needed for

1. Provides graduates who can impart necessary skills and computational techniques needed in solving basic
mathematical problems among students.
2. Produce teachers who can offer a systematic analysis and integrate with entrepreneurial activities.
3. Develop analytical skills among students would be teachers to use variety of strategies on the solution of
real life.
4. Produce professionals equipped with appropriate values, traits and attitudes of a true mentor.

Program Outcomes

1.Articulate the rootedness of education in philosophical, socio-cultural, historical, psychology, and political.
2.Demonstrate mastery of subject matter/discipline
3.Facilities learning using a wide range of teaching methodologies and delivery modes to specific
4.Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
5.Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational
practices
6.Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and
outcomes.
7.Practice professional and ethical teaching standards sensitive to local, national, and global realities
8.Pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities.

Course Description
This course introduces the concepts of new literacies in the 21st century as evolving social phenomena and shared
cultural practices across learning areas. The 21st century literacies shall include (a) globalization and multi-cultural literacy,
(b) social literacy, (c) media literacy, (d) financial literacy, (e) cyber literacy /digital literacy, (f) eco-literacy and (g) arts and
creativity literacy.
Field based-interdisciplinary explorations (ex. observation in mathematics, Field Studies) and other teaching
strategies shall be used to develop PSTs’ teaching skills to promote learners’ literacy, and critical and creative thinking
skills. Pre-service teachers shall develop skills in using appropriate teaching strategies and resources, including the
positive use of ICT, to address learning goals.

Course Outcomes:

After completing this course, the students must have:

1. Discussed the basic concepts of traditional and 21st century literacies and skills;
2. Developed a clear and practical understanding on
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COLLEGE OF TEACHER EDUCATION

;
globalization and its implications on both national and individual level;
3. Explained and examined issues in social literacy;
E
4. Assessed the level of personal financial literacy in the Philippines using set of standards and questions;
5. Appreciated the importance of developing media and cyber/ digital literacy both in oneself and to others.
6. Differentiated among environmental literacy, Eco literacy, and ecological literacy;
7. Characterized artistic literacy and approaches to develop / design curriculum that cultivates the arts and
creativity among learners; and
8. Applied principles of critical literacy in designing lessons and classroom activities.
.

COURSE PROGRAM OUTCOMES

OUT
COMES 1 2 3 4 5 6 7 8
After completing this course, the students must have:
CO1. Discussed the basic concepts of traditional and 21st century
literacies and skills; I D P P D D P P

CO2 Developed a clear and practical understanding on

globalization and its implications on both national and individual I D D P P D P D
level;
CO3. Explained and examined issues in social literacy; I D D D D D D D
1. CO4. Assessed the level of personal financial literacy in the
I D P D P D P P
Philippines using set of standards and questions;
2. CO5. Appreciated the importance of developing media and
I P D P P D P P
cyber/ digital literacy both in oneself and to others.
CO6.Differentiated among environmental literacy, Eco literacy, and
ecological literacy; I D D D P D D D

CO7. Characterized artistic literacy and approaches to develop /

design curriculum that cultivates the arts and creativity among
learners; and I D P D P P D P

CO8. Applied principles of critical literacy in designing lessons and

classroom activities. I D P D P D P D

LINK TO PROGRAM OUTCOMES

Course Outline Legend:
I – Introductory - Introduced Concept/ Principles
P – Practiced - Practiced with Supervision
D – Demonstrated - Demonstrated across different clinical setting

Course Outline
Week Intended Learning Outcomes Course Content? Teaching - Learning Assessment
At the end of the lesson, the students Subject Matter Activities and Output
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1
must have
a. learned by heart the core
values of the College
b. determined the criteria on how
students’ performance will be
CORE VALUES
R- responsibility
I – involvement
C – commitment
Suggested
Activities and
Output
Online Module
PPT Presentation,
E
Essay
Reflective
Paper

evaluated and graded E – excellence

Grading system Group Dynamics,
c. articulated and applied various Mobile Messaging,
subject/course policies Classroom Policies
Jam board,
2 -3 a. compared the basic concepts of Introduction to 21st Whiteboard Reflection
traditional and 21st century literacies Century Literacies Application, case paper
and skills Definitions of traditional studies, portfolios Essay
b. explained the features and critical literacies
attributes of the 21st century literacies Traditional or Conventional
Literacy
Expanded Views of Literacy
Early literacy/emergent
literacy
Literacy in the 21st
Century

4-5 a.developed a clear and practical Globalization and Cultural and Use of graphic
understanding on globalization and Multicultural Literacies organizer
its implications on both national The Effects of Globally Reflective
and individual level; Cultural Literary journal
b.considered the cultural and Multicultural Literary Class
multicultural literacy in theIssues in teaching and Observation
Philippines; Learning
c. expressed one’s personal level of Multicultural Literacy in
cultural and multicultural literacy. the Philippines
5-6 Social Literacy Reflection
a.defined of social literacy 1. Social cognition and paper
b.explained the roles of parents and social skills Contextualized
teachers in teaching social skills to 2. Emotional activity
children: intelligence
Essay
c. discussed and examined issues in People skills
social literacy
7-8 a. a. defined literacy; Financial Literacy Contextualized
b. b. assessed the level of personal The Benefits of Financial activity
financial literacy using set of standards Literacy Essay
and questions; Financial Literacy in the Reflective
Philippines journal
c. c. characterized financial literacy in the Developing Personal
Philippines; Financial Literacy
d. d. developed personal financial literacy
plan.
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9
10 -12
Midterm Examination
a.developed a working understanding
of media and cyber/ digital literacy
and how they relate to one another;
b.appreciated the importance of
Media and Cyber/Digital
Literacy
Media Literacy
What Media Literacy Is not
Challenges to Media
EDemonstration
PSTs present
teaching
strategies
showcasing the
developing media and cyber/ digital
literacy both in ourselves and one Literacy Education positive use of
Cyber/Digital Literacy ICT to promote
another in the information age;
Socio emotional learners’ digital
c.realized that practical steps must be
Literacy within Digital literacy.
taken to develop these literacies Literacy Output: Lesson
early in children and cannot wait
Digital Natives Plan
“until they are older.” Challenges Digital
Literacy Education
a. defined ecological literacy; Ecological Literacy Essay
13-14 b. differentiated among environmental Environmental Literacy Reflective
literacy, ecoliteracy, and ecological Ecological Literacy Journal
literacy; and Summative
c. described an Eco literate person; Ecoliteracy
and Greening Initiatives in
d. recognized individual and collective
Colleges and
roles in protecting and rehabilitating
Universities
the environment and ecosystem
15-16 a. characterized artistic literacy Artistic and Creative Essay
b. Discussed the value of arts to Literacy Reflective
education and practical life; Characterizing journal
c. Identified approaches to develop / Artistically Literate Demonstration
design curriculum that cultivates the individuals Contextualized
arts and creativity among learners; Issues in Teaching
d. Designed creative and innovative Creativity
classroom activities for specific topic
and grade level of students.

16 - 17 a. characterized critical literacy Critical Literacy Demonstration

b. discussed a brief background of History of Critical Essay
critical literacy theory; Literacy Theory
c. applied principles of critical literacy Critical Literacy and
in designing lessons and classroom the Arts
activities.

18 Final Examination

Course Policies (Suggested)

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1. Virtual face-to-face will be done via google meet and/or zoom. Video camera must be turned on during
virtual discussion. Every student should participate. Always wear proper wardrobe/attire during online
classes. Microphone must be muted if not given the opportunity to speak. Strictly observe the online
etiquette. (Note: Online class attendance is not required but must be attended if ever that students are
available and capable.)
2. Modules will be uploaded in the google classroom.
3. Activities/Quizzes will be posted in the Google classroom and to be accomplished on or before the due
time.
4. Students should attend online meeting at least five (5) within the semester; once a month.
5. Students should access and submit their modules on LMS used: Google Classroom, Facebook Room,
Online Messaging Applications
6. All quizzes, midterm and final examinations will be announced. It will be uploaded using Online Platforms in
Google Form format.
7. Academic dishonesty like cheating and in any examination, plagiarism and the like will be penalized as
stipulated in the MinSCAT Student Handbook and Academic Guidelines for the New Normal
8. Students should maintain the integrity, reliability, confidentiality and efficiency in the use of flexible and
alternative learning modes.

Course Requirements
1. Compilation of submitted outputs (reflections)
2. Class Observation
3. Class Demonstration
4. Lesson plan

Grading System
Summative Assessment (Midterm and Final Exam) 40%
Formative Assessment (Quizzes, Performance Test (Demo- Teaching)
Outputs , Portfolios, Recitation,
Research paper or others, portfolio) 60%
100%
Total grade for Midterm 100%
Total grade for Final Term 100%

Final Grade = (Midterm Grade + Tentative Final Grade)/2

Learning Resources
Alata E. et.al (2019)Building and Enhancing New Literacies Across the Curriculum
Bishop E. (2014). Critical literacy:Bringing theory to praxis. Journal of Curriculum
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Theorizing 30(1). Retrieved from http://

journal.jctonline.org/index.php/jct/artcle/view/ 457

Freebody, P.(1992). A Sociocultural approach:Resourcing four rolls as a literacy learner. In A

E
Watson & A.Badenhop(Eds) Prevetionof reading failure (pp. 48-80). Sydney: Ashton-

Scholastic.

Freebody, P.,& Luke, A (1990) Literacies Pprograms: Debates and demands in cultural context,

pros. Prospect: Australian of TESOL, 5(7), 7-16.

Freire, P.,(1970)Pedagogy of the oppressed. New York: Herder & Herder.

Freire & Mercado, D. ( 1987) Literacy: Reading the word and the world. South Hadley, MA Bergin

& Garve.

Janks, H (2000). Domination, access, diversity and design: A synthesis for critical Literacy

education. Educational Review,52, 175-186.

Knoblaunch, C.H, & Brannon, L( 1993)Critical Teaching and the idea of Literacy. Heinemann:

Portsmouth, NH.

Lankshear, C. H.,& McClaren, P. (Eds.).(1993). Critical literacy: Radical and postmodernist

perspectives,Albany, NY: SUNY Press.

Luke, A.(in press). New narratives of human capital. In S.J. Ball (Ed.), Key readings in sociology of

education. New York: Routeledge

Prepared by:
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COLLEGE OF TEACHER EDUCATION

Reviewed by:
EVA V. BRINOSA, Ed.D
Associate Professor IV

GEMCER D. SELDA
BEED, Program Chair,
E
Approved by:
ROMEO C. CASTILLO, PhD
Dean, College of Teacher Education