PROF ED 10 COURSE PACK 1

Prof Ed 10 (Building and Enhancing

New Literacies Across the Curriculum)
Course Pack
Email: [email protected]

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.

Topic 1: Introduction of Key Concepts

Guide Questions for Using the Resources:

1. Define literacy.
2. Explain the importance of literacy.
3. Differentiate basic, comprehension and functional literacy. What is the current understanding
about literacy according to UNESCO?
4. Define the different new literacies.
5. What are the 7 Key Features of 21st Century Education? Explain each.
6. Enumerate six strategies for developing literacy. Explain each
Resources
UNESCO. (2021, March 8). Literacy. UNESCO. https://en.unesco.org/themes/literacy

Banks, J. A. (2003). Teaching for multicultural literacy, global citizenship, and social justice. In The
2003 Charles Fowler Colloquium on Innovation in Arts
Educationhttps://www.lib.umd.edu/binaries/content/assets/public/scpa/2003-banks.pdf

HERLAH, & D.o.o., I. T. (n.d.). Social literacy training for public sector staff. Integra
Institute. https://www.eu-integra.eu/Stran.aspx?id=19&lang=EN

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Hastings, J. S., Madrian, B. C., & Skimmyhorn, W. L. (2013). Financial literacy, financial education,
and economic outcomes
https://www.nber.org/system/files/working_papers/w18412/w18412.pdf

Livingstone, S., & Van der Graaf, S. (2008). Media literacy. The international encyclopedia of
communication.

Martin, A. (2008). Digital literacy and the “digital society”. Digital literacies: Concepts, policies and
practices, 30, 151-176.

Smith, C. (2007). Education and society: The case for ecoliteracy. Education and Society, 25(1), 25-
37

The Role of Artistic Literacy in Teaching and Learning. (n.d.). CT.GOV-Connecticut's Official State
Website. https://portal.ct.gov/-/media/SDE/Arts/Guide-to-K12-Program-Development-in-
the-Arts/Achieving-Artistic-
Literacy.pdf?la=en#:~:text=artistic%20literacy%20is%20the%20knowledge,artistic%20literacy
%20requires%20that%20they

What is “Critical literacy” in education? (2018, May 11). W. Ian

O'Byrne. https://wiobyrne.com/critical-literacy/

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future
oriented learning and teaching. New Zealand: New Zealand Council for Educational Research.

Drew, C. (2019, December 4). 7 key features of 21st century learning (2020). Helpful
Professor. https://helpfulprofessor.com/21st-century-learning/

Module 1 - Let’s study: The critical attributes of 21st century education. (n.d.). SEAMEO
INNOTECH https://iflex.innotech.org/GURO21/module1/l1_5.htm

Teaching for Comprehension (n.d.) https://www.coursehero.com/file/88568675/8Teaching-for-

Comprehension-Comprehension-Strategies-1pdf/

Literacy strategies for teachers. (n.d.). Study.com. https://study.com/academy/lesson/literacy-

strategies-for-teachers.html

RCTQ. (2019, September 25). PPST indicator 1 4 2 [Video]. YouTube. https://youtu.be/XOOmnbsEtZI

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Required Output
Name: 1st Semester; SY 2021-2022
Program and Specialization:
One Page Evaluation Instrument
Title: Introduction of Key Concepts

Before the Lecture Summary of the Lecture After the Lecture

(What I want to Know) (Insights derived/ Lessons learned)
.

Realization:

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Share your thoughts

Directions: Answer one of the following questions. Share your answer by commenting in the
corresponding post in the Facebook group or in your journal. (50 words or less)

1. How is each feature of 21st century education observed in the school that you are/were in?

2. How can you ensure that the features of 21st Century Education are present in your
classroom?

3. How did your teacher incorporate new literacies in teaching?

4. How can you use the strategies in developing literacy in teaching a specific lesson in your
major?

5. For each critical attribute of the 21st Century Education, provide suggested teaching and
learning activities to achieve the attribute.

Topic 2: 21st Century Skills Categories

Guide Questions for Using the Resources:

1. Define 21st century skills.
2. Explain in less than 30 words the rationale for the new learning paradigm.
3. Define the following domains of the new learning paradigm. What are the components of each
domain? Enumerate strategies in developing these components.
3.1. Career and Life Skills
3.2. Learning and Innovation Skills
3.3. Information, Media and Technology Skills

Resources
P21 (2019) Framework for 21st Century Learning
http://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf

P21 (2019) Framework for 21st Century Learning Definitions

http://static.battelleforkids.org/documents/p21/P21_Framework_DefinitionsBFK.pdf

Kivunja, C. (2015). Teaching students to learn and to work well with 21st century skills: Unpacking
the career and life skills domain of the new learning paradigm. International Journal of Higher
Education, 4(1), 1-11. https://files.eric.ed.gov/fulltext/EJ1060566.pdf

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Kivunja, C. (2014). Innovative pedagogies in higher education to become effective teachers of 21st
century skills: Unpacking the learning and innovations skills domain of the new learning
paradigm. International Journal of Higher Education, 3(4), 37-48.
https://files.eric.ed.gov/fulltext/EJ1067585.pdf

Kivunja, C. (2015). Unpacking the Information, Media, and Technology Skills Domain of the New
Learning Paradigm. International Journal of Higher Education, 4(1), 166-181.
https://files.eric.ed.gov/fulltext/EJ1060555.pdf

Required Output
Integration Activity No. 1

21st Century Skills

DIRECTIONS: As a group, identify a competency in your field of specialization. Make an

activity/activities about the competency, integrating an assigned 21st Century Skill.

Competency: ____________________________ (<Code>)

Part of the Lesson Teacher’s Activity Students’ Activity

Plan
(use format of
DepEd Order 42, s.
2016)
Activity Title: _____________ <Details>
<Details>

ANALYSIS:
Directions: Answer the following questions.

1. What domain of the new learning paradigm did you include in the activity?
2. What component of the domain is to be developed by the activity? Explain.
3. What strategy in developing the identified component did you use? Explain.

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Share your thoughts

Directions: Answer the following questions. Share your answer by commenting in the
corresponding post in the Facebook group or in your journal. (50 words or less)
1. What did you learn from making an activity/activities about the competency, integrating an
assigned 21st Century Skill?

Topic 3: Multicultural Literacy and Global Literacy

Guide Questions for Using the Resources:

1. What is multicultural literacy?
2. What are the approaches of multicultural curriculum and pedagogy. Explain each.
3. What are the dimensions of multiculturalism?
4. What is global competence?
5. Why do we need global competence?
6. What are the dimensions of global competence?
7. According to a PNU report, how aligned the PISA Global Competence Framework (PISA GCF)
is with the K to 12 Social Studies and Values Education curricula?

Resources
Literacy strategies for teachers. (n.d.). Study.com. https://study.com/academy/lesson/literacy-
strategies-for-teachers.html

Banks, J. A. (2003). Teaching for multicultural literacy, global citizenship, and social justice. In The
2003 Charles Fowler Colloquium on Innovation in Arts Education. University of Maryland,
College Park. Preuzeto s: http://www.lib.umd.edu/binaries/content/assets/public/scpa/2003-
banks.pdf

Multicultural education. (n.d.). Education Encyclopedia - StateUniversity.com - StateUniversity.

https://education.stateuniversity.com/pages/2252/Multicultural-Education.html

OECD (n.d.) Preparing our youth for an inclusive and sustainable world: the OECD PISA global
competency framework https://www.oecd.org/education/Global-competency-for-an-
inclusive-world.pdf

Hibanada, R.R., Dellomos, C.O., & Romero, R.C. (2020). PISA Global Competence Framework vis-à-vis
the Kto12 Social Studies and Values Education Curricula. In M.U. Balagtas & MA. C.
Montealegre (Eds), Challenges of PISA: The PNU Report (pp.142-193). Philippine Normal
University and Rex Institute for Student Excellence, Inc.

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https://po.pnuresearchportal.org/wp-content/uploads/2021/03/Final-Report-PNU-PISA-
Report-Copyrighted-1.pdf

OECD. (2019). PISA 2018 assessment and analytical framework. OECD publishing.
https://www.oecd-ilibrary.org/docserver/b25efab8-
en.pdf?expires=1628731636&id=id&accname=guest&checksum=BB0E82E0E09D8BEFBE6FF7
7501571AC0

Required Output
A. Integration Activity 2: Multicultural Literacy

DIRECTIONS: As a group, identify a competency in your field of specialization. Make an

activity/activities about the competency, integrating social literacy.

Competency: ____________________________ (<Code>)

Part of the Lesson Teacher’s Activity Students’ Activity

Plan
(use format of
DepEd Order 42, s.
2016)
Activity Title: _____________ <Details>
<Details>

ANALYSIS:
Directions: Answer the following questions.

1. Which of the following approaches of multicultural curriculum and pedagogy did you use
in the activity? Explain.

Share your thoughts

Directions: Answer the any of the following questions. Share your answer by commenting in the
corresponding post in the Facebook group or in your journal. (50 words or less)
1. What did you learn from making an activity/activities about the competency, integrating
multicultural literacy?
2. Considering the result of the PNU study on global competence, how important is it to integrate
global competence in the lesson? Explain.

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Topic 4: Social Literacy

Guide Questions for the Readings

1. Define social skills. Why are social skills important?
2. What is emotional intelligence? How can emotional intelligence be cultivated?
3. How is emotional intelligence applied in the real world?
4. What are people skills? What people skills should everyone know?
5. How can social emotional learning be integrated in the lesson?
Resources
Social skills. (2016, November 27). Kid Sense Child
Development. https://childdevelopment.com.au/areas-of-concern/play-and-social-
skills/social-skills/

Indeed Editorial Team. (2020, March 31). What are social skills? Definition and examples. Indeed
Career Guide. https://www.indeed.com/career-advice/career-development/social-skills

Emotional intelligence. (2009, July 30). Psychology Today.

https://www.psychologytoday.com/us/basics/emotional-intelligence

A good read on emotional intelligence. (2018, September 5). UpbeatPassagewithAdeola.

https://upbeatpassage.wordpress.com/2018/08/31/a-good-read-on-emotional-intelligence/

Edwards, V. V. (2019, February 25). 10 essential people skills you need to succeed. Medium.
https://medium.com/@vvanedwards/10-essential-people-skills-you-need-to-succeed-
465df1eb80

25 ways to integrate social emotional learning. (2020, December 6). The Pathway 2 Success.
https://www.thepathway2success.com/25-ways-to-integrate-social-emotional-learning

Required Output
Integration Activity 3: Social Literacy

DIRECTIONS: As a group, identify a competency in your field of specialization. Make an

activity/activities about the competency, integrating multicultural literacy.

Competency: ____________________________ (<Code>)

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Part of the Lesson Teacher’s Activity Students’ Activity

Plan
(use format of
DepEd Order 42, s.
2016)
Activity Title: _____________ <Details>
<Details>

ANALYSIS:
Directions: Answer the following questions.

1. What social skill/s is/are integrated in the lesson?

2. How is the social skill being integrated?

Share your thoughts

Directions: Answer following question. Share your answer by commenting in the corresponding
post in the Facebook group or in your journal. (50 words or less)
1. What did you learn from making an activity/activities about the competency, integrating social
literacy?

Topic 5: Media Literacy

Guide Questions for the Resources:

1. Define media literacy.
2. Why is media literacy important?
3. What is the teaching approach that best suits the media literacy classroom?
4. Differentiate analytical (deconstruction) skills as well as creative communications
(construction / production) skills in media literacy.
5. What are the five core concepts of CML? How can we integrate these in the classroom?
6. What are the advantages and disadvantages of media?

Resources

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Thoman, E., & Jolls, T. (2008). LITERACY for the 21st Century An Overview & Orientation Guide To
Media Literacy Education Part I: Theory CML MediaLit Kit A Framework for Learning and
Teaching in a Media Age. Center for Media
Literacy. https://www.medialit.org/sites/default/files/Lit%2021st%20Cen%202nd%20Ed.pdf

Media: 10 advantages and 10 disadvantages of media. (2016, July 8). Indian History, Festivals,
Essays, Paragraphs, Speeches. - ImportantIndia.com.
https://importantindia.com/22940/media-advantages-
disadvantages/#:~:text=Media%3A%2010%20Advantages%20and%2010%20Disadvantages%
20of%20Media,to%20use%20it%20wisely%20for%20the%20best%20impact

Required Output

Integration Activity 4: Media Literacy

DIRECTIONS: As a group, identify a competency in your field of specialization. Make an

activity/activities about the competency, integrating media literacy.

Competency: ____________________________ (<Code>)

Part of the Lesson Teacher’s Activity Students’ Activity

Plan
(use format of
DepEd Order 42, s.
2016)
Activity Title: _____________ <Details>
<Details>

ANALYSIS:
Directions: Answer the following questions.

1. Which of the following media skills is integrated in the lesson? Explain.

a. Analytical Communication Skills
b. Creative Communication Skills
2. Which of the following core concepts is considered? Explain.
a. Authorship
b. Format
c. Audience
d. Purpose

Share your thoughts

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Directions: Answer following question. Share your answer by commenting in the corresponding
post in the Facebook group or in your journal. (50 words or less)
1. In this time when fake news, violence and other concerns are present in media, how
important is it to integrate media literacy in the classroom?

Topic 6: Financial Literacy

Guide Questions for Using the Resources:

1. How does PISA define financial literacy? Why is financial literacy important?
2. Describe the PISA Financial Literacy Framework.
3. How aligned are the PISA Financial Literacy Framework to the K to 12 Mathematics and Social
Studies curriculum?
4. What is personal finance?
5. Enumerate 10 personal finance strategies
6. Explain the three principles of personal finance
7. Why is setting financial and investment goal important?
8. What are the three key areas you'll need to consider in setting investment goals?
9. What are the three investment goals?
10. Enumerate 10 reasons why you should save money.
11. Enumerate 10 tips in avoiding financial scams.
12. What are the eight types of insurance?
13. What are the different types of life insurance?
14. Give some tips on teaching financial literacy.

Readings
OECD. (2019). PISA 2018 assessment and analytical framework. OECD publishing.
https://www.oecd-ilibrary.org/docserver/b25efab8-
en.pdf?expires=1628731636&id=id&accname=guest&checksum=BB0E82E0E09D8BEFBE6FF7
7501571AC0

Note: This was used in the topic Global Literacy.

Yeban, F.I. & Florendo, J.A. (2020). PISA Financial Literacy Framework vis-à-vis the Kto12
Mathematics and Social Studies Curricula. In M.U. Balagtas & MA. C. Montealegre (Eds),
Challenges of PISA: The PNU Report (pp.228-261). Philippine Normal University and Rex
Institute for Student Excellence, Inc. https://po.pnuresearchportal.org/wp-
content/uploads/2021/03/Final-Report-PNU-PISA-Report-Copyrighted-1.pdf

Note: Challenges of PISA: The PNU Report was used in the topic Global Literacy.

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Personal finance. (n.d.). Investopedia. https://www.investopedia.com/terms/p/personalfinance.asp

Kenton, W. (2021, March 30). Personal finance. Investopedia.

https://www.investopedia.com/terms/p/personalfinance.asp

Setting Financial and Investment Goals. (n.d.). Ent Credit Union.

https://www.ent.com/globalassets/pdf-files/investment-
outlook/investorinsights_summer2018.

10 reasons why you should save money. (n.d.). My Money Coach.

https://www.mymoneycoach.ca/saving-money/why-save-money

Bell, A. (2019, June 25). 10 tips to avoid common financial scams. Investopedia.
https://www.investopedia.com/articles/personal-finance/041515/10-tips-avoid-common-
financial-scams.asp

I'm Adulting. Should I get life insurance? (n.d.). Manulife.

https://www.manulife.com.ph/en/individual/what-s-new/im-adulting-should-i-get-life-
insurance.html

Types of insurance: Different types of insurance policies in India. (2021, March 10). Digit Insurance.
https://www.godigit.com/guides/types-of-insurance

Gorelick, S. (2018, January 16). How to teach financial literacy. wikiHow. Retrieved August 12, 2021,
from https://www.wikihow.com/Teach-Financial-Literacy

Required Output

Integration Activity 5: Financial Literacy

DIRECTIONS: As a group, identify a competency in your field of specialization. Make an

activity/activities about the competency, integrating financial literacy.

Competency: ____________________________ (<Code>)

Part of the Lesson Teacher’s Activity Students’ Activity

Plan
(use format of
DepEd Order 42, s.
2016)
Activity Title: _____________ <Details>

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<Details>

ANALYSIS:
Directions: Answer the following questions.

1. Which of the following categories of financial literacy is integrated in the lesson? Explain.
a. Content
b. Process
c. Context
2. What competency of financial literacy as identified by the PISA framework is integrated?
(Example: Recognize that money can be stored in various ways, including at home, in a
bank, in a post office or in other financial institutions, in cash or electronically.) Explain.
3. What approach was used in integrating Financial literacy?

Share your thoughts

Directions: Answer one of the following questions. Share your answer by commenting in the
corresponding post in the Facebook group or in your journal. (50 words or less)

1. In your opinion, why are many teachers financially challenged?

2. What will you do to overcome or manage this challenge when you become a
professional teacher?

Topic 7: Cyber/Digital Literacy

Guide Questions for Using the Resources:

1. What is digital intelligence (DQ)?
2. Why was the concept of Digital Intelligence developed?
3. Describe the digital intelligence framework.
4. What knowledge, skills and attitudes are considered in the competencies of DQ digital
citizenship?
5. According to DQ, what is digital literacy?
6. Describe the PISA 2021 ICT Framework
7. What are types of cyber threats?
8. How can you protect yourself against cyber attacks?
9. What is digital citizenship?

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10. Discuss the four layers of approaches in teaching digital citizenship.

11. Enumerate 10 Digital Citizenship and Internet Safety Tips for Students
12. Enumerate 10 Basic Rules of Netiquette.
13. Define cyber bullying.
14. What can teachers do to prevent and address cyber bullying?
15. What are cybercrime offenses?
16. Discuss strategies in place for doing research on the Web and for evaluating the websites you
find there.

Resources
DQ Institute. (2017, August). Digital Intelligence (DQ) A Conceptual Framework & Methodology for
Teaching and Measuring Digital Citizenship. https://www.dqinstitute.org/wp-
content/uploads/2017/08/DQ-Framework-White-Paper-Ver1-31Aug17.pdf

DQ framework. (n.d.). DQ Institute. https://www.dqinstitute.org/dq-framework/#

OECD. (2019, April). PISA 2021 ICT Framework. https://www.oecd.org/pisa/sitedocument/PISA-

2021-ICT-framework.pdf

What is cyber security? (2021, April 26). www.kaspersky.com.

https://www.kaspersky.com/resource-center/definitions/what-is-cyber-security

Teaching digital citizenship: 10 internet safety tips for students (With cyber safety posters).
(2019, March 12). Primary Tech by Kathleen Morris: Technology in the Classroom Made
Easy. https://www.kathleenamorris.com/2019/03/12/internet-safety/

Hartney, E. (2020, January 13). 10 basic rules of netiquette or internet etiquette. Verywell Mind.
https://www.verywellmind.com/ten-rules-of-netiquette-22285

What is cyberbullying. (2020, September 15). StopBullying.gov.

https://www.stopbullying.gov/cyberbullying/what-is-it

Tips for teachers. (2021, May 21). StopBullying.gov.

https://www.stopbullying.gov/cyberbullying/tips-for-teachers

Republic Act 10175. An Act Defining Cybercrime, Providing for the Prevention, Investigation,
Suppression and the Imposition of Penalties Therefor and for Other Purposes.
https://www.officialgazette.gov.ph/2012/09/12/republic-act-no-10175/

STRICTLY FOR INSTRUCTIONAL PURPOSES ONLY

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Exploring the internet: Researching and evaluating the web. (n.d.). Mrs. Frimmer's Class.
https://frimmerclass.weebly.com/exploring-the-internet-researching-and-evaluating-the-
web.html

Required Output

Integration Activity 6: Cyber/Digital Literacy

DIRECTIONS: As a group, identify a competency in your field of specialization. Make an

activity/activities about the competency, integrating cyber/digital literacy.

Competency: ____________________________ (<Code>)

Part of the Lesson Teacher’s Activity Students’ Activity

Plan
(use format of
DepEd Order 42, s.
2016)
Activity Title: _____________ <Details>
<Details>

ANALYSIS:
Directions: Answer any or both of the following questions.

1. What competency of DQ digital citizenship is integrated in the lesson? Explain.

2. What approach in teaching digital citizenship is used? Explain.

Share your thoughts

Directions: Answer one of the following questions. Share your answer by commenting in the
corresponding post in the Facebook group or in your journal.
1. What did you learn from making an activity/activities about the competency, integrating
Digital Literacy?

Required Output
Integration Activity 6: Cyber/Digital Literacy

STRICTLY FOR INSTRUCTIONAL PURPOSES ONLY

PROF ED 10 COURSE PACK 16

DIRECTIONS: As a group, identify a competency in your field of specialization. Make an

activity/activities about the competency, integrating cyber/digital literacy.

Competency: ____________________________ (<Code>)

Part of the Lesson Teacher’s Activity Students’ Activity

Plan
(use format of
DepEd Order 42, s.
2016)
Activity Title: _____________ <Details>
<Details>

ANALYSIS:
Directions: Answer any or both of the following questions.
1. What competency of DQ digital citizenship is integrated in the lesson? Explain.
2. What approach in teaching digital citizenship is used? Explain.

Share your thoughts

Directions: Answer one of the following questions. Share your answer by commenting in the
corresponding post in the Facebook group or in your journal.
1. What did you learn from making an activity/activities about the competency,
integrating an assigned Digital Literacy?

Required Output

Topic 8: Eco-Literacy

Guide Questions for Using the Resources:

1. What are environmental literacy, ecological literacy, ecoliteracy?
2. What are the components of environmental literacy?
3. What are the components of ecoliteracy? Describe each.
4. What strategies can be used in teaching ecoliteracy?

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Resources
McBride, B. B., Brewer, C. A., Berkowitz, A. R., & Borrie, W. T. (2013). Environmental literacy,
ecological literacy, ecoliteracy: What do we mean and how did we get here?. Ecosphere, 4(5),
1-20. https://esajournals.onlinelibrary.wiley.com/doi/abs/10.1890/ES13-00075.1

Sly, C. (2015, August 7). Teaching strategies. ecoliteracy.org.

https://www.ecoliteracy.org/article/teaching-strategies

Smith, C. (2007). Education and society: The case for ecoliteracy. Education and Society, 25(1), 25-
37 https://www.ingentaconnect.com/content/jnp/es/2007/00000025/00000001/art00003

Integration Activity 7: Environmental /Eco-literacy

DIRECTIONS: As a group, identify a competency in your field of specialization. Make an

activity/activities about the competency, integrating ecoliteracy.

Competency: ____________________________ (<Code>)

Part of the Lesson Teacher’s Activity Students’ Activity

Plan
(use format of
DepEd Order 42, s.
2016)
Activity Title: _____________ <Details>
<Details>

ANALYSIS:
Directions: Answer any or both of the following questions.
1. What component of environmental literacy/ ecoliteracy is integrated in the lesson?
2. How is the integration done?

Share your thoughts

Directions: Answer the following question. Share your answer by commenting in the
corresponding post in the Facebook group or in your journal.
1. What did you learn from making an activity/activities about the competency,
integrating an assigned ecoliteracy?

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Topic 9: Art and Creativity Literacy

Guide Questions for Using the Resources:

Resources
1. What is the role of an artist educator?
2. What happens when students understand meaning making in arts?
3. Describe art as
a. Process
b. Reflection
4. What is visual literacy? Why is it important to teach visual literacy?
5. What is creativity literacy? Why is it important to develop creativity across the
curriculum?
6. How can object-based learning be used in integrating arts in the curriculum? What are
the benefits and downsides of this approach?
7. How does art impact learning?

Resources:
Albers, P. (1997). Art as literacy. Language Arts, 74(5), 338-350.
https://www.researchgate.net/publication/299358916_Art_as_Literacy

Harrison, K. (n.d.). What is visual literacy? Visual Literacy Today – An online magazine for visual
literacy and visual learning. https://visualliteracytoday.org/what-is-visual-literacy

Scorsese, M. (2006, October 23). Martin Scorsese on the importance of visual literacy [Video].
Edutopia. https://www.edutopia.org/video/martin-scorsese-importance-visual-literacy

Snell, T. (n.d.). Why an education in visual arts is the key to arming students for the future. Visual
Literacy Today – An online magazine for visual literacy and visual learning.
https://visualliteracytoday.org/why-an-education-in-visual-arts-is-the-key-to-arming-
students-for-the-future/

Object-based learning. (2021, May 26). Academic Technologies | University of Miami Information
Technology. https://academictechnologies.it.miami.edu/explore-technologies/technology-
summaries/object-based-learning/index.html#:~:text=At%20a%20glance%20Object-
based%20learning%20%28OBL%29%20is%20a,archival%20materials%

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Zhbanova, K. (2019). Developing Creativity through STEM Subjects Integrated with the Arts. Journal
of STEM Arts, Crafts, and Constructions, 4(1), 1.
https://scholarworks.uni.edu/cgi/viewcontent.cgi?article=1046&context=journal-stem-arts

Reyner, A. How Art Impacts Learning. https://www.creativeplayla.com/wp-

content/uploads/2020/03/How-Art-Impacts-Learning-.pdf

Required Output
Integration Activity 8: Art Literacy

DIRECTIONS: As a group, identify a competency in your field of specialization. Make an

activity/activities about the competency, integrating art literacy.

Competency: ____________________________ (<Code>)

Part of the Lesson Teacher’s Activity Students’ Activity

Plan
(use format of
DepEd Order 42, s.
2016)
Activity Title: _____________ <Details>
<Details>

ANALYSIS:
Directions: Answer the following questions.

1. Which of the following is emphasized in the art integration? Explain

a. process
b. reflection
2. What is the possible impact of the integrated art in learning the competency?

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PROF ED 10 COURSE PACK 20

One-Page Evaluation Instrument Rating

The “OPEI” will be evaluated by the instructor through Facebook reactions:

The OPEI has complete parts. The insights and realizations are deep and presented
convincingly and clearly. Summary shows understanding of the topic.

The OPEI has complete parts. Either the insights or realizations are deep and
presented convincingly and clearly. Summary shows understanding of the topic

The OPEI has complete parts. The insights and realizations are presented clearly.
Summary shows understanding of the topic

The OPEI has complete parts. Summary shows understanding of the topic

The OPEI has missing parts or summary does not show understanding of the topic.

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PROF ED 10 COURSE PACK 21

Topic Presentation Cheat Sheet

One of the major requirements of this class is the topic (video) presentation output of students.
Each group is assigned a topic to be presented.

MECHANICS:

1. Each video presentation should not go beyond 15 minutes. Please be mindful of the period.
Careful planning is needed so your video output does not exceed the time limit.
2. There will be no further restrictions on the use of background music, ppt file during video
presentation, etc. The students will have the freedom to craft their own mechanism on how to
effectively convey the content of their topic.
3. The video file should be uploaded to the class’s Facebook Group or any other online platform
accessible to students. ONLY the link will be posted in the group chat for student access. Some
files may be too heavy to download (may eat up much data).
4. Notes answering the guide questions must be shared by the group to the class on the date to
be announced in class.
4. Before class session, the link of the assigned video should be posted to the Facebook Group
and its link to the group chat so students will be able to watch in advance. During the
synchronous session, the presenter will be given 2 minutes for wrap up and synthesis of the
discussion. This will also be followed by the question and answer.
Video outputs will be evaluated based on the following rubric:
www.olejarz.com/arted/digitalvideo/interviewrubric.pdf https://conference.iste.org/

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 PROF ED 10 COURSE PACK 22

Topic Presentation Rubrics

Aspects 6 points 5 points 4 points 3 points
Organization The presentation was The presentation was The presentation was not The presentation was
very easy to follow easy to follow. easy to follow. difficult to follow due
to disorganization of
the utterances.
Understanding The group clearly The group seemed to The group clearly The group did not
of topic understood the topic understand the main understood most aspects show an adequate
in-depth and points of the topic and of the topic and understanding of the
presented his/her presented those with presented his/her topic.
information ease. information with ease.
convincingly
Accuracy of All information Most information Most information Most of the
information presented was clear, presented was clear, presented was clear, but information was
accurate and thorough accurate and thorough. was not usually accurate. inaccurate or not
clear.
Content The multimedia The multimedia The multimedia element The multimedia
element is clear and element reflects a fairly is vague in conveying a element lacks a clear
concise, with a very logical progression of point of view and does point of view and
logical progression of ideas. not create a strong sense logical sequence of
ideas. of purpose. information.
Quality Multimedia element is Multimedia element is Multimedia element is Multimedia element is
clear. If sound is somewhat clear. If mostly unclear. If sound is unclear. If sound is
included, it is easy to sound is included, it is included, it is not easy to included, it is not easy
hear/understand. If easy to hear/understand. If video to hear/understand. If
video is included, it can hear/understand. If is included, it cannot be video is included, it
be seen and/ or can be video is included, it can seen and/ or cannot be cannot be seen and/
heard. be seen and/ or can be heard. or cannot be heard.
heard.
Notes The notes cover all The notes cover all The notes cover all The notes do not
important aspects of important aspects of important aspects of the cover all important
the topic and the topic and presented topic. aspects of the topic.
presented in a concise in a clear manner.
and clear manner.
References In-text citations are In-text citations are References list are No in-text citations
consistent and the consistent and the flashed in the video OR nor reference lists are
references list is references list is flashed printed in the notes found.
flashed in the video in the video OR printed
and printed in the in the notes
notes

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 PROF ED 10 COURSE PACK 23

Timeliness The activity is The activity is The activity is submitted The activity is
submitted on or submitted in at most 24 in at most 48 hours after submitted more than
before the deadline hours after the the deadline. 48 hours after the
deadline. deadline.

SHARE YOUR THOUGHTS EVALUATION

The “Share your Thoughts” will be evaluated by the instructor through Facebook reactions:

The reflection is deep, presented convincingly and clearly and shows understanding
of the topic and the question.

The reflection is deep, presented convincingly and shows understanding of the topic
and the question

The reflection is deep and shows understanding of the topic and the question.

The reflection shows understanding of the topic and the question

The reflection does NOT show understanding of the topic and the question OR is
longer than required.

STRICTLY FOR INSTRUCTIONAL PURPOSES ONLY

 PROF ED 10 COURSE PACK 24

Integration Activity Rubrics

Aspects 6 points 5 points 4 points 3 points
Alignment The activity/ies The activity/ies is/are The activity/ies is/are The activity/ies
is/are perfectly aligned with the somehow aligned with is/are NOT aligned
aligned with the competency. the competency with the
competency. competency
Appropriateness The activity/ies The activity/ies is/are The activity/ies is/are The activity/ies
is/are very appropriate to the somehow appropriate is/are NOT
appropriate to the grade level. to the grade level appropriate to the
grade level grade level
Integration The integration of The integration of The integration of the The integration of
the required literacy the required literacy required literacy is the required
is explicit, is explicit implied. literacy is not
procedures are clear evident.
Analysis The analysis The analysis answers The analysis answers The analysis does
answers all most questions and some questions and not answer the
questions and presented in a presented in a concise questions or are all
presented in a concise and clear and clear manner. presented in an
concise and clear manner. unclear manner.
manner.
Timeliness The activity is The activity is The activity is The activity is
submitted on or submitted in at most submitted in at most submitted more
before the deadline 24 hours after the 48 hours after the than 48 hours after
deadline. deadline. the deadline.

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PROF ED 10 COURSE PACK 25

Class Policies

• Students are expected to submit all the requirements of the course on the scheduled
dates/ period of submission.
• Students are expected to participate in all the discussions both in asynchronous and
synchronous delivery. Exceptions and alternative modality will be provided to those
having difficulty working online or due to connectivity challenges.
• Students are expected to submit requirements which are their original work. Plagiarism
is not acceptable.
• Students are expected to observe norms of conduct in accordance with the provisions
of the Student Handbook.
• Additional policies in the use of Facebook are posted in the Facebook Group.
• Classroom materials are strictly for instructional purposes only.
• Privacy of synchronous and asynchronous activities and participants must be respected.
• Guide and policies for final exam are found in Moodle.

Consultation

• Students are advised to send a message to the instructor requesting for consultation in
advance. The students and the instructor will agree on the schedule of such
consultation.
• Consultation hours:
o Wednesday: 5:00 – 6:30 pm
o Thursday: 4:00 – 6: 30 pm

STRICTLY FOR INSTRUCTIONAL PURPOSES ONLY