Lesson 14.: Unit Iii. 21 Century Literacies

UNIT III.
21ST CENTURY LITERACIES
Lesson 14. Cyber/Digital Literacy
The turn of events bringing about the digital age has introduced various challenges. Learners
now face a wide range of difficult issues like cyberbullying, internet addiction, and online
privacy concerns that the previous generations never had to think about. With such, leaders in
education, school officials, teachers, and parents are called on to add the whole new idea of
cyber literacy and digital citizenship in the curriculum. Being respectful and responsible in doing
what is right are key elements in digital citizenship yet students should learn how to apply them
to the realities of digital age.
In this part of the module, you will come across the definition of cyber citizenship and the things
expected from you as digital citizens. You will also be oriented on how to use social media and
internet responsibly. Cyberbullying and other cybercrimes will also be discussed and even the
things you need to know in researching and evaluating the web.
1. Cyber Citizenship in the Digital Age
Learning Objectives
At the end of the topic, students should be able to:

1. define what cyber citizenship is,
2. analyze the nine elements of digital citizenship and apply them in real
life situations,
3. compare and contrast a good citizen and a good digital citizen, and
4. share their commitment towards becoming a good digital citizen.
Presentation of Content
Digital citizenship, also referred to as cyber citizenship, is a term adopted and used to discuss
interrelated concepts. From the concept of citizenship, digital citizenship can be viewed as the
quality of an individual’s response to the digital communities where they belong. It is a term
used to frame the protection of children from online dangers such as cyber bullying and the like.
To others, especially those concerned with the protection of intellectual property, digital
citizenship is a means to combat piracy. Below are other definitions of cyber citizenship.
Definitions aligned with child safety:
 Digital citizenship is about ensuring “safety to enable [children] to have the opportunity
to form and to create relationships online that are healthy, that are productive, and
ultimately will become the foundation for what we call digital citizenship.” (Family
Online Safety Institute, http://www.fosi.org)
 “Digital citizenship is about creating safe, secure, and ethical users of internet. It’s about
hildren’s right and responsibilities online. It’s about their safety, their security, and their
values, the judgments that they make and the decisions that they make online. (Children
International, http://digizen.org)
Definitions aligned with intellectual property rights:
 “Digital citizenship refers to the rights and responsibilities involved with the use of
technology. Learning to use technology appropriately and respecting creative rights is
necessary in a world that is immersed in technology.” (Microsoft,
http://www.digitalcitizenshiped.com)
 Good digital citizenship centers around demonstrating “respect for intellectual property
and responsible use of the internet.” (Recording Industry of America,
http://www.music-rules.com)
Digital Citizenship as an Educational Concept
American educator and author Mike Ribble spent more than a decade working on the topic of
digital citizenship. He defines digital citizenship as an understanding of “human, cultural, and
societal issues related to technology and practice legal and ethical behavior.” For him, digital
access is the first element that is prevalent in today’s educational curriculum.
Ribble has put forward nine elements that he considers central to the concept of digital
citizenship and the implementation of related classroom curriculum:
Photo from fitefuaite.com
1. Digital access. This is one of the most important factors in becoming a digital citizen.
It focuses on raising awareness on the issues that may affect the access of students to
technology such as socioeconomic status, location, and special learning needs. Digital
access may be available in some remote areas through cyber café or internet shops.
2. Digital commerce. This is the ability of users to recognize that part of the economy is
regulated online. It provides information about buying and selling goods online the
safe and responsible way. It also deals with the discussion on identity theft, online
auctions, deceptive sellers, and the use of credit cards/debit cards.
3. Digital communication. This element focuses on the electronic exchange of
information. It addresses the appropriate uses of the different online mediums (email,
instant messaging, blogging, etc.) and their distinct purposes and audiences.
4. Digital literacy. This deals with the understanding of how to use various digital
devices. It addresses the learners’ technological capabilities and their ability to think
critically about web communication and content.
5. Digital etiquette. The focus is on the standards of conduct that are appropriate in the
digital society like how to mindfully use technological devices in public and the
appropriate behavior and way of communicating for online transactions.
6. Digital law. Included here are the legal rights and restrictions governing the use of
technology. Child safety concerns and intellectual property rights are issues involved
here.
7. Digital rights and responsibilities. All who participate in the digital community have
privileges and freedoms however, there are also behavioral expectations from them.
The issues of privacy and free speech are covered in here.
8. Digital health and wellness. This covers the physiological (eye strain, carpal tunnel)
and psychological (technology addiction) impacts of regular and prolonged
technology engagement.
9. Digital security. This reminds all digital citizens to protect personal safety and
network security by practicing the use of password, virus protection, and even
backing up data.
The Digital Citizen
Photo from virtuallibrary.info
A digital citizen is a person using information technology (IT) in order to engage in society,
politics, and government (https://en.wikipedia.org/wiki/Digital_citizen). He/she is someone who
use the internet regularly and effectively as defined by Karen Mossberger, one of the authors of
Digital Citizenship: The Internet, Society, and Participation.
There are three principles that were developed by Mark Ribble to teach digital users to
responsibly use technology in becoming a digital citizen: respect, educate, and protect. Each
principle contains three of the nine elements of digital citizenship:
1. RESPECT. Etiquette, access, and law are the elements used to respect other digital
users.
2. EDUCATE. To learn about the appropriate use of technology in the digital world, the
elements literacy, communication, and commerce are used.
3. PROTECT. It is important for digital citizens to remain safe in the digital and
non-digital world hence the elements of rights and responsibilities, security, and
health and wellness are important.
Presented below is the characterization of a good citizen and a good digital citizen as emphasized
in the Infographic on Citizenship in the Digital Age
(https://elearninginfographics.com/citizenship-digital-age-infographic/):
A GOOD CITIZEN… A GOOD DIGITAL CITIZEN…
1. Advocates for equal human 1. Advocates for equal digital

rights for all. rights and access for all.
2. Treats others courteously and 2. Treats others with respect in
never bullies. online spaces and never
cyberbullies.
3. Does not steal or damage other’s 3. Does not steal or damage
property and other people. others’ digital work, identity or
property.
4. Communicates clearly, 4. Makes appropriate decisions
respectfully, and with empathy. when communicating through a
variety of digital channels.
5. Actively pursues an education 5. Uses digital tools to advance

and develops habits for lifelong their learning and keeps up
learning. with changing technologies.
6. Spends and manages money 6. Makes responsible online

responsibly. purchasing decisions and
protects their payment
information.
7. Upholds basic human rights of 7. Upholds basic human rights in

privacy, freedom of speech, etc. all digital forums.
8. Protects self and others from 8. Protects personal information

harm. from outside forces that might
cause harm.
9. Proactively promotes their own 9. Proactively limits health risks of

physical and mental health.
technology, from physical to
psychological.
2. Responsible Social Media and Internet Use
Learning Objectives:

1. Define social media.
2. Understand the concept of digital footprint.
3. Trace their own digital footprint.
4. Ensure that their digital identity is managed.
5. Use social media and internet responsibly in real life situations.
In 2019, Merriam-Webster defined "social media" as "forms of electronic communication (such

as websites for social networking and microblogging) through which users create online
communities to share information, ideas, personal messages, and other content (such as videos)."
It could simply be said that social media is a website or application that allows you to create and
share content while engaging with other users.
Social media websites such as Facebook, Instagram, and Twitter has absolutely revolutionized
our world. They have gained a strong hold in our everyday life since they can be great ways of
staying in touch with friends and family and even to professional networks. If used well, they can
add to the learning experience. For the youths, support and guidance in the responsible use and
navigation is helpful.
Digital Footprint
Photo from medium.com

Digital footprint or digital shadow refers to your unique set of traceable digital activities, actions,
contributions and communications manifested on the internet or on digital devices
(www.wikipedia.com). It can be classified as passive or active. A passive digital footprint
includes data collected without the knowledge of the owner while active digital footprints are
created when the user releases personal data for the purpose of sharing information about
oneself.
Simply, we can say that your digital footprint is the data trail left by your interactions in the
digital world. It’s a record of what you said, what was said about you, what you liked, retweeted,
or shared, and even where you are or where you had been. These details are often used for
background and character checking, or even for others to gather information about you in order
for them to impersonate or commit fraud. You also have to remember that although it is not
publicly known, there is also a record of what you’ve clicked on, what you’ve searched for, or
even you IP address. It is for these facts that you need to be extra careful and responsible in the
use of internet and social media.
Managing your Digital Identity
You as the user can decide how other people can see you in the digital world and take part in
protecting your personal information. Here are some suggestions you can follow in order to do
so.
On Facebook
1. Use settings that determine who sees your posts. Avoid making your posts visible to
“friend of friends” or even “public.”
2. Set your timeline so only your friends can see it.
3. Don’t share your personal details.
4. Everyone may see the pages you like so take care. If in doubt, you can always unlike.
5. Check regularly the functionality and privacy settings because they often change
especially after application update.
On Twitter
1. Consider your audience and your profile. You can use multiple accounts – one
account for professional or academic use, and another for informal and personal use.
2. Name your accounts intelligently.
3. Monitor your list of followers regularly.
4. Think before you tweet. You still have an option to make your account private.
On LinkedIn
1. Your profile is public by default. Remember to set it private until such time that you
are ready to share it.
2. Put in mind that it is a professional environment. Do not link it to your personal
Facebook or Tweeter account unless for a good and justifiable reason.
Whatever social media tool you are using, always keep in mind about your privacy – that even if
there are “privacy” settings, this do not prevent contents being downloaded. Remember that the
way you use the social media makes your appearance to others. Before posting online, make sure
that what you want to post will benefit you and those who see it. Every time you use the social
media, THINK:
T – Is it TRUE? Is this post/picture/comment truthful or is it possibly based on

rumor?
H – Is it HELPFUL? Will this help you or anybody else? Or could this
potentially bring harm or hurt someone?
I – Is this INSPIRING? Is the content of what you are uploading inspiring?
N – Is it NECESSARY? Is this something that people need to know or is it
irrelevant?
K – Is it KIND? Is what you want to post kind and nice, or is it harsh or rude?
It is also good to be SMART on the internet.
S - Stay SAFE. Do not give out your personal information such as full name,
address, photos to people you are chatting with online.
M - Do not MEET up. Meeting someone you have only known online is very
dangerous. If you opt to do so, ask permission from your parents or
guardians and it would still be better if you do it with them.
A - ACCEPTING files. When you accept files sent through email, messenger,
or open files and photos sent by people you do not know, you can be in
danger because these may contain viruses or nasty contents.
R - RELIABLE. Do not believe everything you see in the internet. Check on
the reliability of the source/website.
T - TELL someone. Tell an adult (parents, guardians, teachers, or anyone you
trust) if someone or something in the internet makes you feel worried or
uncomfortable.
3. Managing and Avoiding Cyberbullying and other Cybercrimes and Computer
Threats

1. Define cybercrime, cyber threat, and cyberbullying.
2. Recognize the different types of cyberbullying.
3. Empathize with the targets of cyberbullying.
4. Identify strategies for dealing with cyberbullying and ways of becoming an
upstander.
In the digital world, it is a reality that some online spaces can be full of negative, rude or
downright mean behavior. Though there are many benefits that we get in the internet, it is not
always a friend. Sometimes, it is where the enemies that attack us come from.
According to a NortonLifeLock employee, cybercrime is an ongoing threat since 2018. Every

year, new threats are surfacing that is why cybercrime continues to evolve. Any crime that takes
place primarily online can be called a cybercrime. It can range from security breaches to identity
theft.
With the constant use of technology and the growing risk of cybercrimes, you have likely heard
the terms cyberbullying and cyber threat. Do they have similarity or difference?
A cyber threat is defined as any form of intimidating online material suggesting that the author or
the penetrator may commit an act of violence, suicide, or self-harm (https://non.profitrisk.org).
cyberbullying, on the other hand, is defined by Dictionary.com as “the act of harassing someone
online by sending or posting mean messages, usually anonymously.” It is the use of technology
to harass, threaten, embarrass, or target a person. Cyberbullying comes in many forms and most
of the time, it affects the adolescents but it does not spare all age groups.
Types of Cyberbullying
1. Harassment. Threats and insults are repeatedly sent to a person through text messages or
on a social media platform to wear down a victim.
2. Cyberstalking. This often occurs after a failed relationship like breaking up and
rejection. It involves an assault of messages with pleas to get back together. Sexually
explicit messages or taunts can be used here.
3. Exclusion. This occurs when someone is cut out of a group or social event. It is done
with the intention to make the victim feel bad by throwing him/her out of the social
circle where he/she belonged.
4. Trolling. Posting malicious or hurtful comments in a message board or social media
against someone to provoke extreme reaction from the victim. This is often then
anonymously where the penetrator may not have any relationship with the victim.
Sometimes, they even do not know each other.
5. Impersonation. Pretending as another person and sending messages to a friend with the
intention to ruin the relationship or trust. Public posts may also be made with
embarrassing or unflattering statements.
6. Denigration. Gossip and rumors are posted with the intent of harming the reputation or
relationship of the target/victim.
7. Outing. Frequently practiced in the aftermath of a broken relationship where personal
messages with revealing information or photos are being shared.
Risk Factors
According to the U.S. Department of Health and Human Services, there are several risk factors
as basis in identifying the youths who are susceptible to becoming bullies or being bullied.
Children who display some of the following attributes may be more likely to bully others:
 Easily frustrated or impulsively angry/violent.
 Obsessed or very interested in discussing violence or violent behaviors.
 Have difficulties at home or low parental involvement in their lives.
 Frequently criticize peers and other youth.
 Have difficulty following guidelines and rules for acceptable behavior.
 Question authority or act defiantly toward adults or other authority figures.
Meanwhile, children who are victims of bullying often possess one or more of the following risk
factors:
 Seen as somehow different from their peers (e.g., nerdy, immature, irritating, etc.)
 Have low self-confidence or experiencing mental health challenges such as depression or
anxiety.
 Perceived as weak or incapable of standing up for themselves.
 Tend to isolate themselves from others.
 Have mental, physical, or learning disabilities.
 Identify themselves as lesbian, gay, bisexual, transgender.
When you experience being bullied, here are some ways you could do to respond:
 Ignore the messages. The more you entertain the messages of the bully, the more you
become affected.
 Block the bully. As early as possible, cut the connection between you and the bully.
 Use reporting tools. If the bully made use of a social media account, report the account
immediately.
 Take a screenshot of messages. This will serve as evidence in case the situation worsen.
 Talk to a friend or tell a trusted adult. It is always on your benefit to have someone to talk
to. It will ease the burden and will build a support group for you.
Although not all becomes the bully or the bullied, everyone can have a role when it comes to
cybercrimes particularly cyberbullying. Some digital citizens opt to be bystanders who see a
bullying or cyberbullying situation but doesn’t do anything to stop it, while others decide to be
upstanders who support and stand up for someone else, usually for the victim. An upstander in a
cyberbullying situation is someone who empathize with the victim or even the bully.
Unit 3: 21st Century Literacies
Lesson 15. Ecological Literacy
Overview
The development of ecological understanding is not simply another subject to be learnt,

but a fundamental change in the way we see the world.
- John Lyle, 1994
We are already in a critical point because of the many environmental issues such as climate
change and rampant environmental destruction. Human’s alienation from nature greatly
contributes to the aggravation of these environmental problems.
We, humans, have the moral obligation to protect the environment and to promote
sustainable development of the planet for future generations. Environmental degradation is
detrimental and is jeopardising the long-term health and security of animals, plants and human.
Hence, it is important that we understand the impact our actions have on the environment.
In the context of education, schools have a very unique role in environmental protection:
they help students become conscientious stewards and advocates of the environment, protecting
it for themselves and generations to come (Obrien, 2012). As we look to schools in the effort to
preserve our environment, we should consider both roles to maximize their impact.
To better understand the roles that each of us play in sustaining our environment, this
module will introduce various concepts on ecological literacy. Knowing the foundation of
ecological literacy helps in understanding and eventually appreciating more our nature and its
wonder. It will likewise present the importance of environmental education in teaching the youth
the value of nature. This module will also discuss various ways on how to maintain a green
school.
Objectives:
At the end of this topic, you are expected to:
1. Demonstrate understanding on the role of ecological literacy towards sustainable
development;
2. Explain the seven environmental principles;
3. Determine the various ways on how to make dark schools into green;
4. Describe the schools environmental education;
5. Recognize individual and collective roles in protecting and rehabilitating the
environment and ecosystem;
Eco-Literacy and Sustainable Development
At the end of the module, you will be able to:
1. Define ecological literacy;

2. Distinguish environmental literacy, ecoliteracy , and ecological literacy;
3. Describe an ecoliterate person;
The great challenge of our time is to build and nurture sustainable communities –
communities that are designed in such a way that their ways of life, businesses, economies,
physical structures, and technologies do not interfere with nature's inherent ability to sustain life.
The first step in this endeavor is to understand the principles of organization that ecosystems
have developed to sustain the web of life. This understanding is what we call ecological literacy.
– Fritjof Capra
What is Ecological Literacy?
David W. Orr, an American educator and Fritjof Capra, a physicist, first introduced the
concept of ecological literacy in the 1990s. According to them, ecological literacy is a way of
thinking about the world in terms of its interdependent natural and human systems, including a
consideration of the consequences of human actions and interactions within the natural context.
It also refers to an individual’s understanding not only of ecological concepts, but also of his or
her place in the ecosystem (Meena & Alison, 2009).
Through ecological literacy, students are able to understand the natural systems that
sustain life on earth and apply the principles guiding ecosystems to help create sustainable
human communities.
The following are the core aspects of ecological literacy (Orr, 1990):
1. Principles of living systems - According to Fritjof Capra, the ecological problems facing
society are rooted in a lack of understanding of our place in the web of life. A key part of
eco-literacy is reconnecting students to living systems. Living systems are open,
self-organizing systems that have the special characteristic of life and that interact with
their environment through information and material-energy exchanges. Examples of
living systems include the human body, or a forest, or a river, as well as human-created
organizations, such as communities, or schools.
Connecting students to natural systems provides them with a deep sense of place
and an understanding of their local environment. While students are immersed in
experiences of the natural world as part of their classroom learning, they discover and
study the principles guiding the functioning of natural systems.
2. Design inspired by nature- The guiding principles and characteristics of living systems
serve as a basis for envisioning and designing sustainable communities. Beyond
understanding natural systems, ecological literacy is about applying this understanding to
the redesign of organizations, communities, businesses, and societies to align with
ecological principles.
According to David Orr, the goal of ecological design is to transform how humans
act in the world to provide food, shelter, energy, materials, and seek their livelihood.
Ecological literacy asks what people know and how should they learn it, given the limits
of the Earth and its systems. It demands that human actions and design conform to how
the world works as a biophysical system, and that societies are designed with future
generations in mind.
3. Systems Thinking- Ecological literacy involves applying a way of thinking that

emphasizes relationships, connectedness and context. For example, we can only
understand a songbird by exploring both its own characteristics as well as its interactions
with the watershed where it lives.
Systems thinking are necessary to understand the complex interdependence and
often unpredictable dynamics of ecological systems, social systems, economic systems
and other systems on all levels. Ecologically literate students find connections in
seemingly disjointed problems, perceive patterns instead of pieces, and design
communities based on the interrelatedness of all life.
4. Ecological paradigm and the transition to sustainability- As Fritjof Capra notes, “in
the coming decades, the survival of humanity will depend on our ecological literacy – our
ability to understand the basic principles of ecology and to live accordingly.”
This shift to an ecological paradigm is part of a transition to sustainability –
meeting human well-being while substantially reducing poverty and conserving the
planet's life support systems. Sustainability is not just about basic needs and human
survival, sustainability is the process to create a vibrant society.
5. Collaboration, community building and citizenship- Ecologically literate students are

also community builders and active citizens. An ecological education occurs both within
the natural environment and in the local community where students can build
relationships and apply their understanding in a real world setting. Ecoliteracy knowledge
empowers students to help create a better society and make a difference. Studies have
shown that combining civic engagement and ecological literacy creates positive change
leaders willing to participate as citizens and engage in creating solutions.
6.
Characterizing an Ecoliterate Person
The Center for Ecoliteracy (Jossey-Bass, 2012) has identified five vital characteristics of an
ecoliterate person that integrates emotional, social, and ecological intelligence.
An ecoliterate person is someone who:
1. Develops empathy for all forms of life.

2. Embraces sustainability as a community practice.
3. Makes invisible visible.
4. Anticipates unintended consequences.
5. Understands how nature sustains life.
The ecologically literate person of the 21st century has a positive view of life, grounded
in the faith of interconnectedness, and has the capacity to competently perform significant life
work and related tasks. Such a view enables one to look upon the human experience positively
and all living things compassionately.
Environmental Literacy, Ecological Literacy and Ecoliteracy
According to "Developing a Framework for the Assessment of Environmental Literacy"

published by the North American Association for Environmental Education (NAAEE, 2004), an
environmentally literate person, both individually and together with others, makes informed
decisions concerning the environment; is willing to act on these decisions to improve the
well-being of other individuals, societies, and the global environment; and participates in civic
life. Those who are environmentally literate possess, to varying degrees:
 Knowledge and understanding of a wide range of environmental concepts, problems, and

issues;
 A set of cognitive and affective dispositions;
 A set of cognitive skills and abilities;
 The appropriate behavioural strategies to apply such knowledge and understanding in
order to make sound and effective decisions in a range of environmental contexts.
Therefore, environmental literacy comprises an awareness of and concern about the

environment and its associated problems, as well as the knowledge, skills, and motivations to
work toward solutions of current problems and the prevention of new ones (NAAEE, 2004,
UNESCO, 1976).
In contrast with frameworks for environmental literacy, which mainly focus on the
environment as a series of issues to be resolved through values and action, ecological literacy
emphasizes that knowledge about the environment is necessary for informed
decision‐making (Klemow's, 1991).
An ecologically literate individual understands environmental realities by specifically

identifying their cause and effect relationships. It also emphasizes systems thinking, which
involves identifying the various biophysical and social components in a given environmental
context and distinguishing their interrelations, allowing for the construction of a “big picture”
view. As such, the ecologically literate individual has a clear perception and understanding of a
system's dynamics and ruptures, as well as its past and alternate future trajectories. He or she
understands the complexity of studied objects and phenomena, allowing for more enlightened
decision‐making (Klemow's, 1991).
On the other hand, Capra (1997) coined the term ecoliteracy and defined it as an
understanding of the principles of the organization of ecosystems and the application of those
principles for creating sustainable human communities and societies.
What most differentiates ecoliteracy from environmental literacy is the clear emphasis on
sustainability, and the introduction of spiritual, holistic components, expressed in terms of
“celebration of Creation” (Orr 1992), “spirit” and “reverence for the Earth” (Capra
1997, 2002, Center for Ecoliteracy 2013 ), and “expansion of the soul” (Wooltorton 2006).
An ecoliterate person is prepared to be an effective member of sustainable society, with

well‐rounded abilities of head, heart, hands, and spirit, comprising an organic understanding of
the world and participatory action within and with the environment.
General Dominant Primary Examples of

conceptions educational pedagogical strategies
of objectives approaches
environment
Environment -Problem -Develop -Cognitive -Case study, issue
al literacy -Field of problem-solving analysis,
values skills, from -Pragmatic problem-solving
diagnosis to action project
-Develop a system -Affective/
of ethics Moral -Analysis and
-Adopt clarification of
environmentally values, criticism
responsible of social values
behaviours
-
Ecological -Object of -Acquire knowledge -Cognitive -Observation,
literacy study system of ecological demonstration,
concepts and -Experiential experimentation
principles
-Develop skills -Case study,
related to the environmental
scientific method: system analysis,
observation and construction of
experimentation ecosystem models
-Develop systems
thinking: analysis
and synthesis
-Understand
environmental
realities in view of
informed
decision-making
Ecoliteracy -Shared -Promote and -Cognitive -Case study,
resource for contribute to social marketing,
sustainable economic -Pragmatic sustainable
living development that consumption
addresses social -Holistic activities,
equity and sustainable living
ecological -Intuitive/ management
sustainability Creative project
-Develop the many
dimensions of one’s -Immersion,
being in interaction visualization,
with all aspects of creative
the environment workshops
-Develop an organic
understanding of the
world and
participatory action
in and with the
environment
The Seven Environmental Principles
1. Determine the seven environmental principles ;
2. Explain how each principle is manifested in our ecosystem;
3. Appreciate nature’s existence by writing a letter of commitment;
Our environment is our immediate surroundings. It is a complex system that deals with a
network of living and non-living entities. This system includes its physical components- air,
water, land and energy; biological components- plants and animals; and socio-economic
components-people, communities, institutions and value (Society for the Conservation of
Philippine Wetlands. Inc.).
The natural world is an incredible wonder that inspires us all. It underpins our economy,
our society, indeed our very existence. Our forests, rivers, oceans and soils provide us with the
food we eat, the air we breathe, the water we irrigate our crops with. We also rely on them for
numerous other goods and services we depend on for our health, happiness and prosperity.
In that light, Galang, et al. expounded on the subject of ecological principles in the 2003
publication, “Seven Lenses (Environmental Principles).” The authors enumerated seven core
messages that explain and emphasize why ecology and the environment matter. These “seven
lenses” are as follows:
1. Nature knows best- We humans have to understand nature and follow its rules, because if
we want to ensure a continuous and steady supply of resources, one must not go against
natural processes. If we, humans, caused any disruption in the cycle of nature, this can
bring imbalance to our ecosystem.
2. All forms of life are equally important- Each organism plays a fundamental role in nature.
Since such occupational or functional position, otherwise known as niche, cannot be
simultaneously occupied by more than one specie, it is apparent that all living things
must be considered as invaluable in the maintenance of homeostasis in the ecosystem.
3. Everything is connected to everything else- In an ecosystem, all biotic and amniotic
components interact with each other to ensure that the system is perpetuated. Any outside
interference may result in an imbalance and the deterioration of the system.
4. Everything changes- The environment is constantly changing. Organisms also evolve

through time. It is said that the only permanent thing is change. As a general
classification, change may be linear, cyclical or random. As example of linear change is
evolution of species, which has brought about higher and more complex types of
organisms. Cyclical change may be exemplified by seasons and the rhythms in floral and
faunal life stages that go with the seasons.
5. Everything must go somewhere- When a piece of paper is thrown away, it disappears

from sight but it does not cease to exist. It ends up elsewhere. Gases released in
smokestacks may disperse but it will end up a component of the atmosphere or brought
down by rains. What a particular type of waste does to the earth's repository should be of
concern to us. It may be a pollutant or a resource depending on certain factors.
6. Ours is a finite Earth- The earth’s resources can be classified as either renewable or
non-renewable. Renewable resources are those that can easily be replenished by natural
cycles (water, air, plants, and animals) while non-renewable resources are those that
cannot be replenished through natural cycles (ores of various metals, oil, coal). Although
renewable resources can be replenished, it is important to note that these are renewable
only as long as they are not overused nor destroyed from such factors such as pollution.
To ensure that these resources will be continually replenished, it is essential to know how
much of a resource can be consumed at a given time to balance the rate of exploitation
with the rate of replenishment.
7. Nature is beautiful and we are stewards of God’s creation- Among all creatures, humans
are the only ones made in God's image and have been given the right to have dominion
over all His creations. Being the most intelligent and gifted with reason, humans are
capable of manipulating creation to their own advantage. Yet, creation exists not to be
ravaged or abused but to be taken care of. Humans cannot exist without nature. They are
co-natural with the environment they live in. If the environment they live in is destroyed,
with it will go Homo Sapiens.
By recognition and acceptance of these principles alone, people can establish a genuine and
impassioned foundation for advocacy and action towards the cause of environmental
conservation and sustainability.
Making Dark Schools into Green
1. Characterize a green school;
2. Determine the ways to attain a greener school;
3. Identify environmental problems in the community and school;
4. Suggest ways on how to solve these problems;
Greening initiatives in Colleges and Universities
Increased awareness of environmental degradation and concern for its rehabilitation has
prompted colleges and universities to green their campuses. A green campus is “a place where
environmentally responsible practice and education go hand-in-hand and where environmentally
responsible tenets are borne out by example” (NEIWPCC n.d.). The green campus institution is a
model environmental community where operational functions, business practices, academic
programs, and people are interlinked, providing educational and practical value to the institution,
the region and the world.
What is a green school?
A green school is a school that creates a healthy environment conducive to learning, while
saving energy, environmental resources, and money.
A green school:
 reduces environmental impacts and costs
 improves occupants’ health and performance
 increases environmental and sustainability literacy
Greening initiatives, although challenging and demanding, yield significant benefits in the
long run:
1. Environmental and economic sustainability- a system-wide culture of sustainability
helps preserve and enhance what the institution values today as well as the future.
2. Reputation as a leader through example- as colleges and universities offer courses in
environmental management, engineering, laws and regulations and assessment, greening
initiatives provide them opportunities to practice what they preach and make their mark as
environmental leaders. Colleges and universities need to examine their own organizations and
implement on their own campuses what they and the public expect their industry to do.
3. Economic benefits- a routine, curriculum-based, environmental audit program that
reveals waste and inefficiency associated with campus activities, coupled with the identification
of environment-friendly alternatives, can yield significant cost savings for the institution.
4. “Real-life” work experience for your students- environmental audits and pollution
prevention evaluations can be integrated into the curriculum, providing students with hands-on
investigative and problem-solving experience that they can take with them when they enter the
workforce. This experience not only makes your students more marketable. It also provides them
with the kinds of broad-thinking skills that allow them to succeed and thrive once they are
employed.
5. Improved quality of life in the campus- a green campus is a cleaner, safer and healthier
place to live and work.
Initiative of schools to be “Green”
The Department of Education (DepEd), under its core value, Makakalikasan, supports the
national government’s efforts in protecting and conserving the environment through the National
Greening Program. The DepEd has two programs that work side-by-side and are implemented in
schools: the Gulayan sa Paaralan Program established through DepEd Memorandum No, 293, s.
2007, and the School Inside a Garden (SIGA) launched last November, 2018 through DECS
Memo No. 77, s. 1995.
The SIGA Program focuses primarily on establishing schools inside gardens featuring
mostly indigenous and endemic trees and flowering plants—making campuses nationwide green
and colorful. The program also aims to:
a. promote the creation of nurseries for indigenous and endemic trees in specific
campuses that will serve as a laboratory for learners;
b. strengthen the integration of environmental education in the elementary and high
school curriculum;
c. sustain environmental consciousness and action among learners and the community,
and instil in them the values of unity, teamwork, volunteerism, nationalism, and community
service for environmental protection and conservation; and
d. highlight the importance of schools and their role in the efforts to rehabilitate a
heavily-challenged environment, and their initiatives toward a sustainable National Greening
Program.
In 2008, the Gulayan sa Paaralan was launched in partnership with the Department of
Agriculture (DA) and DepEd through Memorandum No. 293 which specialized in the planting of
vegetables in school campuses and aimed to not only green the campuses but to also support and
reinforce the feeding programs and income-generating projects of the schools.
Both the SIGA and GPP of the DepEd lend support and complement the overarching
Executive Order No. 193 Expanding the Coverage of the National Greening Program which
extended the National Greening Program from 2016-2028.
The revised SIGA program aims to focus primarily on making school campuses
throughout the Philippines green and colorful by planting trees and flowering plants, prioritizing
but not limited to indigenous and endemic species to the Philippines. These identified species
will not only provide shade and color to the campus but will also serve as a laboratory for student
learning and will further reinforce the DepEd’s advocacy for the environment
Unit 3: 21st Century Literacies
Lesson 16. Arts and Creativity Literacy
Every child is unique in their own ways. In a classroom, diversity is evident through
numerous interests, skills, and capabilities of our learners.
Creativity is one of the skills that are honed in school. A school is an important place
where skills and talents of learners are honed. In school, learners are given the freedom to
express themselves using different medium or ways. Creativity is a skill that they learn in the
process of exposure to various activities that cater skills and interest of a diverse class. Creativity
of learners, when discovered and developed, may lead to a learner’s success in the future.
This module will discuss artistic literacy and verbal literacy including verbal literacy
aesthetics. Here, you’ll learn that being artistic helps in developing one’s critical thinking and
may aid in the improvement of other existing skills.
Unit Objectives
At the end of this unit, you are expected to:

6. Create understanding of artistic literacy and creativity;
7. Discuss the value of arts to education and practical life;
8. Demonstrate ways on how to develop artistic and creativity;
9. Write a sample lesson plan integrating artistic literacy;
Artistic Literacy
1. Define artistic literacy;

2. Characterize an artistically literate person;
3. Discuss the value of Arts to education and practical life;
Artistic literacy is defined in the National Coalition for Core Arts Standards: A Conceptual
Framework for Arts Learning (2014) as the knowledge and understanding required to participate
authentically in the arts. While individuals can learn about dance, media, music, theatre, and
visual arts through reading print texts, artistic literacy requires that they engage in artistic
creation processes directly through the use of materials like charcoal or paint or clay, musical
instruments or scores, and in specific spaces like concert halls, stages, dance rehearsal spaces,
arts studios, and computer labs.
Researches have recognized that there are significant benefits of arts learning and
engagement in schooling (Eisner, 2002; MENC 1996; Perso, Nutton, Fraser, Silburn, and Tait,
2011). The arts have been shown to create environments and conditions that result in improved
academic, social and behavioural outcomes for students, from early childhood and through the
early and later years of schooling. However, due to the range of art forms and the diversity and
complexity of programs and research that has been implemented, it is difficult to generalize
findings concerning the strength of the relationships between arts and learning and the causal
mechanisms underpinning these associations.
Characterizing Artistically Literate Individuals
How would you characterize an artistically literate student? Literature on art education and
art standards in education cited the following as common traits of artistically literate individuals:
 Use a variety of artistic media, symbols, and metaphors to communicate their own ideas and
respond to the artistic communications of others;
 Develop creative personal realization in at least one art form in which they continue active
involvement as an adult;
 Cultivate culture, history, and other connections through diverse forms and genres of
artwork;
 Find joy, inspiration, peace, intellectual stimulation, and meaning when they participate in
the arts; and
 Seek artistic experiences and support the arts in their communities.
Value of Arts to Education
Engaging in quality arts education experiences provides students with an outlet for
powerful creative expression, communication, aesthetically rich understanding, and connection
to the world around them. Being able to critically read, write, and speak about art should not be
the sole constituting factors for what counts as literacy in the Arts (Shenfield, 2015).
Elliot Eisner posited valuable lessons or benefits that education can learn from arts and
he summarized these into eight as follows:
1. Form and content cannot be separated- how something is said or done shapes the
content of experience. In education, how something is taught, how curricula are
organized, and how schools are designed impact upon what students will learn. These
“side effects” may be the real main effects of practice.
2. Everything interacts- there is no content without form and no form without content.
When the content of a form is changed, so too, is the form altered. Form and content
are like two sides of a coin.
3. Nuance matters- to the extent to which teaching is an art, attention to nuance is critical.
It can also be said that the aesthetic lives in the details that the maker can shape in the
course of creation. How a word is spoken, how a gesture is made, how a line is written,
and how a melody is played, all affect the character of the whole. All depend upon the
modulation of the nuances that constitute the act.
4. Surprise is not to be seen as an intruder in the process of inquiry, but as a part of the
rewards one reaps when working artistically- no surprise, no discovery; no discovery,
no progress. Educators should not resist surprise, but create the conditions to make it
happen. It is one of the most powerful sources of intrinsic satisfaction.
5. Slowing down perception is the most promising way to see who is actually there- it is
true that we have certain words to designate high levels of intelligence. We describe
somebody as being swift, or bright, or sharp, or fast on the pickup. Speed in its swift
state is a descriptor for those we call smart. Yet, one of the qualities we ought to be
promoting in our schools is a slowing down of perception: the ability to take one’s
time, to smell the flowers, to really perceive in the Deweyan sense, and not merely to
recognize what one looks at.
6. The limits of language are not the limits of cognition. We know more than we can
tell-in common terms, literacy refers essentially to the ability to read and to write. But
literacy can be re-conceptualized as the creation and use of a form of representation
that will enable one to create meaning-meaning that will not take the impress of
language in its conventional form. In addition, literacy is associated with high-level
forms of cognition. We tend to think that in order to know, one has to be able to say.
However, as Polanyi (1969) reminds us, we know more than we can tell.
7. Somatic experience is one of the most important indicators that someone has gotten it
right- related to the multiple ways in which we represent the world through our
multiple forms of literacy is the way in which we come to know the world through the
entailments of our body. Sometimes, one knows a process or an event through one’s
skin.
8. Open-ended tasks permit the exercise of imagination, and an exercise of the
imagination- one of the most important of human aptitudes. It is imagination, not
necessity, which is the mother of invention. Imagination is the source of new
possibilities. In the arts, imagination is a primary virtue. So, it should be in the
teaching of Mathematics, in all the Sciences, in History, and indeed in virtually all that
humans create. This achievement would require for its realization a culture of
schooling in which the imaginative aspects of the human condition were made
possible.
Artistic Creativity
1. Define creativity;
2. Determine various challenges in teaching creativity;
3. Determine various approaches in teaching artistic literacy;
Creativity is the foundation of human culture. All inventions and innovations in history rely
upon us to break with the traditional thinking and create something novel. Creativity is generally
defined as the capability of generating original and useful products (Runco and Jaeger, 2012).
Mihaly Csikszentmihalyi, the author of the book “Creativity: The Psychology of Discovery
and Invention,” also gives a definition of the word. He said, “Creativity is a central source of
meaning in our lives. Most of the things that are interesting, important, and human are the results
of creativity and when we are involved in it; we feel that we are living more fully than during the
rest of life.”
Issues in Teaching Creativity
In his famous TED talks on creativity and innovation, Sir Ken Robinson (Do schools kill
creativity?, 2006; How to escape education’s death valley”, 2013) stressed paradigms in the
education system that hamper the development of creative capacity among learners. He
emphasized that schools stigmatize mistakes. This primarily prevents students from trying and
coming up with original ideas. He also reiterated the hierarchy of systems. Firstly, most useful
subjects such as Mathematics and languages for work are at the top while arts are at the bottom.
Secondly, academic ability has come to dominate out view of intelligence. Curriculum
competencies, classroom experiences and assessment are geared toward the development of
academic ability. Students are schooled in order to pass entrance exams in colleges and
universities later on. Because of this painful truth, Robinson challenged educator to:
 Educate the well-being of learners and shift from the conventional learnings toward
academic ability alone;
 Give equal weight to the arts, the humanities, and to physical education;
 Facilitate learning and work toward stimulating curiosity among learners;
 Awaken and develop powers of creativity among learners; and
 View intelligence as diverse, dynamic, and distinct, contrary to common belief that it should
be academic ability-geared.
Approaches to encourage creativity and constructive thinking to learners
In “First Literacies: Art, Creativity, Play, Constructive Meaning-Making,” McArdie and

Wright asserted that educators should make deliberate connections with children’s first literacies
of art and play. A recommended new approach to early childhood pedagogy would emphasize
children’s embodied experience through drawing. This would include a focus on children’s
creation, manipulation, and changing of meaning through engaged interaction with art materials
(Dourish, 2001), through physical, emotional, and social immersion (Anderson, 2003). The
authors proposed four essential components to developing or designing curriculum that cultivates
student’ artistic and creative literacy. Such approaches actively encourage the creative,
constructive thinking involved in meaning making which are fundamental to the development of
the systems of reading, writing and numbering.
1. Imagination and pre-tense, fantasy and metaphor

A creative curriculum will not simply allow, but will actively support, play and
playfulness. The teacher will plan for learning and teaching opportunities for children to
be, at once, who they are and who they are not, transforming reality, building narratives,
and mastering and manipulating signs and symbol systems.
2. Active menu to meaning making

In a classroom where children can choose to draw, write, paint, or play in the way that
suits their purpose and/or mood, literacy learning and arts learning will inform and
support each other.
3. Intentional, holistic teaching

A creative curriculum requires a creative teacher who understands the creative processes,
and purposefully supports learners in their experiences. Intentional teaching does not
mean drill and rote learning and indeed endless rote learning exercises might indicate the
very opposite of intentional teaching. What makes for intentional teaching is
thoughtfulness and purpose, and this could occur in such activities as reading a story,
adding a prop, drawing children’s attention to a spider’s web, and playing with rhythm
and rhyme. Even the thoughtful and intentional imposing of constraints can lead to
creativity.
4. Co-player, co-artist
Educators must be reminded of the importance of understanding children as current
citizens, with capacities and capabilities in the here and now. It is vital for teachers to
know and appreciate children and what they know by being mindful of the present and
making time for conversation, interacting with the children as they draw. Teachers must
try to avoid letting the busy management work of their days take precedence and distract
them from the ‘being.’
How to teach Artistic and Creative Literacy
1. Determine various strategies in teaching eco-literacy;
2. Discuss how these strategies are used in teaching eco-literacy;
3. Provide examples of activities to be used in executing the strategies;
The quest for students to acquire literacy, or educational knowledge and competency, is a
ubiquitous goal across all curricular disciplines. The fundamental skills and knowledge needed
for basic literacy provide the foundation for more complex learning to occur. Acquisition of
literacy in the arts is similarly developed when students can demonstrate and communicate their
understanding of the basic concepts and principles of the art form. Artistic literacy is defined in
the National Coalition for Core Arts Standards: A Conceptual Framework for Arts Learning
(2014).
Best Practices for Active/Student-Centered Instruction
Arts classes by their nature are places where students are involved in active learning.
Students perform music, create art, present a play, dance to music, or invent new media.
Teachers often model or use direct instruction so that students receive explicit guidance in
executing their art. Any arts educator will agree that their exemplar is critical to the students’
learning processes.
Teaching for Artistic Literacy
Content
and Skill Artful
Factual Development Thinking
knowledge
Focused-learning Collaboration Independence
TEACHER-LED INSTRUCTION STUDENT DRIVEN LEARNING

1. Student-Centered Learning
In active learning- or student-centered arts classrooms students not only engage in

making the art, they are given time to make connections with their own cultural background,
assess their technique and understanding, interact with peers, and participate in evaluating their
own progress. The process is cyclical as learning progresses. Teacher-led instruction is
sometimes as necessary for advanced learners as it is for novice learners. Collaborative and
independent learning opportunities often occur fluidly within a single lesson. The chart below
provides some examples of active, student-centered learning in arts classrooms.
In a Student-Centered Arts Classroom, Students….

Set personal goals
Plan and create their own work
Self and peer evaluate
Conduct student led rehearsals
Write art or performance critiques
Lead student-researched program or production notes
Collaborate in developing artistic products, programs, plots,
movement
Collaborate in design/problem solving/analysis
Actively engage in error detection & revising
Assist in determining presentations, concerts, or shows
And more….
2. The Role of Inquiry and Feedback
To accomplish these types of learner-centered activities in the arts classroom the

teacher’s role moves to that of facilitator of the learning rather than the distributor of knowledge.
“When placed on a continuum of active student involvement, one end of the continuum
represents little or some student involvement versus the opposing end that represents mostly
student-driven learning. In other words, if the beliefs, theories, or perspectives of the instructor
or governing bodies perceive that the student is at the center of the learning experience then
those factors will serve as the center of how the curriculum is developed.”
If students have had little or no experiences in guiding their own learning, they must be
given direction for learning to do so. Even young children may be asked to rate their own work
indicated by marking symbols on a colorful check list or rubric, or raising hands. The ability to
tactfully and respectfully peer evaluate or work in collaboration is a critical life skill that should
begin early in their school lives and remain a standard throughout the school years. A few ideas
for establishing meaningful collaboration and communication in arts classrooms include:
• Establishing classroom guidelines (developed with student input) and posted for reference;
• Creating key words or symbols as non-verbal reminders for students to maintain respectful
behavior;
• Scaffolding and blending direct instruction, modeling, and student-led work;
• Providing teacher–led and ultimately student-led questions that inspire students to think about,
reflect, and articulate their perspectives on artistic work.
Productive and scaffolded questioning skills are keys to an active learning classroom.
Well formulated questions, cues, or prompts promote active learning, encourage diverse types of
thinking including problem-solving and reasoning, foster collaboration and social skills, and help
students think and reflect for themselves. The goal is for students to become self-regulated
learners both at school and in life. Many types of questioning techniques exist in education:
• Bloom’s Taxonomy, the original published in 1956, and its revision in 2001, have traditionally
provided a basis for evaluating levels of cognition. In the revision, the taxonomy ordered
cognition levels and added different types of thinking.
• The Depths of Knowledge (DOK) model categorizes four levels of activities and question
starters: Recall, Skills/Concepts, Strategic Thinking, and Extended Thinking.
• Socratic Questions challenge students in six areas: Conceptual clarification questions to help
students probe their own thinking for deeper levels; Probing assumptions helps students think
about their presuppositions and unquestioned beliefs; Probing rational, reasons and evidence
challenges students to provide rationales and reasoning for their beliefs; Questioning viewpoints
and perspectives asks students to consider other equally valid viewpoints than their own; Probing
implication and consequences challenges students to consider the outcomes of their thinking or
decisions; and, Questioning the questions requires students to consider what about their
questions were important in the first place.
• Question-Answer-Response questions begin with Right There questions-fundamental, easy to
identify through seeing or hearing (e.g. colors, lines, positions, tempos, symbols).
*Think and Search questions ask students to look through the music, script, artwork, or
movement to find and describe arts elements and principles; Author and Me questions require
some prerequisite knowledge. The questions deal with perceived emotional responses,
interpretations, ideas that arise from the work itself; and, On My Own questions that ask students
to “think outside of the box” by predicting, providing rationales, challenging reasons and
evidence.
For arts educators, all of these techniques are usable in arts classrooms and studios,
rehearsals, and productions. However, most of these techniques place more significance on
cognitive rather than creative and affective thinking. David Krathwohl, co-author of Taxonomy
of Educational Objectives,
The Affective Domain described the affective taxonomy as “…objectives which
emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Affective objectives
vary from simple attention to selected phenomena to complex but internally consistent qualities
of character and conscience.
3. Using Formative and Summative Assessments in the Arts Classroom
Properly created questions, prompts and cues are also significant elements for developing
assessments. Arts educators have become increasingly adept at creating summative assessment,
in particular rubrics and check lists. Summative assessment is important for determining how
well a student has mastered targeted skills and knowledge goals as well as helping teachers
determine student growth.
Formative assessment in the arts is most often the predominant measurement of student
learning, however. The term “formative assessment” originated in the late 1960s and was later
clarified by Benjamin Bloom and associates in 1971.
Popham defined formative assessment as “a planned process in which assessment-elicited
evidence of students’ status is used by teachers to adjust their on-going instructional procedures
or by students to adjust their current learning tactics.”
Cizek summarized numerous definitions of formative assessments through these

characteristics:
Students will:
1. Be responsible for their own learning..
2. Use frequent peer and student self-assessments
3. Self-monitor progress toward agreed upon learning goals..
4. Revise and improve work related to their learning goals
Teachers will:
1. Identify and relay clearly stated learning goals to students.
2. Design learning goals that focus on specific classroom goals as well as goals beyond the
classroom.
3. Identify and recognize in lessons students’ current and prior knowledge.
4. Assist students in planning, self-monitoring, and self-assessing learning goals.
5. Provide frequent, non-evaluative, and timely feedback.
6. Embed assessments with instruction.
These definitions and descriptions embody the spirit of a student-centered classroom.

And, in relationship to arts education, they provide the framework for fostering artistic literacy.
A truly masterful teacher using strong formative assessment approaches moves effortlessly from
direct instruction and modelling with the goal of growing independent, self-regulated learners.
Formative assessment and student-centered learning techniques are embedded in the instructional
strategies.
Some techniques, found in Making Thinking Visible represent innovative ideas for
checking student cognitive, creative, and affective understanding and include:
 Plickers: A free app for phones that quickly assesses T-F or Multi-Choice questions
 Think-Pair-Share: Generate and share criteria for quality or ponder a question
 Exit Tickets: Quick survey of students’ understanding: Can be done with an app.
 One Minute Writes: Quick reflections; written on note cards or electronic devices
 Think Out Loud Modeling: Teacher talks through and models same procedures and
thinking as the students will do
 Chalk Talk: The teacher generates a prompt with a statement or question about artistic
processes or products and writes it in the center of a piece of chart paper. The class reads
the prompt and responds in writing with pen or marker on the chart without talking. After
writing their own comments, students can comment on other student’s remarks but only
the “chalk” talks. This procedure can be done on a Smart Board or other electronic device;
and,
 Glass, Bugs, Mud: Students use these metaphors to relay their understanding of a skill,
concept, or technique. Mud indicates confusion, Bugs indicates that they are unclear, and
Glass indicates they understand.
Strong arts programs characteristically are led by strong teachers, communities and
administrators that support the arts, excellent communication, resources, and a well-designed
sequential curriculum. The arts are a profoundly human means of expression dating back to the
beginnings of our existence and are a significant way in which we demonstrate our humanness.
The arts as a curricular subject area are recognized as a core subject and are required in most
states across the country. Still, advocacy for arts programs remains as relevant now as ever
before.
Lesson 17: Understanding the Teaching
of the Content Area and Across Curriculum
Learning Objectives
At the end of the topic, you shall be able to:
1. demonstrate an understanding of the nature and benefits of ‘teaching in the content area’
and ‘ teaching across curriculum’; and
2. synthesize the expectations from one when becoming a teacher in a content area and
across curriculum.
Presentation of Contents
Teaching in the Content Area
According to The Glossary of Education Reform (2013), content area refers to a defined domain
of knowledge and skill in an academic program and now used as a synonym
for subject or subject area among educators. It also refers to the discipline, major or field of
specialization.
Worldwide, the most common content areas in the basic education curriculum, elementary and
secondary, are English (or English language arts), Mathematics, Science, and Social Studies (or
now called Makabayan). In some cases based on DepEd Order No. 31, s. 2012
(www.teacherph.com/), traditional content areas are now combined or blended in the Philippines
K to 12 Curriculum such as:
 humanities (typically a blend of English and social studies),
 fine and performing arts (a blend of visual art, dance, music, and theater)
 STEM (an acronym for science, technology, engineering, and math).
This reform from traditional content areas were made by:

 creating new blended content areas (such as humanities or STEM),
 creating new academic programs, such as theme-based academies; and
 integrating multiple domains of knowledge and instruction into a single assignment,
lesson, or course.
For example, teaching strategies such as authentic learning or project-based learning typically
bring together multiple domains of academic knowledge, skill and study that would have been
taught in separate content-area courses in the past (The Glossary of Education Reform, 2013).
In the undergraduate curriculum in higher education or tertiary level during the first years of the
21st century, the content areas continued to consist of the following subjects based on
CMO-No.20-s2013 (https://ched.gov.ph/ ):
 core courses (general education requirements)
 major/specialization, and
 electives.
The purpose of said curriculum, adopted by most institutions, has been to ensure breadth through
distribution requirements and depth through the major subjects. Such curriculum design goes
along with changes in the goals for learning – from emphasis on knowledge of disciplinary facts
and concepts (what students know) to broadly defined competencies (what students are able to
do with what they know) to ensure that graduates have the skills needed to prepare them as
professionals and in citizens in the twenty-first century.
In both the basic and higher education curricula, content areas are considered by academic
institutions as basis to organize knowledge as well as teaching and academic programming
where learning standards, standardized tests, academic teams, graduation requirements and
faculty departments are often organized according to the content areas.
Teaching Across Curriculum
On the contrary, teaching across curriculum or Cross-curricular instruction is also called

interdisciplinary learning—a teaching strategy that allows educators to unite concepts and
skills from various disciplines. Traditionally, subjects are taught and learned in isolation focused
on the knowledge of the subject matter and not on applying the knowledge to practicality. When
teaching or learning across curriculum, the need to see the relationships within and between
disciplines is important. Each subject becomes a part of the whole and relating the parts leads to
synergistic learning where the teacher, learner and other curriculum stakeholders interact and
cooperate thus helping the learner better acquire the learning outcomes and competencies in
his/her subjects or lessons.
Cross-curricular instruction requires a great deal of efforts from planning to implementation and
evaluation and back to planning again in order to innovate and adapt to the changes tht resulted
due to psychological, philosophical, sociological and historical factors but offers a lot of
advantages to both the teachers and the learners (https://sites.google.com/).
Advantages to teachers:
On the teacher’s part, the benefits that follow are more than their difficulties:
 collaboration with other teachers within and outside their discipline
 fostering collegiality through cross-curricular planning because teachers can develop a
deeper appreciation of each other’s expertise
 quality of the lessons and management of time and resources are efficiently maximized
where school heads can schedule professional learning communities during curriculum
days and ensure that teachers have opportunities to meet
Due to said advantages for the teachers, their talents are channeled to construct richer lessons and
to provide a high-quality education for students.
Advantages to learners:
Cross-curricular instruction offers the following advantages to students:
 increased motivation
 improvement of the learning process
 genuine teamwork
 pathways for further discoveries
Cross-curricular instruction encourages critical thinking, interaction and reflection. As the

subject matter becomes relevant, the students’ ability to analyze and synthesize information
greatly improves. They are able to generate meaning, compare, draw conclusions and make
predictions. The acquisition of these attributes demonstrates higher-order thinking.
Through interdisciplinary studies, students are able to collaborate with one another. Humans, are
social beings; therefore, positive interaction serves as enhancement for acquiring new
knowledge. Teamwork paves the way for new discoveries. It allows the students to share
realizations and new ideas. Group members can experience multiple viewpoints, which lead
to a better understanding of the material and human interaction. By keeping an open-mind,
students can learn to be adaptable—a pertinent skill to have before entering the workforce.
Becoming a Teacher in the Content Area or Across Curriculum
Congratulations for deciding to become a teacher in the 21st century. Your responsibilities as
future teacher are getting more difficult for knowledge will continue to expand. The curriculum
is enriched with more and more topics making teaching tend to adopt a swift pace thus making
learning superficial. In the end, both teachers and learners becoming jack of all trades but
masters of none is a frightening but could become a real scenario.
You have decided to become a teacher in your content area because you enjoy your content area.
Maybe, you are even passionate about it. You are a Language major in either English or Filipino
because you love to communicate in both spoken format as well as particular about your
grammar structure and interested in the literary arts. You are taking Mathematics because you
have interest in numbers, love to solve problems and find mathematics in your everyday life.
You are taking Science because you loved animals in your childhood and probably became
interested with stargazing and tree planting when you grew up into a teenager. You are taking
Social Studies for reading the current news on the papers or posted on your social media and
learning more about the political issues on television or radio are some of your favorite pastime.
You may either be in Technology and Livelihood or Vocational Education
But more than being engrossed in your content area, you will want to communicate that content
to young people (your future learners). You will hope to interest them in applying your content
area in their everyday lives and probably to interest a few of them in pursuing the subject as their
career (Allan and Miller, 2005). However, as you help them be interested and be competent in
your content area, you need to teach across curriculum to help your students prepare for the 21st
century and on.
Recognizing the need for knowledge in subject matter and in teaching the subject matter across
curriculum, the Carnegie Commission (1986) states:
Teachers must think of themselves if they are able to help others think for themselves,
be able to act independently and collaborate with others and render critical
judgement. They must be people whose knowledge is wide-ranging and whose
understanding runs deep…. They must be able to learn all the time…. Teachers will
not come to school knowing all that they have to know, but knowing how to figure
out what they need to know, where to get it and how to get others make meaning out
of it.
Both knowledge in your content area and students in your classes will continually change thus
your teaching also becomes a continuous career learning experience. You have begun learning
your content area subjects and other more subjects in your basic education and undergraduate
preparation, but even as you gain more experiences, you will have to continue learning in these
same areas and more.
Lesson 18: The Contexts of Teaching
in the Content Area and Across Curriculum
Learning Objectives
At the end of the topic, you shall be able to:
1. explain the significance and the relationship of the 4 contexts of teaching in the content
area and teaching across curriculum; and
2. evaluate a lesson plan using the four knowledge in teaching the content area and across
curriculum as basis; and
3. write a brief lesson plan in a content area taught across curriculum and enhancing the
traditional and new literacies.
Presentation of Contents
Knowledge of the Content Area
Master the subject matter.
In preparing to become an elementary or a secondary teacher, you have been majoring in a field
of specialization or a content area. When you graduate, you may have studied many topics of
your content are but not everything. You will need to update your knowledge about your content
area. As a Social Studies content area teacher for example, you studied Philippine history and
probably know by heart the important events and people in every period of our history. But after
your graduation and on to your years of teaching, new events happen involving new heroes or
anti-heroes. Therefore, becoming a continuous learner in your content area may require you to
learn new topics, build on your current knowledge and learn about new ideas and theories in
your field of specialization. And more than just concentrating on the different events involving
different people, you probably can help your learners draw the cause and effect of the events or
draw their comparison and contrast to the events in the neighboring or other countries and in the
end help them come up with conclusions in relation to economics, politics or even cross-learning
with new knowledge such as theology or technology. You can even probably help them create
products representing every period and harness their creative and artistic literacies as well as
their financial literacy in producing and marketing the said products.
Teach how to learn.
As a content area teacher, rather than communicating isolated facts, you do not only want to
communicate the major ideas in your content area. You as well teach the strategies to learn in
your area according to McDiarmid, Ball and Anderson as cited by Allan and Miller (2005). You
need to help your learners master all fundamental operations in Mathematics for them to solve all
problems given them in Algebra, Geometry, Trigonometry, Statistics, Calculus and more. But
more than knowing the fundamental operations as well as the important formulas, you also need
to help them theorize on which operation is best and how to create with their own simpler
formula in order to arrive at the same correct answer.
Check what experts say
There may be many ways to view a content area. Experts in the same area may agree or disagree
about some domains of “knowing” or “doing” things in a content area. When teaching English as
a Second Language (ESL) for instance, the English content area teachers may teach differently
because they believe in the effectiveness of different ESL acquisition and learning theories. One
who believes in the theory of Stephen Krashen will minimize the anxieties of the learners while
learning a second language (L2) applying Krashen’s Affective Filter Theory. Krashen also
formulated the Input Hypothesis which claims that language input constitutes the main
communicative process through which we acquire a L2. Krashen believes that fluency in
speaking or writing in a second language will naturally come about after learners have built up
sufficient competence through comprehending input thus an English teacher will give her student
many listening and reading materials in English. On the other hand, Merrill Swain’s Output
Hypothesis proposes that it is through language production that learners will acquire a L2
(http://eslarticle.com/). Therefore, it is when a learner uses the English in speaking and writing,
despite fear in using it, that he/she acquires and learns English. Being able to speak and write in
the target language will make an ESL learner acquire and learn English.
Follow the standards.
In cases of disagreements from your sources about the ‘knowing’ and ‘doing’ in your content
area, what now do you do? You can be helped by reading and learning further and find out which
way is favored by more experts or sources. You can also check on the accuracy of concepts by
benchmarking on the curriculum standards set in the country – DepEd for the basic education
and CHED for the higher education. Next, you can check web sites of organizations in your
content area and learn more by reading their curriculum standards and learn from them. These
standards, from national regulatory agencies and from the academic/professional organizations,
set guidelines on what students should know and demonstrate after every lesson thus will help
you decide on what to teach about your content and how to teach it.
Philosophy matters.
Finally, you need to check your principles and values in life as a person and as a teacher. You
should also check on how you view your content area. Although you will have curriculum
mandates and standards to meet, the kind of values you have as a person along with how you
view your content area as a teacher will surely influence the ideas and concepts you will teach,
how you will teach the ideas and the intensity and quality of ideas you will impart to and imprint
in your learners. As future Science content teacher or a BTLEd major who is anchored on
humanism philosophy believes that the curriculum is after the process, not the product and who
focuses on personal needs, not on the subject matter and clarifies psychological meanings and
environmental situations considering learners’ as human beings who are affected by their biology,
culture and environment, you will require varied activities for vegetable gardening. You will ask
the learners where they live – rural or urban to help them decide on methodologies, what are the
vegetables they like eating to help them choose what to plant and probably their economic status
to help them do gardening as a hobby or as added source of income.
Knowledge about the Learners
Remember the foundation in understanding learners.
Prior to your curriculum, education students were given separate subjects Child Psychology for
those taking Bachelor in Elementary Education while Adolescent Psychology for Bachelor in
Secondary Education. Based on CMO – No. – 78 – s. – 2017 (https://ched.gov.ph/), very early in
your curriculum during the first semester of first year, you are given the subject Understanding
the Self as one of your Core subject in order to not only understanding yourself but
understanding your young future learners like you are now through reading and research
activities on theories of cognitive and emotional development. In the second semester, still of
first year level, you are given one of your Foundation/Theories Subjects which is The Child and
Adolescent Learner and Learning Principles. And as you move to second year first semester,
you take the Foundation/Theories Subject Facilitating Learner – Centered Teaching: The
Learner – Centered Approaches. The last two subjects will further help you understand your
learners who probably come from diverse cultural backgrounds and different levels of learning
development. More importantly, they teach you how to help your learners learn the content areas,
learn across curriculum and learn traditional and 21st century literacies.
Know your learners’ diversity.
Your future learners’ gifts are their identities, knowledge, skills, cultures, learning styles and
attitudes towards learning that they bring into the classroom. As their teacher, your foundation in
understanding young people and learners to be able to respond to their individual characteristics.
Understanding your learners, in the end, will help you better teach them how to learn. This will
not happen in one day nor in one month. According to Reyes (1992), teaching is not a recipe or a
“one size fits all” formula; it is learning about and with students.
Focus on who your students are in the classroom and even who they will be in the future.
Understanding their diversity in relation to their ethnicity, religion, language, socio-economic
status, gender and sexual orientations and even their special need will help you teach them learn
and understand your content. Considering the diversity in language of your students due to their
ethnicity, the use of their mother tongue is allowed in the kindergarten and in grades 1 to 3.
However in grades 4 to 12, the English and Filipino languages are used separately (not in
combination where code-mixing or switching is always allowed) to teach content area subjects as
described in the Bilingual Policy of Education in the Philippines DepEd Order No. 52, S. 1987
(https://www.deped.gov.ph/). The policy states that teachers will only use Filipino in Filipino
subjects as well in Social Studies subject. But in the 21st Century curricula, all teachers are
English teachers and are as responsible as the language teachers in helping learners learn the
traditional and new literacies in both their content area and across curriculum. Graduating in the
secondary and college with proficiency in both Filipino and English will greatly help your
learners demonstrate understanding of their content area and demonstrate literacy skills that will
further help them become life smart.
Know what your learners bring into your classroom.
Ask yourself what your students bring into your classroom in terms of the following:
 schemata or content knowledge from past school experiences or from their everyday
experiences,
 strategies for learning that may be conscious or intuitive, and
 motivations, value and beliefs about their own learning ability, your content area and the
school in general.
When your learners’ schemata do not match the new body of knowledge or new literacy skills,
there is a possibility of learning difficulty or even inability to understand the content of the
lesson for them. Today, considering the schemata and preferences of our learners in relation to
their digital technology exposure will also help.
Be open to the fact that students will bring into your classroom learning strategies from previous
school, home and their community. The following strategies, says August and Hakuta (1998)
may be demonstrated by the students and are also influenced by their diversities:
 watch – then – do strategy

 learn by trial – and error
 cueing into the teacher’s questions
 work in cooperative groups
 work independently
It is generally expected that your learners, even in the pre – school demonstrate readiness to learn,
anxious to learn or simply resigned to learn. Here are the influences of motivations of learners
according to Schunk and Zimmerman (1997):
 beliefs about themselves,

 feedback from their peers and adults, and
 past and present experiences.
Below is a matrix showing the generation of learners and some of their preferences adapted from
Gomez (2019) with modifications and which you can consider to have knowledge of their
schemata, strategies and motivations for learning:
Generation Birth Remarks

Name Years
Baby Boomlets
Generation Alpha 2018-2025
PsyFi high (action reader) WIFI low (wireless com)
WIFI high (wireless com)
Generation Z
2016- PsyFi low (action reader)
Baby Boomlets/
2021 handheld communication devices and accessories to
/iGen
communicate Boomlets
Generation Z
Boomlets/ /iGen Eco-fatigue
Born
computers and web-based learning
2001-
less interested in toys and desire cell phones and video
2015
Generation Z games. Savvy consumers and saturated with brands.
/iGen/Centennials
WIFI low (wireless com)
PsyFI out of reach (action reader) Utilize text messaging &
social media
“Echo Boomers”
Born Nurtured by omnipresent parents, optimistic, and focused.
Millennials or
1981- Respect authority
Generation Y
2000 Falling crime rates
Falling teen pregnancy rates
School safety problems
Learned early that the world is not a safe place.
Schedule everything
Feel enormous academic pressure
Feel like a generation and have great expectations for
themselves.
Prefer digital literacy as they grew up in a digital
environment Netizen of the world
Prefer to work in teams.
Assertive with strong views
Envision the world as a 24/7 (hours/days)

Are special, and they expect the world to treat them that
way. They do not Live to work, they prefer a more relaxed
work
You can also check on your learners’ Multiple Intelligences according to Howard Gardner at
https://www.verywellmind.com/, Learning Styles by Dun and Dun at https://www.shmoop.com/,
David Kolb’s Learning Style and Experiential Learning Cycle at
https://www.simplypsychology.org/ for further help.
Knowledge of Pedagogy
What does pedagogy mean?
Merrian – Webster (2020) dictionary defines pedagogy as the the art, science, or profession of
teaching while in Greek, pedagogy and pedagogue come from the paidos which means ‘boy,
child’ plus agogos which means ‘leader’, (https://www.vocabulary.com/). In a literal sense, the
word pedagogy stems from the Greek word that effectively means “the art of teaching children.”
More specifically, agogos means ‘leader’ in Greek, pedagogue refers to ‘teacher’ and
‘paidagogos’ were slaves tasked with taking boys to school and back, teaching them manners
and tutoring them. Read further on the topic history of pedagogy from Tes Editorial
(https://www.tes.com/).
Pedagogy is often confused with curriculum. The latter defines what is being taught, while
pedagogy actually refers to the method on how we teach – the theory, style and practice of
educating. Read further on the topics teaching theory and teaching styles from Tes Editorial
(https://www.tes.com/).
Pedagogy is the relationship between learning techniques and culture and is determined based
on an educator’s beliefs about how learning should and does, take place (Persaud, 2019).
What does content pedagogy mean?
Content pedagogy is what will make you a content teacher. It includes all the teaching –
learning activities that converges or connects your knowledge of your content area and your
knowledge of your learners, aligning with their needs and cultures and in the end will help you
achieve the lesson’s learning outcomes. To help you decide on the appropriate strategy, you
are asked to think about your own strategies in learning in your content area, especially what
literacy strategies you use. The better you are aware of your own strategies, the better you
shall teach your learners what strategies to use and to what situations to use them.
In bridging your content and your learners, you make instructional decisions, which may be the
same or not compared to other teachers’ decisions, about your teaching tools and learners’
activities that help support and enhance their learning. For example, not all teachers will
similarly teach ‘martial law’. An English teacher will use literary selections – poems, essays and
fiction – to portray the cruelties of martial law and those by the Marcos regime while a
Mathematics teacher may use the number of human rights violation such as the cases of the
‘desaperacidos’ or the death toll of missing people believed to have occurred during the martial
law and on. The Social Studies teachers will teach it as part of the political history of the
Philippines but will use different content pedagogy thus may teach it differently. One may decide
to picture Former Pres, Ferdinand Marcos as a hero of the ‘New Society’ while another will
picture him as the villain that caused persecution and illegal arrest of his political opponents like
Former Sen. Benigno Aquino Jr. and more. The Science teacher may look into the substance in
the ‘tear gas’ that the police used to disperse street demonstrators branded as the anti – Marcos
rallyists and discover its harmful effects as well as ways to help one to avoid them.
Why is knowledge of pedagogy important?
Having a well thought-out pedagogy can generally improve the quality of your teaching and
the way your learners will understand your content. Being mindful of the way you teach can
help you better understand how to help them achieve deeper learning. The appropriate use of
pedagogy will help you and your learners in more specific ways according to Berger (2010)
and Persaud (2019):
Education is generally tailored in order to improve the lives of the learners thus the use of
appropriate pedagogy will generate some benefits for the learners which will include the items
that follow:
 learners move beyond simple forms of thinking as defined in Bloom’s taxonomy pyramid,
like basic memorization and comprehension, to complex learning processes like analysis,
evaluation and creation. Your learners can leverage their preferred learning styles with a
teaching process that supports them and the way they like to learn. This process is called
metacognition where learners build a conscious learning skills or learning powers.
 There is increased independence among learners. Having a pedagogical purpose in every

day lessons will assist them in inquiry based or problem based learning lessons. They will
have a wider range of "tools" to get unstuck and learn by themselves.
 Improvement of task behavior of learners and quality of work is achieved as the learners
take each task seriously after knowing the purpose of their task and understanding.
 Students expand their knowledge base and understand how to use that knowledge in
authentic and relevant real-world scenarios and contexts, as well as connect concepts from
lessons with situations in their own lives and from their own cultural knowledge allowing
the student to reflect more objectively on new concepts, and open their minds to different
approaches.
All your efforts in choosing and using the appropriate pedagogy will not be in vain for below are
the benefits you can possibly get:
 Teachers are able to develop multiple strategies to teach the same topic, understand and
identify the misconceptions students are likely to have. Ultimately teachers are better
equipped to teach, unteach and reteach.
 Lessons are better planned for the use of appropriate pedagogy considering the learners’
culture and needs increases teacher reflection thus will not stop planning the lesson and
start including focused learning activities which are easier to understand for the learners
and more productive of the desired outcomes for the lesson.
 Autonomy in the classroom is allowed and then built. Asking why strategies work will lead
to asking how a teacher can adopt the strategy which will eventually lead to creating
his/her own.
 The opportunity for the process of action research is created and increased thus providing
teachers professional development. Rather than sharing anecdotes about your teaching
especially your use of appropriate pedagogies, you can share and discuss objective data
based analysis of the new things you are trying on your classroom.
What are the common types of pedagogy?
Brown (2019) and Persaud (2019) shares the common pedagogies and they are as follow:
1. Social Pedagogy
Social pedagogy suggests that education is critical to a student’s social development and
wellbeing, and thus must be understood broadly as a way to support a person’s growth
throughout his/her entire life. Thus, social and educational questions must be considered as one,
since students are, by nature, social beings. But they require education in order to communicate
effectively as such.
The way social pedagogy is approached can vary in different countries, and based on different
social and cultural traditions. In Germany, for example, educators typically view social pedagogy
in the same vein as social work. In Norway, the emphasis is on working with children and young
people.
An example of social pedagogy

An example of how social pedagogy could be used includes emphasizing the importance of
things like compassion and being kind-hearted, and using dialogue to communicate lessons;
studying concepts in the context of modern lifestyles; or looking at common issues within
society that relate to our desires and needs to be social beings, such as social exclusion, its causes
and consequences.
2. Critical Pedagogy
To engage in critical pedagogy is to break down and deconstruct typical world views about
topics and learning. It often involves more critical theories, and even radical philosophies. The
goal is to continuously challenge learners to question their own thoughts and ideas, beliefs, and
practices, to think critically and gain a deeper understanding. Forget the dominant beliefs and
paradigms – try and figure out things on your own, and in your own way.
The best known popular example of a critical pedagogical method is in the movie Dead Poets’
Society, where an English teacher challenges the typical methods of teaching, opting for
unorthodox methods to inspire his students to live more freely and ‘seize the day.’ However.
You are encouraged to take extra care in the choice of a critical pedagogy and bear in mind to
always properly guide your learners in their analysis and conclusions.
An example of critical pedagogy

Educators can adopt critical pedagogies by asking learners to look for deep meaning and root
causes of everything from religion to war and politics; or to explore and analyze relationships
and issues of power within their own families. They might also look for underlying messages or
biases in popular culture and mass media.
3. Culturally Responsive Pedagogy
In a culturally diverse society, three functional dimensions—institutional, personal, and

instructional – are used together to recognize and respond to cultural differences among various
learners, and celebrate different approaches and methods of learning. To adopt such a style, an
educator must be willing to accept to different needs of a multicultural classroom, and create an
equally comfortable and enriching learning environment for all learners.
This pedagogical method often relies on a learner-centered approach to teaching, whereby

educators identify different cultural strengths of learners, and nurture those to ensure that they
have a positive sense of self, and can achieve their goals.
To apply culturally responsive pedagogy requires teachers to adapt their practices to

accommodate the different cultural needs of learners. It can also mean that an institution has to
reform its school policies and procedures to encourage more community involvement.
An example of culturally responsive pedagogy

A culturally responsive approach should respect and encourage the sharing of different
ethnicities, races, and beliefs, and be aware of the backgrounds of learners. In a culinary course,
that could mean including knowledge of cultural dishes in course work. In a political course, it
might involve debates and analyses of different political topics, approaching them from different
cultural angles. In law, it could be respecting various religious beliefs, or cultural differences in
how families might view the same legal issues.
4. Socratic Pedagogy
Following a more philosophical approach, Socratic pedagogy involves a process whereby

learners can develop their social and intellectual skills in order to live more actively as part of a
democratic society. Learners are encouraged to challenge traditional assumptions about
knowledge, look for alternatives, and create knowledge through their own thoughts and
experiences, as well as via meaningful dialogue with others. Thus, curriculum will often involve
collaborative and inquiry-based teaching and thinking as learners test established ideas against
others to open their minds and gain a deeper understanding of concepts.
An example of Socratic pedagogy

An example is the community of inquiry by C.S. Peirce and John Dewey, which, instead of
basing knowledge on fixed scientific facts, looks for social context to learn more about a topic.
Another is Bohm Dialogue, which involves group conversations where participation happens
without judgment in order to come to an understanding on a topic. Learners in a science or math
course, for example, might look beyond the hard facts to determine why and how a particular
scientific or mathematical principle is what it is, and what that means for society.
5. Scientific Pedagogy
Pedagogy is an applied science. At the end of the 19th century, the development of such
scientific fields as sociology and psychology is accompanied by the emergence of pedagogy
viewed as a true science is not so much to describe or explain but instead to guide the process of
teaching and learning. It is a field of science, though not a fully-formed discipline, that teaches
educators how to teach. Today, the debate on whether pedagogy is an art or a science is no
longer necessary. Pedagogy is an applied science geared towards the practical application of
acquired knowledge without ignoring its theoretical side which make it truly scientific.
Examples of scientific pedagogy
Pedagogies are scientific because they are said to be anchored on theories. The most common
examples of these are the following from Vellas (2020), retieved from https://lepole.education/:
 Behaviourism
A behaviourism pedagogical approach would say learning is teacher centered. It would
advocate the use of direct instruction, and lecture based lessons.
The theory of behaviourism in a classroom setting came from pedagogical research

by Thorndike (1911), Pavlov (1927) and Skinner (1957). Behaviourist pedagogy is the theory
that you should be the sole authority figure leading the lesson. Knowledge should be delivered
in a curriculum where each subject is taught discretely (as opposed to topic based learning, for
example). In a lesson using a behaviourist pedagogical approach, you initiate or mostly
dominate a mixture of lecturing, modelling and demonstration, rote learning and choral
repetition. However, during the course of the lesson, the shift may come where the learners
becomes the center of the activity and demonstrates their learning.
 Constructivism
Constructivism is a theory that people learn through experiences and reflection and puts the
learner at the center of the learning and is sometimes called ‘invisible pedagogy’. A
constructivist approach would incorporate project work, inquiry based learning, and might
adopt a Montessori or Steiner method.
Constructivism in a classroom setting is based on the pedagogical research of Piaget

(1896-1890). Piaget wrote extensively about ‘schemas’, an idea that learners come ready to
learn, and you must build activities to facilitate their learning. Your younger learners work
things through physically, whereas older learners tackle symbolic and abstract ideas.
A lesson might include differentiated activities, a slower pace, hidden outcomes and less
teacher talk. You could also place emphasis on being outdoors and engaging with nature.
Constructivism is also sometimes described as a progressive teaching style.
 Social Constructivism
A Social Constructivism pedagogy could be considered to be a blend of two priorities: teacher
guided and learner centered. Cognitive psychologist, Lev Vygotsky developed social
constructivism, building on the work of Piaget, but argued against the ideas of Piaget that
learning could only happen in its social context, and believed that learning was a collaborative
process between learner and teacher.
The use of social constructivism in the classroom requires you to use group work elements,
but would use smaller group sizes, and limit the choice in topics. You might also use teacher
modelling, questioning, and a mixture of individual, pair, and whole class instruction
 Liberationism
Liberationism is a critical pedagogy developed by the Brazilian educator, Paulo Freire, the
Director of the Department of Education, and developed an approach of teaching where he
was able to teach illiterate adults to read in just 45 days. Freire focussed on removing the two
barriers to learning: poverty and hunger. Freire was then imprisoned following a military coup.
Once he was released, he wrote a book called Pedagogy of the Oppressed where Freire wrote
about the dehumanisation of learnerss in schools, and argued for cooperation and unity.
When you use liberationist approach in the classroom, you place the learner’s at the center
creating a democratic classroom. You become a learner yourself and discover the content
subjects together with your class.
How can one create a pedagogy?

To create your own pedagogy, start by devising a personal philosophy of teaching statement that
can help learners manage expectations about your teaching methods and approach to curriculum.
Support learners in finding the best ways to understand the subject matter and the language used
within it by building on their culturally-based ways of talking and encourage purposeful
conversation between student and teacher, as well as among fellow learners and peers.
Be mindful of interacting with learners in a way that you respects their preferences for speaking
and communication. This might include monitoring for cues like wait time between talking in a
conversation, eye contact, spotlighting, and more. Use real-world experiences to demonstrate
abstract concepts, and link them back to everyday experiences to which learners can relate and
design activities that involve students and their communities, and that will be meaningful to
them.
Once you have created your own pedagogical process for basic education and higher education,
develop course material and activities that are challenging for the learners and that will assist
them in their cognitive development ensuring that they advance their understanding of concepts
to higher levels. With a clear understanding of your pedagogy, your learners will follow your
instruction and feedback clearly and will know what they need to do and how to do it
encouraging a healthy dialogue between you and your students, as well as among students
themselves.
How is pedagogy changing?

Over the years, pedagogy has been evolving to better support 21st-century skills and ideas, as
well as the changing nature of teaching. The traditional classroom lecture is no longer as
effective as it once was. Teaching has expanded to include new forms of learning, like
interactive and collaborative projects and online and remote curricula, and to accommodate more
flexible schedules.
Real-world scenarios and cultural differences are being taken into account, allowing learners
new ways to acquire, construct, and organize their learning. Pedagogy is shifting focus beyond
basic memorization and application of simple procedures to aiding learners in higher-order
learning, including critical thinking skills, effective communication, and greater autonomy.
 Online learning
In a world where new media has taken a significant role in teaching and learning, any modern
pedagogy much account for learners finding, analyzing and applying knowledge from a growing
number of constantly changing sources. This requires higher-order skills like critical thinking
and the ability to learn more independently, as well as in larger groups, both in person and
online.
Learners must be comfortable using technology to help them learn, and to access, share, and
create useful information and gain better fluency in a subject. You can use technology to enhance
course materials and further support their pedagogies through blended learning that combines
classrooms with online teaching, flipped classrooms that provide materials students can access
after class, like videos, lecture notes, quizzes, and further readings, and overall wider access to
sources and experts online.
You can integrate new forms of technology to teach, like videos, animations, and simulations
through sources like YouTube channels, iTunes University, clickers, and more. Even modern
textbooks can incorporate content like video and audio clips, animations, and rich graphics that
learners can access and annotate. All of these content enhance the experience for learners, and
particularly benefits learners who are struggling. It can also reduce spending, since learners have
plenty of valuable, real-time updated information at their fingertips for free.
Social media, meanwhile, allows learners to develop communities to share experiences, discuss
theories, and learn from one another. You can interact with students beyond the confines of the
classroom, too.
 Personalizing pedagogies
It is critical that what you are teaching learners that which is relevant and meaningful and
personalized to their experiences. The increase in non-formal, self-directed learning methods
means that learners have more access to over all information. It makes it easier for you to track
their learning through digital activities, but also requires more attention in guiding them to the
right sources, adjustment of lecture contents and approaches based on online activity, and
collaboration.
In the latest forms of pedagogy, there is a power share between you and your learner. They can
learn more on their own versus only following a set course, lectures, and textbooks from you.
And in many cases, learners thrive, while educators can use lecture time more effectively for
discussion and collaborative work.
The educator, then, becomes a critical guide and assessor for students, linking them to accepted
sources of information and emphasizing the importance of accreditation. They are no longer the
only source of information, delivered in chunks via lectures. And this requires an overhaul of the
strategy towards how student learning is achieved, monitored, and assessed.
Pedagogies are constantly evolving. You can develop your own, inspired by common ones and
modified for 21st-century learning. A pedagogy must fit your audience, and focus on helping
students develop an understanding of the material beyond basic memorization and surface
knowledge. Students should be able to relate concepts back to the real world, and even their own
lives.
Every pedagogy is different. A good starting point is to create a philosophy of teaching statement
that outlines your communication goals as a teacher and how you plan to relate the work you do
in the classroom to professional development once the learner moves on to a career. Then, design
classroom experiences around this philosophy, work with your learners to adapt methods to
encourage positive responses and determine how you will evaluate and assess their performances.
Try to also consider how you will integrate technology into your lesson plans and class work, as
well as promote inclusivity.
Taking all of these into consideration makes for a great recipe for a successful pedagogical
approach. The more aware you are of the way you are teaching, the better you will understand
what works best for your learners.
Knowledge about the Curriculum Materials
Definition of materials
The terms materials or resources are used to mean all objects used to carry out your lesson and
one aspect of content pedagogy is learning about curriculum materials. The availability of
materials is often a deciding factor on how to teach or even on whether to teach a topic at all.
Teachers are always in search for a more current article, a more accessible primary source or a
new author that will better support the teaching and learning process. As beginning teachers, you
may probably rely on textbooks but you are encouraged to use other sources such as library
books, journals, researches, primary sources like interviews and on-line texts, audios and videos.
Rationale for the variety of texts in the content area
In this topic, we shall focus on text materials, printed or electronic, that your students could read
or could write about. Encourage them to read and write even if they are not verbal learners for
reading and writing literacies are the foundation of all new literacies. Using variety of text
materials that would complement your content area and the multiple intelligences of your
learners will benefit them in a number of ways:
 They will gain more in-depth knowledge because they have read widely;
 They will remember concepts and important vocabulary because they have met them
repeatedly in different contexts;
 They will have an opportunity to explore and practice a variety of literacies strategies as
they learn from different types of texts;
 They will learn that they can express their own ideas in a variety of texts; and
 They will recognize that authors write for a variety of topics and audiences and they could
too.
Types of texts
Textbooks
Textbooks are usually considered by university and college professors as suitable major sources
of content for most discipline which may have also been the case in your pre-service education.
Getting to know the content in most disciplines through the textbooks is acknowledged. But
remember that textbooks are designed to survey content and present a synthesis of information
thus may present the content with incomplete and static view.
Therefore as a future teacher, you are encouraged to appreciate the coverage and organization of
content provided in your textbooks with a more in-depth analysis and supplement lacking and/or
additional information from other resources.
Trade books
Trade books are composed of fiction, nonfiction or informational books and picture books. Your
aim in the use of a trade book is to entice your learners to read and in the end learn about the
subject/course as well as other facts across other contents. If you are a Science teacher whose
lesson is Astronomy, you can use The Martian Chronicles by Ray Bradbury to achieve the
purpose of using trade books. The book will teach them the content and at the same time enjoy
the strange and wonderful tale of man’s experiences in Mars, filled with intense images and
astonishing visions (https://www.goodreads.com/).
The use of nonfiction books , another type of trade books, is also advantageous because they
provide full discussion of topics and give learners exposure to important content-vocabulary.
Hidden Figures by Margot Lee Shetterly can be used for Mathematics. This is a nonfiction for
high school students who can enjoy and can dive deeper into the true story of African-American
women whose calculation helped launch NASA astronauts into space. For younger learners,
there’s a young readers’ edition and a picture book version
(https://www.kqed.org/mindshift/54983/10).
Electronic texts
Electronic texts are trade books and other texts in multi-media format and supported by
technology. Electronic environment fosters real opportunities for learners to engage in
meaningful research and inquiry and in interactive and captivating communication situations.
The varied needs of your learners are addressed by audio, video and graphic parts that stand
alone or that accompany the content are parts of hypermedia and multimedia environments. The
many sites are connected to many other links that would explain further the concepts that your
learners need. Further, the learners, according to Wepner, Valmont and Thurlow (2000), are able
to control their own learning pace and the format of the electronic text compared to printed text.
They also pointed out that teachers are able to make adaptations based on their learners’ needs.
Some of the samples for electronic teaching and learning materials include the following sites:
 PBS Learning Media (inspiring collection of free multimedia resources that were specially
made for classroom use)
 National Geographic Education: Photos & Videos (outstanding database of engaging
photos and videos that are related to social studies)
 Library of Congress (one of the world’s largest collection of online digital resources)
 Smithsonian Learning Lab (a treasure trove of Smithsonian resources)
 Project Gutenberg (Internet's oldest and one of the largest provider of free electronic books
and classic or unknown texts in many different languages to read on your PC, Kindle, Sony
Reader, iPhone and Macintosh computers too)
 The National Council of Teachers of Mathematics (a public voice of mathematics
education supporting teachers to ensure equitable mathematics learning of the highest
quality for all students through vision, leadership, professional development and research)
 Grolier’s Multimedia Encyclopedia (provide an in depth discussion of a variety of topics
that correspond to many national and international standards of discipline)
However, many learners now tend to excessive and unnecessary use of the Internet thus you are
strongly advised to evaluate the electronic materials before your learners use them to ensure
accuracy, quality of presentation, appropriateness for the learners and curriculum connections.
Other sources
These materials that enhance content area and across curriculum learning include researches,
journals, magazines , newspapers and student texts found both in school , at home or in the
community of the learners. You are encouraged to use these materials for several reasons:
 Students reading an article from a journal or a newspaper in a familiar format sounds more
appealing than reading it from an entire book.
 Magazines and newspapers usually contain recent information that support books.
 The photos, graphics and illustrations featured in the newspapers and magazines provide
motivation or additional information for reading.
 Primary sources are recommended because they can make History, Science and
Mathematics come alive through the descriptions of real life actions and interactions.
 Student texts, on print or online, are important sources that can attract learners. Young
audiences like to share notes and experiences which is good for further learning.
Selecting literacy materials

Here are some points to consider when deciding on choosing a material for your content
according to Allan and Miller (2000):
1. Readability range
 Would you teach the multisyllabic words?

 Would you expect your learners to read them independently?
 Do the long sentences have too many ideas, or do they really connect ideas?
 Do the short sentences seem choppy or clear?
2. Considerate format
 Does the table of contents show an orderly sequence?

 Does the book contain reader aid such as index, bibliography and glossary?
 Does the introduction and subheads clearly represent the chapter’s organization?
 Are the illustrative material clear and connected to the text?
3. Considerate context
 How many ideas are presented? Is the number reasonable?

 Are the ideas explained clearly and explicitly?
 Do the examples and analogies match the learners’ background knowledge?
 Is an overarching principle evident?
4. Fairness
 Do the illustration have a fair representation of race or ethnicity, gender, or class?

 Do the illustration have people of nonstereotypal roles?
 Do the examples and problems n the text present a nonstereotypal representation of race
or ethnicity, gender or class?
 Does the text use nonsexist language?
Unit 5 INTEGRATING THE DIFFERENT LITERACIES IN TEACHING THE
CONTENT AREAS
In today’s technology-mediated society, students must be taught of latest literacies in order

to be prepared in carrying out instruction task for a would-be teacher of 21st century learners. As
educators of the country’s contributor of economic and professional development, building the
learners of today with 21st century literacies should commence in the classroom setting.
Integrating 21st century literacies in lesson planning of content areas is one role a would-be
teacher should be equipped of. Acquiring knowledge on 21st century literacies from the previous
units has prepared you in this unit specific to writing lesson plan in the content areas.
In line with lesson planning, would-be teachers have to be equally knowledgeable on the
how’s and what’s of a lesson plan. Developing skills in writing lesson plan with an integrated
21st century literacy trains and leads would-be teachers to a world of diverse workforce in a
technology facilitated employment.
Learning Competencies
In this lesson, you are expected to:

 explain importance of lesson planning in instruction
 create sample lesson plan/log with integrated literacy for a specific content area
 identify the parts of detailed, semi-detailed lesson plan and daily lesson log (DLL)
 recognize features of DLP and DLL
The Importance of New Literacy Skills in the 21st Century Classroom
Shellow, 2016, published an online article in which she stated that in today’s ever-evolving,
technological society, having new literacy skills is not an option – it’s a must. Furthermore, she
presented in the article the definition by the National Council of Teachers of English (2013) of
21st century literacies as the ability to:
● Develop proficiency and fluency with the tools of technology;
● Build intentional cross-cultural connections and relationships with others so to pose and
solve
problems collaboratively and strengthen independent thought;
● Design and share information for global communities to meet a variety of purposes;
● Manage, analyze, and synthesize multiple streams of simultaneous information;
● Create, critique, analyze, and evaluate multimedia texts;
● Attend to the ethical responsibilities required by these complex environments. (NCTE,
2013)
Moreover, she discussed that in order to be successful in today’s society, one must be
prepared to learn, adapt to, and use new literacies. Since many of these new literacies are tied to
proper use of technology, regular instruction and practice in how to use technology platforms is
paramount. As such, teachers in all content areas must focus on teaching new literacy skills in
their classrooms. Not only does this prepare students for their life after high school, it helps to
close the digital divide that currently exists between students from high socioeconomic
households and those from low socioeconomic households.
In closing, she mentioned that it is no secret that new literacy skills are essential to success
in a student’s life. Whether that student attends college or immediately enters the workforce, they
will need new literacy skills. They will need to know how to communicate and collaborate with
people who might work in the cubicle next door, or in Hong Kong. They will need to interpret
and synthesize a wealth of information, much of which will come to them digitally. Most
importantly, they will need to do this in an ethical and professional manner – both in their
personal and professional lives. To not teach these skills to students puts them at a huge
disadvantage. As a teacher, the regular incorporation of new literacies and technology into my
classroom is a must. The purpose of education is to prepare students for their future. Without
regularly incorporating new literacy skills into their daily instruction, we are failing our students.
Integrating different literacies in teaching the content areas
As mentioned in unit 4, the common content areas in the basic education curriculum,
elementary and secondary, are English (or English language arts), Mathematics, Science, and
Social Studies (or now called Makabayan).
Along these content areas, classroom teacher can integrate different literacies in organizing
the contents inside the lesson planning. When the content in the lesson plan for specific content
area is organized with applied appropriate literacy, then there is an integration. Interdisciplinary
feature of the K t0 12 curriculum has been widely used by basic education teachers in their
learning activities of planned lesson. For an instance, when an English teacher prepares a lesson
plan in English reading 2, reading piece may emanate from Araling Panlipunan/Social Studies
with end goal of developing basic literacy, comprehension literacy and critical thinking skills
during HOTS questioning. In like manner, integration of social literacy can be made possible
during collaborative work required of the learners.
As expounded in the study of Kong, (2014), school education in the twenty-first century is
expected to equip students with both domain knowledge and the twenty-first century skills in
order to meet the requirements of a vigorously changing society (Chan, 2010;Gut, 2011). In
today’s modern classroom setting with diverse learners’ interest and ability, those highly-skilled
in digital literacy can excellently display their understanding of the lesson discussed when asked
to work on a group output of a digitized graphic organizer concept presentation. For example, a
mathematics 3 teacher in her organized content of a lesson plan on the topic place value includes
an activity requiring the pupils to draw different pictures or shapes with concrete presentation of
thousands, hundreds, tens and ones using their laptops or they may be brought to the computer
laboratory. This learning activity in one subject may demonstrate the use of the two features of
the K to 12 curriculum. It an integration of multidisciplinary and interdisciplinary. The computer
teacher who teaches the topic introduction to Microsoft word 2007 software may be aware of the
topic place vale discussed by the mathematics teacher. The former may be requiring the pupils to
draw shapes with concrete presentation of place value using the MS word office. The
multidisciplinary and interdisciplinary features with an integration of digital literacy,
collaboration and communication and other literacies is an example of integration of different
literacies in teaching mathematics. The integration further enhances understanding of the
concepts discussed mathematics and computer.
Wei, (2013) in the study of Montalto, (1978) stated that multicultural education is a specific
educational strategy in which the student’s cultural background is viewed as positive and
essential in developing classroom instruction and a desirable school environment. Wei further
mentioned that in most of American schools, they develop effective instructional strategies to
implement the essential principles of multicultural education; they pay more attention to the
cultural democracy, instilling the ideology of racial, gender, and status equality into the students’
minds; they advocate promoting students’ critical thinking, pursuing cooperative learning
strategy.
How do global literacy and multicultural literacy be integrated in classroom teaching and
learning? In lesson planning, contents may be organized that may present these literacies in the
lesson proper, learning activities, warm up activity or instructional materials. For example, when
a grade 2 teacher discusses in Araling Panlipunan/Social Studies the topic “Mga Institusyon sa
Komunidad”, it may be included in the lesson plan a warm activity of different pictures of
building representing different religion in the country or in the world. For global literacy
integration, present a post questions of the pictures about what are the differences and
similarities do people show along practice, behavior and beliefs. Then a critical thinking
triggering question on what must be done with the differences and why? When an answer favors
a peaceful solution then such integration leaves a positive impact to every individual in the class.
Furthermore, when learning activity is planned, a group work that requires them to draw
different institutions in the community, present the role of each community and how do all
communities work together to create humane and just community. In the utilization of
multicultural literacy in this activity, different clothes worn by people of different religions may
also me simulated by the group members whose institution or komunidad is the church.
The integration of different literacies in teaching the content areas is dependent on how
teachers organize the content of their lesson plans. Using different activities in a multiethnic
classroom fosters feelings of belongingness and encourages learners to share their owned culture.
In summary, from an online article, for teachers with a classroom full of students of different
backgrounds, the responsibility to connect with them goes beyond simply knowing where they’re
from, or what their favorite subjects are. These teachers must strive to understand their students
in a more holistic way, incorporating their cultural traditions into lessons and activities, so
students feel understood, comfortable, and focused on learning.
The Importance of Planning
As presented in
https://www.tesol.org/docs/default-source/books/14002_lesson-planning_ch-1, lesson planning is
at the heart of being an effective teacher. It is a creative process that allows teachers to
synthesize understanding of content areas lessons and its pedagogy with knowledge of earners,
the curriculum, and the teaching context. It is a time when teachers envision the learning they
want to occur and analyze how all the pieces of the learning experience should fit together to
make that vision a classroom reality. There are a number of benefits to writing a lesson plan.
First, lesson planning produces more unified lessons ( Jensen, 2001). It gives teachers the
opportunity to think deliberately about their choice of lesson objectives, the types of activities
that will meet these objectives, the sequence of those activities, the materials needed, how long
each activity might take, and how students should be grouped. Teachers can reflect on the links
between one activity and the next, the relationship between the current lesson and any past or
future lessons, and the correlation between learning activities and assessment practices. Because
the teacher has considered these connections and can now make the connections explicit to
learners, the lesson will be more meaningful to them.
The lesson planning process allows teachers to evaluate their own knowledge with regards to
the content to be taught (Reed & Michaud, 2010). If a teacher has to teach, and is not sure of the
rules if this is grammar lesson or not sure of facts if this is history, geography or other
facts-related lessons, the teacher would become aware of this during lesson planning and can
take steps to acquire the necessary information. The opportunity that lesson planning presents to
evaluate one’s own knowledge is advantageous to teachers.
A teacher with a plan, then, is a more confident teacher ( Jensen, 2001). The teacher is clear
on what needs to be done, how, and when. The lesson will tend to flow more smoothly because
all the information has been gathered and the details have been decided upon beforehand. The
teacher will not waste class time flipping through the textbook, thinking of what to do next, or
running to make photocopies. The teacher’s confidence will inspire more respect from the
learners, thereby reducing discipline problems and helping the learners to feel more relaxed and
open to learning.
Lesson planning and its importance

 Lesson planning is one way of planning instruction.
 Lesson planning is a way of visualizing a lesson before it is taught.
 According to Scrivener (2005), planning a lesson entails “prediction, anticipation,
sequencing, and simplifying.”
 Lesson planning is a critical part of the teaching and learning process.
 A lesson plan is a teacher’s daily guide for what students need to learn, how it will
be taught, and how learning will be measured.
 Lesson plans help teachers be more effective in the classroom by providing a detailed
outline to follow each class period.
 A lesson plan is a teacher’s detailed description of the course of instruction or ‘learning
trajectory’ for a lesson.
 A daily lesson plan is developed by a teacher to guide class learning. Details may vary
depending on the preference of the teacher, subject being covered, and the needs of the
students.
 A lesson plan is the teacher’s guide for running the particular lesson, and it includes the
goal( what the students are supposed to learn), how the goal will be reached( the method,
procedure) and a way of measuring how well the goal was reached ( test, worksheets,
homework etc.)
 Lesson planning is important because it gives the teacher a concrete direction of what
she/he wants to take up for the day. Research has shown that student learning is
correlated to teacher planning. One major explanation is that when plan is ready, teachers
can focus on its implementation. When teachers do not have to think so much about what
they need to do next they are able to focus on other parts of the lesson.
 Lesson planning is important because it helps teachers ensure that the day-to-day
activities that go on in their classrooms are providing students with an adequate level of
long –term progress toward the goals outlined in their scope and sequence, as well as
their individual education plans when necessary.
Objective of Lesson Planning
 The objective of lesson planning is learning.

 Lesson planning helps teachers set learning targets for learners.
 It also helps teachers guarantee that learners reach those targets.
 By planning lessons, teachers are able to see to it that daily activities inside the classroom
lead to learner progress and achievement or the attainment of learning outcomes.
Importance of Lesson Planning
 Planning lessons increases a teacher’s chances of carrying out a lesson successfully. It

also allows teachers to be more confident before starting a lesson
 Lesson planning inculcates reflective practice as it allows teachers to think about their
teaching.
 By planning lessons daily, teachers are able to think about and reflect on different
strategies that work inside the classroom including research-based strategies.
 Making a habit of lesson planning ensures that teachers truly facilitate learning and
respond to learners’ needs inside the classroom.
 Additionally, lesson planning helps teachers’ master learning area content.
 Through the preparation of effective lesson plans, teachers are able to relearn what they
need to teach.
 In the classroom, well-prepared teachers show ownership of the learning area they teach.
 Lesson planning helps teachers know their learners and teach what students need to learn
and therefore ensures curriculum coverage.
Well-prepared and well-planned lessons are fundamental to ensuring the delivery of quality
teaching and learning in schools
Instructional Planning
 DepEd recognizes that instructional planning is essential to successful teaching and

learning, (Deped Order 42, s. 2016)
 It is the process of determining what learning opportunities students in school will have
by:
a) planning the content of instruction
b) selecting teaching materials,
c) designing the learning activities and grouping methods, and
d) deciding on the pacing and allocation of instructional time (Virginia Department of
Education)
 Research shows that effective teachers organize and plan their instruction. (Misulis 1997;
Stronge 2007) With content and performance standards and learning competencies
firmly articulated in the K to 12 curriculum, it is easier for teachers to carry out both
short-term and long-term instructional planning.
Instructional Planning
Increases a teacher’s chance of carrying out a lesson successfully .

Allows teachers to be more confident before starting a lesson.
Inculcates reflective practice as it allows teachers to think about their teaching.
Facilitates learning and respond to learner’s needs inside classroom.
Helps teachers relearn what they need to teach.
Helps teacher’s master learning area content and sense of ownership.
Helps teachers know their learners, teach what students need to learn – ensures
curriculum coverage.
Helps teachers identify expectations for learners, choose the materials & organize the
sequential activities.
Instructional Process
 According to Airasian (1994), the instructional process is made up of three (3) steps:
(1) planning instruction;
(2) delivery of instruction; and
(3) assessment of learning
 This means that teaching begins even before a teacher steps in front of a class and begins
a lesson.
 This also means that teachers are expected to be able to organize and develop a plan for
teaching, implement that plan, and measure how effectively they implemented a plan.
Legal Basis
 Article IV, Section 2 of the Code of Ethics for Professional Teachers adopted in 1997
through Board Resolution No. 435 by the Board of Professional Teachers.
“Every teacher shall uphold the highest standards of quality education, shall make
the best preparations for the career of teaching, and shall be at his best at all times
in the practice of his profession.”
 This policy is therefore meant to support teachers in upholding quality education

standards by affirming the importance of instructional planning through Daily Lesson
Log (DLL) or Detailed Lesson Plan (DLP) preparation. These guidelines ultimately aim
to assist teachers in not only effectively managing instruction but also managing the
performance of one of their core functions, which is to facilitate learning inside their
classrooms.
DO 42, S. 2016 – POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR THE K
TO 12 BASIC EDUCATION PROGRAM

June 17, 2016
DO 42, s. 2016
Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
1. In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced Basic
Education Act of 2013, the Department of Education (DepEd) issues the enclosed Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.
2. Planning lessons is fundamental to ensuring the delivery of teaching and learning in schools.
These guidelines aim to support teachers in organizing and managing their classes and lessons
effectively and efficiently and ensure the achievement of learning outcomes.
3. Furthermore, these guidelines affirm the role of the K to 12 teacher as a facilitator of learning.
Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) and
provides teachers with an opportunity for reflection on what learners need to learn, how learners
learn, and how best to facilitate the learning process. These guidelines also aim to empower
teachers to carry out quality instruction that recognizes the diversity of learners inside the
classroom, is committed to learners’ success, allows the use of varied instructional and formative
assessment strategies including the use of information and communications technologies (ICTs),
and enables the teacher to guide, mentor, and support learners in developing and assessing their
learning across the curriculum.
4. These guidelines will remain in force and in effect unless sooner repealed, amended, or
rescinded. All issuances inconsistent with this Order are hereby rescinded.
5. Immediate dissemination of and strict compliance with this Order is directed.
(Sgd) BR. ARMIN A. LUISTRO FSC

Secretary
DLL and DLP
 Daily Lesson Log (DLL)
a. template teachers use to log parts of their daily lesson

b. covers a daily /weeks’ worth of lessons Parts: Objectives, Content, Learning
Resources, Procedures (10 parts), Remarks and Reflection
 Detailed Lesson Plan (DLP)
a. teacher’s “roadmap” for a lesson

b. contains a detailed description of the steps a teacher will take to teach a particular
topic/lesson
Who are required to prepare a DLL/DLP?
 Teachers with at least one (1) year of teaching experience, including teachers with private
school and higher education institution (HEI) teaching experience, shall not be required
to make a Detailed Lesson Plan (DLP).
 Teachers who have been in the service for at least one (1) year, handling learning areas
with available LMs and TGs provided by the Department shall not be required to prepare
a DLP. Instead, they shall be required to fill out a weekly Daily Lesson Log (DLL).
 Teachers are allowed to work together in preparing DLPs and DLLs. Seasoned or veteran
teachers shall also mentor new or novice teachers in the preparation of DLPs and DLLs.
 Newly-hired teachers without professional teaching experience shall be required to
prepare a daily Detailed Lesson Plan (DLP) for a year.
 Applicant teachers as well as teachers in the service including Master Teachers who will
conduct demonstration teaching shall be required to prepare a DLP.
 Newly-hired teachers who earned a rating of “Very Satisfactory” or “Outstanding” in the
Results-based Performance Management System (RPMS) in a year shall no longer be
required to prepare DLPs, while newly-hired teachers who earned a rating of
“Satisfactory” shall still be required to prepare DLPs until such time that their RPMS
assessment has improved.
 However, when new content is integrated into the curriculum, all teachers are required to
write a detailed lesson plan for that content or subject matter.
Parts of the Lesson Plan
The most effective lesson plans have six key parts:
 Lesson Objectives
 Related Requirements
 Lesson Materials
 Lesson Procedure
 Assessment Method
 Lesson Reflection
Detailed Lesson Plan (https://www.slideshare.net/junniesalud/detailed-lesson-plan-english-math-science-filipino)
A Detailed Lesson Plan in ______

Prepared by:
I. Objectives
At the end of the lesson, the students will be able to:

1.
2.
3.
II. Subject Matter

Solar System
Reference/s: Textbook and page/s
Materials:
Values:
III. Procedure
A. Learning Activities
Teacher’s Activity Students’ Activity

Greetings, setting up classroom and learners’
readiness, warm up
B. Lesson Proper
Presentation
Motivation
Discussion
Generalization
Application
IV. Evaluation
V. Assignment
Semi Detailed Lesson Plan (https://www.slideshare.net/erman21/subject-area-lesson-plan)

Semi Detailed Lesson Plan in ______
Prepared by:
I. Objectives
At the end of the lesson, the students should be able to:

1.
2.
3.
II. Subject Matter
III. Materials
IV. Procedure
A. Preparation
B.
Greetings and setting the room and students ready
B. Motivation
C. Lesson Proper
D. Activity
E. Generalization
G. Evaluation
V. Assignment
Banghay Aralin sa Araling Panlipunan 9 (https://www.slideshare.net/ishshah1/banghay-aralin-sa-araling-panlipunan-9)
I. Layunin
II.
Matapos and aralin, ang mga mag-aaral ay inaasahan:
1.
2.
3.
III. Nilalaman
IV.
Paksa:
Kagamitan:
Sanggunian:
III. Pamamaraan
1. Panimulang Gawain
2. Paglinang ng Aralin
a. Mga Gawain (Aktibiti)
3. Pagtatalakay
a. Pagsusuri (Analisis)
4. Pangwakas na Gawain
a. Paghahalaw (Abstraction)
a.1 Paglalahat
a.2 Pagpapahalag
a.3 Paglalapat (Aplikasyon)
IV. Pagtataya
V. Takdang Aralin
DETAILED LESSON PLAN (DLP) (Department of Education)
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
IV. Procedures
A. Before the Lesson

B. During the Lesson
C. After the Lesson
V. Assignment (optional)
VI. Remarks
VII. Reflections
 Before the Lesson
o This is the lesson opening or the “beginning” of lesson implementation.

o Before the actual lesson starts, the teacher can do a variety of things including but
not limited to the following:
a) review the previous lesson/s;
b) clarify concepts from the previous lesson that learners had difficulty
understanding;
c) introduce the new lesson;
d) inform the class of the connection between the old and new lesson and
establish a purpose for the new lesson; and
e) state the new lesson’s objectives as a guide for the learners.
o This part of the lesson is the time to check learners’ background knowledge on the
new lesson.
o It can also be a time to connect the new lesson to what learners already know.
o It is during this time that teachers are encouraged to get learners to be interested
in the new lesson through the use of “start-up” or “warm-up” activities.
o Teachers should also allow learners to ask questions about the new lesson at this
time to assess if learners understand the purpose of learning the new lesson.
 The Lesson Proper
o This is the “middle” or main part of the lesson. During this time, the teacher
presents the new material to the class.
o This is the time when a teacher “explains, models, demonstrates, and illustrates
the concepts, ideas, skills, or processes that students will eventually internalize”
(Teach for America 2011).
o This is also the part of the lesson in which teachers convey new information to the
learners, help them understand and master that information, provide learners with
feedback, and regularly check for learners’ understanding.
o If teachers require more time to teach a certain topic, then this part of the lesson
can also be a continuation of a previously introduced topic.
 After the Lesson
o This is the lesson closing or the “end” of the lesson. This can be done through
different “wrap-up” activities.
o Teachers can provide a summary of the lesson or ask students to summarize what
they have learned. Teachers can also ask learners to recall the lesson’s key
activities and concepts.
o The lesson closing is meant to reinforce what the teacher has taught and assess
whether or not learners have mastered the day’s lesson.
 Assessment Methods
o Integrated into a DLP are assessment methods used by the teacher to regularly
check understanding of the material being tackled.
o Formative assessment of student learning may be done before, during, and after a
lesson and should be carried out to measure attainment of the lesson objectives.
 Procedures
o Teachers may utilize procedures that are generally recognized and accepted in
their field of specialization.
o The procedure will also depend on instructional strategies and methods that a
teacher will use to teach the lesson.
o Flexibility is encouraged in the implementation of the DLP procedure.
o Changes in the procedure are allowed based on time constraints or when
adjustments in teaching are needed to ensure learners’ understanding.
 Remarks
o Part of the DLP in which teachers shall document specific instances that result in
continuation of lessons to the following day in case of:
reteaching,
insufficient time,
transfer of lessons to the following day as a result of class suspension, etc.
 Reflection
o This part of the DLP should be filled-out right after delivery of the lesson.
o Teachers are encouraged to think about their lessons particularly the parts that
went well and the parts that were weak and write about it briefly.
o In the reflection, teachers can share their thoughts and feelings about their lessons
including things about the lesson that were successfully implemented, need
improvement, or could be adjusted in the future.
o As in the DLL, teachers can also talk about their learners who did well in the
lesson and those who need help.
What is DLL?
 Daily Lesson Log (DLL) is a template teachers use to log parts of their daily lesson.

Lesson 14.: Unit Iii. 21 Century Literacies

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Lesson 14.: Unit Iii. 21 Century Literacies

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UNIT III.

21ST CENTURY LITERACIES

Lesson 14. Cyber/Digital Literacy

1. Cyber Citizenship in the Digital Age

At the end of the topic, students should be able to:

Definitions aligned with child safety:

Definitions aligned with intellectual property rights:

Digital Citizenship as an Educational Concept

Photo from fitefuaite.com

The Digital Citizen

Photo from virtuallibrary.info

A GOOD CITIZEN… A GOOD DIGITAL CITIZEN…

1. Advocates for equal human 1. Advocates for equal digital

5. Actively pursues an education 5. Uses digital tools to advance

6. Spends and manages money 6. Makes responsible online

7. Upholds basic human rights of 7. Upholds basic human rights in

8. Protects self and others from 8. Protects personal information

9. Proactively promotes their own 9. Proactively limits health risks of

2. Responsible Social Media and Internet Use

At the end of the topic, students should be able to:

In 2019, Merriam-Webster defined "social media" as "forms of electronic communication (such

Photo from medium.com

Managing your Digital Identity

T – Is it TRUE? Is this post/picture/comment truthful or is it possibly based on

It is also good to be SMART on the internet.

At the end of the topic, students should be able to:

According to a NortonLifeLock employee, cybercrime is an ongoing threat since 2018. Every

Lesson 15. Ecological Literacy

The development of ecological understanding is not simply another subject to be learnt,

- John Lyle, 1994

1. Define ecological literacy;

What is Ecological Literacy?

3. Systems Thinking- Ecological literacy involves applying a way of thinking that

5. Collaboration, community building and citizenship- Ecologically literate students are

An ecoliterate person is someone who:

1. Develops empathy for all forms of life.

Environmental Literacy, Ecological Literacy and Ecoliteracy

According to "Developing a Framework for the Assessment of Environmental Literacy"

 Knowledge and understanding of a wide range of environmental concepts, problems, and

Therefore, environmental literacy comprises an awareness of and concern about the

An ecologically literate individual understands environmental realities by specifically

An ecoliterate person is prepared to be an effective member of sustainable society, with

General Dominant Primary Examples of

4. Everything changes- The environment is constantly changing. Organisms also evolve

5. Everything must go somewhere- When a piece of paper is thrown away, it disappears

Greening initiatives in Colleges and Universities

Initiative of schools to be “Green”

Lesson 16. Arts and Creativity Literacy

At the end of this unit, you are expected to:

1. Define artistic literacy;

Characterizing Artistically Literate Individuals

Value of Arts to Education

Issues in Teaching Creativity

Approaches to encourage creativity and constructive thinking to learners

In “First Literacies: Art, Creativity, Play, Constructive Meaning-Making,” McArdie and

1. Imagination and pre-tense, fantasy and metaphor

2. Active menu to meaning making

3. Intentional, holistic teaching

How to teach Artistic and Creative Literacy

Best Practices for Active/Student-Centered Instruction

Teaching for Artistic Literacy

Focused-learning Collaboration Independence

TEACHER-LED INSTRUCTION STUDENT DRIVEN LEARNING

In active learning- or student-centered arts classrooms students not only engage in

In a Student-Centered Arts Classroom, Students….

2. The Role of Inquiry and Feedback

To accomplish these types of learner-centered activities in the arts classroom the

3. Using Formative and Summative Assessments in the Arts Classroom

Cizek summarized numerous definitions of formative assessments through these

These definitions and descriptions embody the spirit of a student-centered classroom.

At the end of the topic, you shall be able to:

Teaching in the Content Area

This reform from traditional content areas were made by:

Teaching Across Curriculum

On the contrary, teaching across curriculum or Cross-curricular instruction is also called

Cross-curricular instruction encourages critical thinking, interaction and reflection. As the