VEX 312 TEACHING THE COMMON COMPETENCIES IN INDUSTRIAL ARTS

Name of Student __________________________________________________________________________

Course: _______________________________________Year and Section_____________________________
Address: _________________________________________________________________________________
Email Address: ____________________________________________ Contact No.:_____________________
Subject Instructor: LEA EVANGELISTA-MICIANO

MODULE 1 BASIC COMPETENCIES INTEGRATED WITH 21st CENTURY SKILLS

LEARNING OUTCOMES: At the end of the module, the student must have:
 define basic competencies,
 identify 21st century skills,
 create graphic organizer that distinguish each skill from each other.
PRE TEST:
Identification: Identify the ff. Write your answer on the space provided for.
1 This is team working proficiency that has reached the unconscious ability to work
cooperatively with virtual and real partners in an online environment to create
original digital products.
2 This is the ability to define a problem, creatively generate solutions, try a solution,
review the outcome and modify them.
3 This is the process by which artistic proficiency adds meaning through design, art
and storytelling
4 This means that the citizen is guided by principles of leadership, global
responsibility, environmental awareness, global citizenship and personal
accountability.
5 These is a need for an analytical mind to evaluate the message in the chosen media
as well as the creative ability to publish digital messages.
6 The ability to unconsciously and intuitively interpret information in all forms and
formats in order to extract the essential knowledge, authenticate it, and perceive its
meaning and significance.

CONTENT:

BASIC COMPETENCIES INTEGRATED WITH 21st CENTURY SKILLS

The BASIC COMPETENCIES refer to non-technical

skills (knowledge, skills and attitudes) that everybody
will need in order to perform satisfactorily at work
and in society and are considered portable and
transferable irrespective of jobs and industrial
settings. (https://www.tesda.gov.ph/)
These competencies are integrated with 21ST
CENTURY SKILLS, referring to a broad set of
knowledge, skills, work habits, and character traits
believed to be critically important to success in
today’s world, particularly in contemporary careers
and workplaces.
21st century competencies are associated with
growth in the cognitive, interpersonal, and intrapersonal domain

Developing Basic Digital Skills

As teachers adjust their teaching to effectively match the new digital world of information and communication
technology, they must be clear on what basic knowledge, skills and values need to be developed by digital
learners. This basic literacies will not replace the 3 Rs but they will be complemented by six essential skills to
equip students for success in the millennial world.

We have the fluency skills conveying the ease and facilities in acquiring and using them.

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 VEX 312 TEACHING THE COMMON COMPETENCIES IN INDUSTRIAL ARTS

Solution Fluency

Solution Fluency is the ability to think creatively to solve problems in real time by clearly defining the problem,
designing an appropriate solution, delivering the solution, and then evaluating the process and
the outcome. This is about whole-brain thinking—creativity and problem solving applied on-
demand.

This particular fluency is the most crucial of all the fluencies. It is the basis of every other
Fluency, and its stages can be found within the processes for each. The 6Ds of Solution
Fluency are designed to be a cyclical process as opposed to a linear one, and mirror well-
known practices such as the scientific method, and the processes for writing and media
development. Solution Fluency was first presented in the book Literacy is Not Enough,
(Crockett, Lee et. al.; 2011)

define
Defining the problem means providing a clear and concise definition of the problem or
challenge one is addressing. the purpose is to identify where we are so we can figure out
where we need to go.

define skills include:
 restating or rephrasing the problem
 challenging assumptions
 gathering facts
 chunking the details up or down (pulling them together or breaking them
down into smaller parts)
 considering the challenge from multiple perspectives
 reversing the problem

discover
In this stage, the research and digging begins. This involves obtaining the background
information that gives the problem its context, and identifying what you need to know and
what you need to be able to do to solve the problem.

discover skills include:
 determining where the information is
 skimming, scanning, and scouring the information for background
 filtering information
 taking smart notes
 analyzing, authenticating, and arranging the materials
 knowing when to revisit the Define stage (or other stages) to modify what has been done
based on what has been discovered

dream
This is where you use the knowledge you’ve gathered to visualize a creative and
appropriate solution. This is a whole-mind process where we imagine what the solution
will appear like as it would in the future. Instead of asking “why” we ask “why not.” The
question of “what’s the worst that could happen” becomes “what’s the best that could
happen.”

dream skills include:
 generating wishes

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 VEX 312 TEACHING THE COMMON COMPETENCIES IN INDUSTRIAL ARTS

 exploring possibilities
 imagining best case scenarios
 visualizing time machine visits to a perfect future

design

Starting from the future, next you design the process backwards to the present to complete
the visualized solution in measurable, achievable steps.

design skills include:
 having a clear idea of how to do the task
 starting with the end in mind and building steps backwards
 writing instructions in small increments that are easy to follow, positive, and logical

deliver
This stage is the process by which the dream becomes a reality. It’s where you actually
implement the design to complete the solution to the problem in two separate
steps: Produce (actually creating the solution in
it’s working format), and Publish (applying the product in an effort to solve the problem).

deliver skills include:
 identifying the most appropriate format for presenting information or a solution
 using that format to present the information or solution to the problem

debrief

At the end of the process comes an often-overlooked step—the Debrief. it’s a time to
review and analyze the product and process, an identify areas for potential improvement.
Students are not often given the chance to evaluate a learning journey, and this is and
integral part of guiding them towards taking responsibility for their own learning.

debrief skills include:
 re-visiting each stage of the process and reflecting on the paths that were followed
from Define to Deliver
 asking questions about the processes used and information obtained
 reflecting critically on both the process and the product, acting on those reflections,
and internalizing the new learning
 transferring the learning to new and different circumstances

Information fluency

Information Fluency is the ability to unconsciously and intuitively interpret information in all forms
and formats in order to extract the essential knowledge, authenticate it, and perceive its meaning
and significance. The data can then be used to complete real-world tasks and solve real-world
problems effectively.

ask

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This involves compiling a list of critical questions about what knowledge or data is being sought. The key here is
to ask good questions, because that’s how you get good answers.

ask skills include:

• understanding the problem

• identifying key words
• forming exploratory questions
• brainstorming, lateral thinking
• understanding ethical issues
• listening deeply, viewing wisely, speaking critically
• filtering information “white noise”
• sharing personal knowledge and experience

acquire
Accessing information is no longer as easy as going to a card catalog and getting a book or
other paper-based resource. This stage involves accessing and collecting informational
materials from the most appropriate digital and non-digital sources.

acquire skills include:

 determining where the information is

 determining what skills are needed to find the information
 prioritizing search strategies
 skimming, scanning, and scouring the resources for pertinent data
 filtering
 taking smart notes
 knowing when it’s necessary to go back to the initial Ask stage to ask more
questions

analyze
With all the raw data collected, the next step is to navigate through the information to authenticate, organize,
and arrange it all. This stage also involves ascertaining whether information is true or not, and distinguishing the
good from the bad.

analyze skills include:

 organizing, triangulating, and summarizing data from digital and non-digital sources
 working independently and collaboratively with peers, teachers, or other individuals to
document the authenticity and analysis of the data
 checking for relevance and listing and distinguishing between useful and superficial data
sources
 differentiating fact from opinion
 assessing the currency of data
 examining data for underlying meaning and bias
 determining when the data answers the original questions
 identifying incomplete information
 documenting, crediting, and taking notes to determine authenticity
 using probability, trends, and best guesses to seek out additional data
 revisiting Ask or Access to “fill in the blanks” and turn data into knowledge and wisdom

apply
Once data is collected and verified, and a solution is created, the knowledge must then be
practically applied within the context of the original purpose for the information quest.

apply skills include:

 turning data into personal knowledge and applying it to actually solve the problem

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 putting the data to use in a practical application (ex: writing an essay

or report, creating a graph, completing an argument, making a
presentation, participating in a debate, completing a science
experiment, creating a video, or building a blog)
 creating and utilizing products and projects that can effectively
demonstrate how they solve problem

assess
The final stage is about thoroughly and critically revisiting both the product and the process. This involves open
and lively discussions about how the problem-solving journey could have been made more efficient, and how
the solution created could be applied to challenges of a similar nature.

assess skills include:

 asking questions about the processes used and the information obtained
 determining what was learned, how it was learned, what worked, what didn’t work, and
how the process and the product could be made better, and then acting on these
reflections
 internalizing new learning and transferring it to similar or different situations and
circumstances

Creativity

Fluency is the process by which artistic proficiency adds meaning through design, art, and storytelling.
It is about using innovative design to add value to the function of a product though the form.

identify
This involves distinguishing the elements and the criteria of the desired outcome, and figuring
out what you need to create and what limitations or restrictions you face.

identify skills include:

 understanding the problem to be solved

 identifying key words and forming questions around them
 brainstorming
 thinking laterally
 understanding ethical issues
 listening deeply, viewing wisely, and speaking critically
 filtering information “white noise”
 sharing personal knowledge and experience

inspire
In this next stage, the adventure begins by stimulating your creativity with rich sensory
input. This can include thinking about your memories, flipping through a magazine, going to
a museum, watching a play, looking at photo books or web sites, taking a walk, meditating,
brainstorming over coffee, checking out a bookstore, or listening to music similar to what
the outcome might look like.

inspire skills include:

 moving beyond what is already known

 using familiar and unfamiliar sources of motivation and inspiration
 seeing new possibilities
 playing with ideas
 experimenting and exploring

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 imagining and visualizing

interpolate
Interpolate means to find a structured pattern within known information. This is all about
“connecting the dots” in the search for clear patterns and higher level abstractions within
the sensory input.

interpolate skills include:

 analyzing the sensory inputs arriving from your right brain’s “playground of inspiration”
 searching for patterns, alternate meanings, and high-level abstractions
 being able to identify connections or relationships
 combining concepts or elements from different sources that would not normally go
together
 thinking laterally about existing knowledge

imagine
This is the ultimate synthesis between the previous stages of Inspire and Interpolate. The
unification of these stages results in the birth of your idea—your “Aha!” moment.

imagine skills include:

 forming mental images, sensations, and concepts not perceived through sight, hearing,
or other senses
 discarding extraneous information
 giving meaning to experience
 making sense of the world through stories, art, music, poetry, video, and other creative
mediums

inspect
With our new creative idea now a reality, we must measure it against the original criteria
and determine its feasibility. The questions we ask ourselves centre around the
effectiveness and feasibility of the new idea, and if it can be accomplished within an existing
timeframe and budget.

inspect skills include:

 examining the processes undertaken and the product created

 thoughtfully reflecting on the process undertaken
 visualizing the idea as if completed, comparing and contrasting it with the original
purpose
 using reflections to internalize new ideas and revise the existing idea
 applying the idea to similar challenges in the future

Media Fluency

There are two components of Media Fluency. First, it involves the ability to look
analytically at any communication to interpret the real message, and evaluate the
efficacy of the chosen medium. Second, it’s about creating original communications that
align the message with its intended audience using the most appropriate and effective
medium.

listen
From this Listening stage, media fluency branches off into the careful consideration of both
the medium and the message, as follows:

message
All the distractions of the medium are removed, such as the images, sound effects, etc., and
the viewer considers the message that is specifically being communicated.
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verbalize: You must first be able clarify that message in clear and concise terms, and think
analytically and critically about what the message is trying to tell you.

verify: Next, the message is verified using skills that help the viewer analyze and
authenticate information contained in the message, and by
separating fact from opinion, and detecting any bias that may be
present.

medium
Now that the message is understood, the medium—the method
of delivery of the message—is then considered. There are three
aspects to evaluating the medium.

form: The form takes into account the design elements such as
fonts used, colour schemes, lighting, consistency, unity, and so
on.

flow: This aspect considers how the message plays out. Is there a logical progression to the
story, guiding your attention in the right direction in order to convey the message effectively,
or is there a disjointedness and confusion in the delivery?

alignment: This is about seeing the connection between medium, message, and audience,
and whether or not that connection is effective.

leverage
In the Leverage stage, we select and apply the most appropriate media for the message
considering content, purpose, audience, individual abilities, and any predetermined criteria.

Here again we consider the medium and the message separately, but using different criteria.
We are now looking at these two elements as the creator, as opposed to being the viewer:

message
When deciding on what message you want to convey, there are two things you must be
clear on.

content: What exactly is it that you want to say to your

audience, and what does that message content include?

outcome: What is your intention with the content? What we

say is often less important than how it is said, so the
outcome must be carefully considered.

medium
Once you have clarified what you want to say, the medium for delivering the message must
be chosen next. In choosing the correct medium for your message, you consider three
different things.

audience: Your message may be intended for a specific

group or age level or culture or gender, and it may also be
intended for a wider demographic that encompasses all
these things and more.

abilities: This means what media you’re familiar with and are
capable of using properly, and what skills you are willing and
able to learn if choosing a medium you’re not too familiar with.

criteria: Pinpoint specific developmental considerations. For

example, is there a deadline for delivery which may place
time constraints on you? Or are there specific components—such as in
creating a keynote or slideshow—that you must adhere to? Do you
have a limited or unlimited budget to work with? These are some examples of criteria you
would consider.

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Collaboration Fluency is team-working proficiency at its highest level.

It is the ability to work cooperatively with virtual and real partners in
both digital and non-digital environments to solve problems and
create original products.

With marketplaces operating on a global level and virtual

communication bridging the geographical distances between us, this
is an increasingly important skill for our students to develop. This is a
parallel process to Solution Fluency. In fact, it’s easiest to think of it as
Solution Fluency in a team environment. The major difference is the
focus in the first phase, where much of the framework for the
collective is established.

establish
This stage begins by selecting and organizing the collective group,
establishing the norms and determining the role each team member
would be best suited for, and developing a group contract.

establish skills include:

 gathering and assembling the collective group

 defining individual and group roles and responsibilities
 setting communication guidelines (how, how often, when, etc.)
 discussing norms (why has the group been established, what will the outcome for
the group’s collective purpose be, how will the outcome be evaluated)
 defining the scope of the project
 specifying what information is available and important to the issue the group faces
 choosing a leader and defining the scope of their responsibility
 drawing up a group contract and establishing performance expectations

envision

As a group, it’s time to now examine the issue/challenge/goal together,

and conceive the intended outcome. Together the group visualizes, defines, and examines
the issue they are challenged with, as well as what the intended outcome is.

envision skills include:

 determining the problem

 understanding and defining what the current situation is
 visualizing a desired future
 specifying any information needs
 identifying the information that is available and what information is still missing
 educating the rest of the collective
 developing a written plan of action (what, how, when, where, and who)

engineer
This stage involves assembling the nuts and bolts of the plan into something workable and
applicable to the problem or challenge the group was brought together for. It’s crucial that
everyone works together to synthesize a workable method for achieving the desired goal.

engineer skills include:

 creating a workable plan to get the group from where they are to where they want
to be
 delegating responsibilities effectively and fairly

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 creating a plan to guide the team (this plan must be able to be checked, re-
evaluated, and discussed as the work progresses)
 allowing for each team member’s levels of strength, insight, and creativity to
contribute to the plan

execute
In this stage, the group puts the plan into action and manages the process, with each team
member remaining personally accountable for their contribution (this also means devising a
method for ensuring other members are held accountable).

execute skills include:

 putting the plan into action, with a focus on a tangible and viable solution to the
problem
 pressure-testing the designed product or solution
 utilizing the unique individual strengths of each team member
 monitoring and recording group progress
 holding team members accountable for their assigned roles and contributions to the
work

examine
At this final and crucial stage the group studies and reviews both their process and the end
result. The idea is to determine if the challenge was successfully met, and also to gain
insights for areas of constructive improvement.

examine skills include:

 discussing if and how the goal was achieved

 pinpointing areas for improvement
 recognizing team members’ contributions
 providing constructive feedback and criticism

Global Digital Citizenship

All the 21st Century Fluencies are learned within the context of the Global Digital Citizen,
using the guiding principles of leadership, ethics, altruistic service, environmental
stewardship, global citizenship, digital citizenship, and personal responsibility. The global
digital citizen practices a sense of respect and responsibility for themselves, others, and
property—both physical and intellectual.

personal responsibility
Personal responsibility is about shifting the responsibility for learning away from the teacher
and more to the student. The aim of this approach is to develop a sense of accountability for
lifelong learning within the student. Fostering personal responsibility includes demonstrating
how one governs oneself in matters of finance, ethical and moral boundaries, personal health
and fitness, and relationships of every definition.

global citizenship
Global Citizenship involves recognizing and respecting how 21st-century technology and
digital media have eliminated boundaries between citizens of the world by enabling
communication, collaboration, dialogue, and debate across all levels of society. It encourages
the people of this generation to realize that we are no longer isolated—that we are all global
citizens. This leads us to become more aware of the issues, traditions, religions, and core
values and cultures of our fellow citizens. Global citizenship also promotes tolerance and
understanding, linked intimately with acceptance, sensitivity, and humility.

digital citizenship
Digital citizenship means engaging in appropriate and exemplary behavior in an online
environment. While carefully-crafted acceptable use policies can be an appropriate solution,
this tenet is meant to develop a change in mindset about what it means to be safe in a
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transparent digital world. The essence of Digital Citizenship is about a shifting of
accountability for appropriate behavior to our students, which fosters independence and
personal responsibility.

altruistic service
Altruistic Service focuses on a healthy concern for the well-being of the people with whom we
share our world. The ideals behind altruism apply not only to the people we know but also to
those we don’t. It includes embracing the opportunity to exercise charity and goodwill for the
benefit of others. Altruistic Service provides an excellent opportunity to create relevance and
meaningful connections to the real world for our students.

environmental stewardship
Environmental Stewardship is a demonstration not only of common-sense values, but also of
an appreciation for the beauty and majesty that surrounds us every day. This facet of Global
Digital Citizenship encourages exploring how we can manage our use of Earth’s resources—
taking responsibility and action on personal, local, regional, national, and international levels.

LEARNING ACTIVITY 1
Create a graphic organizer indicating the 21st century digital skills.

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LEARNING ACTIVITY 2
Your interaction with others online shows your identity. Your online social identity is your “digital
tattoo”. A digital tattoo refers of the record of your actions and communications online and its permanence, like
a physical tattoo. Looking back at how you engage in online activities, what kind of digital citizen are you.
Reflect on this and draw your tattoo inside the box. Explain your illustration.

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ASSESSMENT:
Identification: Identify the ff. Write your answer on the space provided for and make the skills in consecutive order.
1 This is team working proficiency that has reached the unconscious ability to work cooperatively
with virtual and real partners in an online environment to create original digital products.
visualizing a desired future
providing constructive feedback and criticism
creating a workable plan
defining the scope of the project
putting the plan into action
2 This is the ability to define a problem, creatively generate solutions, try a solution, review the
outcome and modify the
plan of action if needed.
having a clear idea of how to do the task
filtering information
re-visiting each stage of the process and reflecting on the paths
imagining best case scenarios
restating or rephrasing the problem
using that format to present the information or solution to the problem

3 This is the process by which artistic proficiency adds meaning through design, art and
storytelling
imagining and visualizing
thoughtfully reflecting on the process undertaken
filtering information “white noise”
being able to identify connections or relationships
forming mental images, sensations, and concepts

4 This means that the citizen is guided by principles of leadership, global responsibility,
environmental awareness, global citizenship and personal accountability.
The aim of this approach is to develop a sense of accountability for lifelong learning
within the student
This promotes tolerance and understanding, linked intimately with acceptance,
sensitivity, and humility.
This means engaging in appropriate and exemplary behavior in an online
environment.
This service focuses on a healthy concern for the well-being of the people with
whom we share our world.
This is a demonstration not only of common-sense values, but also of an
appreciation for the beauty and majesty

5 These is a need for an analytical mind to evaluate the message in the chosen media as well
as the creative ability to publish digital messages.
we select and apply the most appropriate media for the message considering
content, purpose, audience, individual abilities, and any predetermined criteria.
media fluency branches off into the careful consideration of both the medium and
the message

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 VEX 312 TEACHING THE COMMON COMPETENCIES IN INDUSTRIAL ARTS
6 The ability to unconsciously and intuitively interpret information in all forms and formats in
order to extract the essential knowledge, authenticate it, and perceive its meaning and
significance.
differentiating fact from opinion
determining where the information is
understanding the problem
thoroughly and critically revisiting both the product and the process
turning data into personal knowledge and applying it to actually solve the problem
-end of exam-

Reference: www.globalcitizen.org
Educational Technology 2, Paz I. Lucido, Lorimar Publishing, Inc.

Rubric:

Source: https://www.holychildrosemont.org/uploaded/academics/graphic_org_rubric.pdf

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