New Literacies and the 21st Century Skills and the Curriculum Process

1. New Literacies
and the
21st Century Skills
and the
Curriculum
Process
Start
New
literacies
Start
Start
Prepared
by: GROUP
3

2. C
CHANGING NATURE OF NEW LITERACY (Before)
The ability to read, write,
comprehend and communicated
through languages
CHANGING NATURE OF LITERACY (Now)
The ability to read, write, comprehend
and communicated through languages.
Continually changing views of reading
and writing with the advent of internet
innovative text formats (multiple media or
hybrid texts) New reader expectation
(reading nonlineary) New activities
(Websites publication)
C
NEW LITERACIES DEFINITION
The ability to use digital
technologies to “Identify questions,
locate information, evaluate the
information, synthesize information
to answer questions, and
communicate the answers of others.
NEW LITERACIES
• Digital literacy
• Information literacy
• Media literacy
• Social media literacy
• Visual literacy
• 21st Century literacy
• Computer Literacy
C
ONENTS OF NEW LITERACIES USE ICTs to:
1. Identify question
2. Locate information
3. Evaluate information
4. Synthesize information to
answer question
5. Communicate the answer
to others.
Skills recquired for
students who are fluent
in new literacies
Cognitive skills: Logical thinking,
problem solving and analytical
reasoning skills
Technological skills: Operation and
troubleshooting of the technology
systems
New
literacies
Discussant:
Liezl Ducut
Back

3. C
CHANGING NATURE OF NEW LITERACY (Before)
The ability to read, write,
comprehend and communicated
through languages
CHANGING NATURE OF LITERACY (Now)
The ability to read, write, comprehend
and communicated through languages.
Continually changing views of reading
and writing with the advent of internet
innovative text formats (multiple media or
hybrid texts) New reader expectation
(reading nonlineary) New activities
(Websites publication)
C
NEW LITERACIES DEFINITION
The ability to use digital
technologies to “Identify questions,
locate information, evaluate the
information, synthesize information
to answer questions, and
communicate the answers of others.
NEW LITERACIES
• Digital literacy
• Information literacy
• Media literacy
• Social media literacy
• Visual literacy
• 21st Century literacy
• Computer Literacy
C
ONENTS OF NEW LITERACIES USE ICTs to:
1. Identify question
2. Locate information
3. Evaluate information
4. Synthesize information to
answer question
5. Communicate the answer
to others.
Skills recquired for
students who are fluent
in new literacies
Cognitive skills: Logical thinking,
problem solving and analytical
reasoning skills
Technological skills: Operation and
troubleshooting of the technology
systems
New
literacies
Discussant:
Liezl Ducut
Back

4. C
CHANGING NATURE OF NEW LITERACY (Before)
The ability to read, write,
comprehend and communicated
through languages
CHANGING NATURE OF LITERACY (Now)
The ability to read, write, comprehend
and communicated through languages.
Continually changing views of reading
and writing with the advent of internet
innovative text formats (multiple media or
hybrid texts) New reader expectation
(reading nonlineary) New activities
(Websites publication)
C
NEW LITERACIES DEFINITION
The ability to use digital
technologies to “Identify questions,
locate information, evaluate the
information, synthesize information
to answer questions, and
communicate the answers of others.
NEW LITERACIES
• Digital literacy
• Information literacy
• Media literacy
• Social media literacy
• Visual literacy
• 21st Century literacy
• Computer Literacy
C
COMPONENTS OF NEW LITERACIES USE ICTs to:
1. Identify question
2. Locate information
3. Evaluate information
4. Synthesize information to
answer question
5. Communicate the answer
to others.
Skills recquired for
students who are fluent
in new literacies
Cognitive skills: Logical thinking,
problem solving and analytical
reasoning skills
Technological skills: Operation and
troubleshooting of the technology
systems
New
literacies
Discussant:
Liezl Ducut
Back

5. C
21st CENTURY SKILLS
c
The term “21st century skills”
is generally used to refer to
certain core competencies
that advocates believe
schools need to teach to help
students thrive in today’s
word.
21st CENTURY SKILLS 4 C’s
Communication
Collaboration
Critical Thinking
Creativity
C
CRITICAL THINKING
• Information and discovery
• Interpretation and analysis
• Reasoning
• Constructing arguments
• Problem solving
• System thinking
CREATIVITY
• Idea generation
• Idea design and refinement
• Opennes & courage to
explore
• Work creatively with others
• Creative production and
innovation
C
COMMUNICATION
• Effective listening
• Delivering oral presentations
• Communicate using digital
media
• Engaging in a conversations
and discussions
• Communicating in diverse
environments
COLLABORATION
• Leadership and initiative
• Cooperation
• Flexibility
• Responsibility and productivity
• Collaborate using digital media
• Responsiveness and
Constructive feedback
21st
Century
skills
Discussant:
Jessamae
Guintu
Back

6. C
21st CENTURY SKILLS
c
The term “21st century skills”
is generally used to refer to
certain core competencies
that advocates believe
schools need to teach to help
students thrive in today’s
word.
21st CENTURY SKILLS 4 C’s
Communication
Collaboration
Critical Thinking
Creativity
C
CRITICAL THINKING
• Information and discovery
• Interpretation and analysis
• Reasoning
• Constructing arguments
• Problem solving
• System thinking
CREATIVITY
• Idea generation
• Idea design and refinement
• Opennes & courage to
explore
• Work creatively with others
• Creative production and
innovation
C
COMMUNICATION
• Effective listening
• Delivering oral presentations
• Communicate using digital
media
• Engaging in a conversations
and discussions
• Communicating in diverse
environments
COLLABORATION
• Leadership and initiative
• Cooperation
• Flexibility
• Responsibility and productivity
• Collaborate using digital media
• Responsiveness and
Constructive feedback
21st
Century
skills
Discussant:
Jessamae
Guintu
Back

7. C
21st CENTURY SKILLS
c
The term “21st century skills”
is generally used to refer to
certain core competencies
that advocates believe
schools need to teach to help
students thrive in today’s
word.
21st CENTURY SKILLS 4 C’s
Communication
Collaboration
Critical Thinking
Creativity
C
CRITICAL THINKING
• Information and discovery
• Interpretation and analysis
• Reasoning
• Constructing arguments
• Problem solving
• System thinking
CREATIVITY
• Idea generation
• Idea design and refinement
• Opennes & courage to
explore
• Work creatively with others
• Creative production and
innovation
C
COMMUNICATION
• Effective listening
• Delivering oral presentations
• Communicate using digital
media
• Engaging in a conversations
and discussions
• Communicating in diverse
environments
COLLABORATION
• Leadership and initiative
• Cooperation
• Flexibility
• Responsibility and productivity
• Collaborate using digital media
• Responsiveness and
Constructive feedback
21st
Century
skills
Discussant:
Jessamae
Guintu
Back

8. C
CURRICULUM PROCESS
The curriculum development
process systematically
organizes:
What will be taught?
Who will be taught?
How it will be taught?
4 PHASES OF CURRICULUM
PHASE 1: PLANNING
PHASE 2: DESIGNING
PHASE 3: EVALUATING
PHASE 4: IMPLEMENTING
C
PHASE 1: CURRICULUM PLANNING
“Nobody plans to fail but failure results from
a failure to plan”
The planning phase lays the foundation
for all of the curriculum development
steps. The steps in this phase include:
Step 1. Identify Issue/Problem/Need
The need for curriculum development usually emerges from
a concern about a major issues or problem of one or more
target audience.
Step 2. Form a Curriculum Development Team
• The role and function of team members
• Process for selecting members
• Principles of collaboration and teamwork
Step 3. Conduct Needs Assessment and Analysis
C
ASE 2: CURRICULUM DESIGNING
Way curriculum is conceptualized to
include the selection of:
 Intended outcome
 Content
 Learning experiences or activities
 Assessment procedure and tools to
measure achieved learning outcomes.
ended outcome
er will be able to learn to do as a result of participating
m activities,
ontent
e primary questions are: “If the intended outcome is to
hat will the learner need to know? What knowledge,
and behaviours will need to be acquired and practiced?’’
Experiential Method
s and activities appropriate for each style;
of activities (With description);
gn worksheet for facilitators; and
n on learning environments and delivery modes
CURRICULUM
PROCESS
Discussant:
Jasmin Gaco
Charrel Galang
Back

9. C
CURRICULUM PROCESS
The curriculum development
process systematically
organizes:
What will be taught?
Who will be taught?
How it will be taught?
4 PHASES OF CURRICULUM
PHASE 1: PLANNING
PHASE 2: DESIGNING
PHASE 3: EVALUATING
PHASE 4: IMPLEMENTING
C
PHASE 1: CURRICULUM PLANNING
“Nobody plans to fail but failure results from
a failure to plan”
The planning phase lays the foundation
for all of the curriculum development
steps. The steps in this phase include:
Step 1. Identify Issue/Problem/Need
The need for curriculum development usually emerges from
a concern about a major issues or problem of one or more
target audience.
Step 2. Form a Curriculum Development Team
• The role and function of team members
• Process for selecting members
• Principles of collaboration and teamwork
Step 3. Conduct Needs Assessment and Analysis
C
ASE 2: CURRICULUM DESIGNING
Way curriculum is conceptualized to
include the selection of:
 Intended outcome
 Content
 Learning experiences or activities
 Assessment procedure and tools to
measure achieved learning outcomes.
ended outcome
er will be able to learn to do as a result of participating
m activities,
ontent
e primary questions are: “If the intended outcome is to
hat will the learner need to know? What knowledge,
and behaviours will need to be acquired and practiced?’’
Experiential Method
s and activities appropriate for each style;
of activities (With description);
gn worksheet for facilitators; and
n on learning environments and delivery modes
CURRICULUM
PROCESS
Discussant:
Jasmin Gaco
Charrel Galang
Back

10. C
CURRICULUM PROCESS
The curriculum development
process systematically
organizes:
What will be taught?
Who will be taught?
How it will be taught?
4 PHASES OF CURRICULUM
PHASE 1: PLANNING
PHASE 2: DESIGNING
PHASE 3: EVALUATING
PHASE 4: IMPLEMENTING
C
PHASE 1: CURRICULUM PLANNING
“Nobody plans to fail but failure results from
a failure to plan”
The planning phase lays the foundation
for all of the curriculum development
steps. The steps in this phase include:
Step 1. Identify Issue/Problem/Need
The need for curriculum development usually emerges from
a concern about a major issues or problem of one or more
target audience.
Step 2. Form a Curriculum Development Team
• The role and function of team members
• Process for selecting members
• Principles of collaboration and teamwork
Step 3. Conduct Needs Assessment and Analysis
C
PHASE 2: CURRICULUM DESIGNING
Way curriculum is conceptualized to
include the selection of:
 Intended outcome
 Content
 Learning experiences or activities
 Assessment procedure and tools to
measure achieved learning outcomes.
Step 4. State intended outcome
• What the learner will be able to learn to do as a result of participating
in the curriculum activities,
Step 5. Select Content
• At this point, the primary questions are: “If the intended outcome is to
be attained, what will the learner need to know? What knowledge,
skills attitude, and behaviours will need to be acquired and practiced?’’
Step 6. Design Experiential Method
• Learning styles and activities appropriate for each style;
• A list of types of activities (With description);
• An activity design worksheet for facilitators; and
• Brief discussion on learning environments and delivery modes
CURRICULUM
PROCESS
Discussant:
Jasmin Gaco
Charrel Galang
Back

11. C
PHASE 3: CURRICULUM IMPLEMENTING
Step 7. Produce Curriculum Product
• Putting into action the plan which is based on
the curriculum design in the classroom setting
or the learning environment.
Step 8. Test and revise curriculum
• Suggestion to select test sites and conduct a
formative evaluation.
• Curriculum is used as a design guides
(Teachers and students) to what will transpire
in the classroom with the end in view of
achieving the intended learning outcomes.
Step 9. Recruit and Train Facilitators
• Suggestion for recruiting appropriate facilitators are provided with a
sample three-day training program.
• It involves the activities that transpire in every teacher’s classroom
where learning becomes an active process
Step 10. Implement curriculum
C
HASE 4: CURRICULUM EVALUATING
This phase determines the extent to which
the desired outcomes have been achieved.
Step 11. Design Evaluation Strategies
• Find out the progress of learning
(Formative) or the mastery of learning
(summative).
• Along the way, evaluation will determine
the factors that have hindered or
supported the implementation.
rting and Securing Resources
ement in an evaluation strategy is “delivering the
also pinpoint where improvement can be made
ive measures, introduced.
of evaluation is very important for decision-
urriculum and implementers. Discussant:
Jasmin Gaco
Charrel Galang
Back
CURRICULUM
PROCESS

12. C
PHASE 3: CURRICULUM IMPLEMENTING
Step 7. Produce Curriculum Product
• Putting into action the plan which is based on
the curriculum design in the classroom setting
or the learning environment.
Step 8. Test and revise curriculum
• Suggestion to select test sites and conduct a
formative evaluation.
• Curriculum is used as a design guides
(Teachers and students) to what will transpire
in the classroom with the end in view of
achieving the intended learning outcomes.
p 9. Recruit and Train Facilitators
Suggestion for recruiting appropriate facilitators are provided with a
ample three-day training program.
involves the activities that transpire in every teacher’s classroom
where learning becomes an active process
p 10. Implement curriculum
C
PHASE 4: CURRICULUM EVALUATING
This phase determines the extent to which
the desired outcomes have been achieved.
Step 11. Design Evaluation Strategies
• Find out the progress of learning
(Formative) or the mastery of learning
(summative).
• Along the way, evaluation will determine
the factors that have hindered or
supported the implementation.
Step 12. Reporting and Securing Resources
• The final element in an evaluation strategy is “delivering the
pay off”
• Results will also pinpoint where improvement can be made
and corrective measures, introduced.
• The results of evaluation is very important for decision-
making of curriculum and implementers.
Discussant:
Jasmin Gaco
Charrel Galang
Back
CURRICULUM
PROCESS

13. THANK YOU
FOR LISTENING