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[2nd
DRAFT, 16 JULY 2017, NM]
SUBJECT TITLE: TRENDS, NETWORK, AND CRITICAL THINKING IN THE 21ST
CENTURY
INSTRUCTOR: SCHEDULE: ROOM
CONTACT DETAILS:
SUBJECT DESCRIPTION AND RATIONALE:
The course provides opportunities for students to discover patterns and extract meanings from emerging trends. It aids in developing their critical and creative
thinking skills—essential tools for decision making and understanding “ethics of care”. Global trends in the 21st
century are examined and are either accepted or
rejected on a sound set of criteria. Students will be asked to create and analyze scenarios that will challenge them to (1) formulate their stances on issues or
concerns; (2) propose interventions and; (3) formulate alternative futures. The students will realize the interconnections between their neural connections and
social realities.
STUDENT LEARNING OUTCOMES: At the end of the course:
ELGA LEARNING OUTCOME
CREATIVE & CRITICAL THINKER (CCT)
One who conceptualizes, applies, analyzes, evaluates, and synthesizes
information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action.
 Having known the different critical thinking skills and the decision-making
strategies, both strategic and intuitive, the students should be able to critically
evaluate issues related to prevailing trends and networks on various levels—local,
global, social, planetary, and neural.
EFFECTIVE COMMUNICATOR (EC)
One who articulates effectively and appropriately in a variety of contexts
using communication, literacy, numeracy, and information technology
skills to serve the common good and the will of God.
 Having understood the difference between trends and fads and the relationships
among kinds of networks, the students should be able to clearly articulate the
benefits of democratic processes, the importance of environmental protection,
and the positive and negative effects of technology on their well-being and the
good of society.
2
REFLECTIVE LIFELONG LEARNER (RLL)
One who passionately pursues his/her field of specialization for the sake
of learning and to serve humanity in accordance with a common belief
of what is good and is the will of God.
 Having gained the knowledge about the nature of trends and the dynamics of
various kinds of networks and the critical skills for evaluating the impact of
technology on individual well-being and social development, the students should
be able to come up with a personal vision of a better future for themselves and
the world in general and the means by which it could be achieved.
SERVICE DRIVEN CITIZEN (SDC)
One who creates products and performances that contribute positively
to the accomplishment of team goals through collaborative processes
and are appropriate for his/her intended audience.
 Having learned the meaning, dimensions, and benefits of democracy, the students
should be able to actively participate in democratic processes that promote
universal justice and respect for human rights.
ENVIRONMENTAL STEWARD (ES)
One who sees the interconnectedness of all life and enables
communities and people to improve the quality of life without
compromising that of future generations.
 Having known the effects of consumption and production patterns on climate
change and the various causes of environmental damages, the students should be
able to devise creative ways to contribute to the solution of environmental
problems and/or actively support advocacies for environmental protection.
COURSE REQUIREMENTS AND GRADING SYSTEM:
I. PERFORMANCE TASKS (60%) Topics Descriptions
1. ESSAYS (20%)
Trends A (100-word) reflective essay on a certain idea arising from the study of trends.
Climate Change An analytical essay on how and why production and consumption habits contribute to the problem of
climate change, and on how to personally contribute to the resolution of the problem.
2. MAPS (20%)
(Individual or Group Project)
Local Networks A color-coded map of the networks of power relations (political, economic, cultural, and kinship ties)
within a community.
Global Networks A map tracing any one of the following:
(a) the different geographical origins of the various elements of an industrial / technological /
agricultural product, with personal reflections;
(b) the workplaces of the OFWs in their community, with personal reflections.
3
Neural and Social
Networks
A social map tracing the various roles that students play in the community (family members,
community leader, etc.) and rank the significance of these roles.
3. PRESENTATIONS (20%)
(Individual or Group Project)
Democratic
Interventions
A video/oral presentation of the ill effects of undemocratic practices related to factors such as gender
biases, poverty, political marginalization, racial inequality, cultural domination, crisis of representation
and politics of recognition.
Information and
Communication
Technology
A video/oral presentation of an event dealing with a significant global issue using ICT, which one helps
moblize or participates in.
II. CULMINATING PROJECT:
Video Presentation (30%)
(Individual or Group Project)
The Ideal Future A video presentation of a proposal of the kind of future that you want, taking into consideration the
previous outputs. The presentation should explain why you want that future, and should illustrate
how you intend to get there.
III. CLASS PARTICIPATION (10%)
RUBRICS
I. Rubric for Essays
CRITERIA EXEMPLARY
4
SATISFACTORY
3
DEVELOPING
2
BEGINNING
1
RATING
Comprehensiveness has an exceptional scope
of information
has a large scope of
information
has a minimal scope of
information
has limited scope of
information
Logic presents information in a
very organized manner
presents information in an
organized manner
presents information in a
somewhat organized manner
presents information in an
unorganized manner
Degree of Analysis analyzes information in a
highly critical and very
insightful manner
analyzes information in a
critical and insightful
manner
analyzes information in a
somewhat critical and
insightful manner
analyzes information in a
low critical and insightful
manner
Quality of Generalizations presence of a deeply
reflective deliberation is
presence of a deeply
reflective deliberation is
presence of a deeply reflective
deliberation is made to a
presence of a deeply
reflective deliberation is
4
CRITERIA EXEMPLARY
4
SATISFACTORY
3
DEVELOPING
2
BEGINNING
1
RATING
made very extensively made extensively moderate extent very limited
OVER-ALL SCORE
II. Rubric for Presentations
CRITERIA EXEMPLARY
4
SATISFACTORY
3
DEVELOPING
2
BEGINNING
1
RATING
Creativity the project is highly creative
and exceedingly unique
the presentation is creative
and unique
Is somewhat creative Is not creative
Relevance to the Course manifests great relevance
to many topics covered in
the course
manifests great relevance
to a few topics covered in
the course
manifests moderate relevance
to a few topics covered in the
course
manifests little relevance
to a few topics covered in
the course
Impact is highly stimulating and
exceptionally
transformative; strongly
moves the spectators to
take an action according
to the purpose of the
activity
is stimulating and
transformative; moves the
spectators to take an
action according to the
purpose of the activity
is stimulating and
transformative in some degree;
moves the spectators to take
an action according to the
purpose of the activity in some
degree
is not stimulating and not
transformative; does not
create an impact to the
spectators
Insights on Resolving issues presents very good insights
on how to resolve issues
tackled in the presentation
presents good insights on
how to resolve issues
tackled in the presentation
presents superficial insights on
how to resolve issues tackled in
the presentation
presents no insights on
how to resolve issues
tackled in the
presentation
Communication of
Message
the message is very
effectively communicated,
exceptionally convincing
and highly novel
the message is effectively
communicated,
convincing and novel
the message is effectively
communicated, convincing
and novel in some degree
the message is
ineffectively
communicated,
unconvincing and not
novel
5
CRITERIA EXEMPLARY
4
SATISFACTORY
3
DEVELOPING
2
BEGINNING
1
RATING
OVER-ALL SCORE
SCHEDULE:
UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES
(Learning Competency)
ASSESSMENT LEARNING ACTIVITIES AND
RESOURCES
Orientation and Overview
 Objectives and Contents of
the Course
 Course Requirements and
Grading System
 Reference Materials
 Schedule of Activities and
Consultation
 Class Policies
1
Resources:
 Course Syllabus
 Student Handbook (DLSU
Integrated School)
I. Defining a Trend
 Trends and Fads
 [Process of identifying a
trend; Differentiating a trend
from a fad; Elements and
characteristics of a trend]
1-2 The learner understands
the emergence of
trends and patterns.
 Define a trend
 Explain the process on how to
spot a trend
 Differentiate a trend from a fad
 Describe the different
characteristics of a trend
 Identify parts of a whole
 Identify emerging patterns
 See, discover and differentiate
relationships between causes
and consequences
Class participation,
performance of
activities, short
quiz, long
examination,
critical essays,
creative/synthesis
project
Learning Activities: identifying
prior knowledge, KWL charts,
concept mapping, discussion,
film viewing, analysis of cases
Resource: Ch. 1 of Trends,
Networks, Crtiitcal Thinking in
the 21st Century (2017 De la
Rosa et al.)
6
UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES
(Learning Competency)
ASSESSMENT LEARNING ACTIVITIES AND
RESOURCES
 Present the derived ideas
through a 100-word essay or
other graphic representation
II. Understanding Local
Networks
 Networks: Introductory
Concepts
 Critical Thinking: Skills and
Attitudes
 Decision-Making: Analysis
and Intuition
 (Strategic Analysis and
Intuitive Thinking)
3-4 The learner understands
strategic analysis and
intuitive thinking.
 Define and explain strategic
analysis and intuitive thinking
 Attain facility in strategic
analysis
 Use intuitive thinking in dealing
with varied activities
 Differentiate key components in
strategic analysis and intuitive
thinking
 Examine how the map of social
networks can be used to
introduce creative solutions to a
particular problem in a
community using intuitive
thinking
class participation,
performance of
activities, short
quiz, long
examination,
critical essays,
creative/synthesis
project
Learning Activities: identifying
prior knowledge, KWL charts,
concept mapping, discussion,
film viewing, analysis of cases
Resource: Ch. 2 of Trends,
Networks, Crtiitcal Thinking in
the 21st Century (2017 De la
Rosa et al.)
III. Global Networks
 The Nature of Global
Networks
 Global Networks and
Globalization
 (Labor and Migration)
5 The learner understands
the components,
operations, effects, and
networks of
globalization in his/her
daily life.
 Give examples of various
activities in one’s daily life that
show the concrete effects of
globalization
 Explain the comprehensive
effects of globalization
 Show the interconnectedness of
peoples and nations
 Explain and demonstrate the
benefits of collaboration and
cooperation
 Identify and discuss the different
contributions of the parts to a
whole
 Stress the important role of the
class participation,
performance of
activities, short
quiz, long
examination,
critical essays,
creative/synthesis
project
Learning Activities: identifying
prior knowledge, KWL charts,
concept mapping, discussion,
film viewing, analysis of cases
Resource: Ch. 3 of Trends,
Networks, Crtiitcal Thinking in
the 21st Century (2017 De la
Rosa et al.)
7
UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES
(Learning Competency)
ASSESSMENT LEARNING ACTIVITIES AND
RESOURCES
creative imagination in putting
together the various parts of a
whole
 Create a map to show the
origins of the different
components of a gadget,
business enterprise, industrial /
technological / agricultural /
product, etc.
 Write a reflection essay on the
insights generated from the
map
IV. Planetary Networks:
Climate Change
 Climate Change: Its Nature
and Causes
 The Effects of Climate
Change
 Addressing the Climate
Change Problem
 [Effects of consumption and
production patterns on
climate change]
6-7 The learner understands
the consequences of
personal and local
action to global and
planetary climate
change.
 List activities that exemplify care
for the environment
 Explain the effects of
consumption and production
patterns that contribute to the
problem of climate change
 Explain and illustrate personal
contributions that can actually
solve the problem of climate
change
 Make a stand on how the
consequences of one’s action
affect the lives of others and the
environment
class participation,
performance of
activities, short
quiz, long
examination,
critical essays,
creative/synthesis
project
Learning Activities: Identifying
prior knowledge, KWL charts,
concept mapping, discussion,
film viewing, analysis of cases
Resource: Ch. 4 of Trends,
Networks, Crtiitcal Thinking in
the 21st Century (2017 De la
Rosa et al.)
7 Midterm Examination
V. Democratic Interventions
 Democracy: Models,
Element, Practices, and
7-8 The learner understands
the meaning and
dimensions of
democracy
 Identify preferred democratic
practices; and explain and
analyze the reason for their
preferences
class participation,
performance of
activities, short
quiz, long
Learning Activities: identifying
prior knowledge, KWL charts,
concept mapping, discussion,
film viewing, analysis of cases
8
UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES
(Learning Competency)
ASSESSMENT LEARNING ACTIVITIES AND
RESOURCES
Interventions  Illustrate the benefits of
democratic participation
 Explain the importance of
participation in democracy
 Disitnguish / differentiate
paticipatory from representative
democracy
 Generate the criteria for
assessing prevailing political
and social instiutions
 Conceptualize / formulate what
can be a viable alternative to
undemocratic practices.
examination,
critical essays,
creative/synthesis
project
Resource: Ch. 5 of Trends,
Networks, Crtiitcal Thinking in
the 21st Century (2017 De la
Rosa et al.)
VI. Information and
Communication
Technology
 Information and
Communications
Technology: Dimensions,
Benefits, and Challenges
9-10 The learner understands
how ICT enslaves,
emancipates, and
empowers individuals.
 Identify dimensions of
technology that are enabling
and not inhibiting
 Discuss the benefits of
technology
 Utilize technology effectively
rather than be enslaved by it
 Identify the weakest link in a
system using strategic and
intuitive thinking
 Explain how information
communication technology
can facilitate social relationships
and political movements
(occupy movements)
 Make or propose a creative
intervention to improve human
life
class participation,
performance of
activities, short
quiz, long
examination,
critical essays,
creative/synthesis
project
Learning Activities: identifying
prior knowledge, KWL charts,
concept mapping, discussion,
film viewing, analysis of cases
Resource: Ch. 6 of Trends,
Networks, Crtiitcal Thinking in
the 21st Century (2017 De la
Rosa et al.)
VII. Neural and Social
Networks
11-12 The learner understands
the parallelism
 Identify connections,
relationship, and networks
class participation,
performance of
Learning Activities: identifying
prior knowledge, KWL charts,
9
UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES
(Learning Competency)
ASSESSMENT LEARNING ACTIVITIES AND
RESOURCES
 Connections, Relationships,
and Networks
 Neural Networks and Social
Networks
between neural and
social networks
 Illustrate how the brain or neural
network works
 Compare the neural networks
with social networks
 Establish linkage between self
and the social network one
belongs to
 Demonstrate how thinking
processes are shaped by social
relationships
 Identify the significant social
roles students play withing the
community by creating a social
map of their relationships
 Rank the roles in the community
in terms of signficance and
explain why
activities, short
quiz, long
examination,
critical essays,
creative/synthesis
project
concept mapping, discussion,
film viewing, analysis of cases
Resource: Ch. 7 of Trends,
Networks, Crtiitcal Thinking in
the 21st Century (2017 De la
Rosa et al.)
13 Culminating Activity
MAIN REFERENCE:
De la Cruz, R., Fadrigon, C. & Mabaquiao, N. (2017). Trends, Networks, and Critical Thinking in the 21st
Century Culture. Quezon City: Phoenix Publishing House.
ADDITIONAL READINGS/RESOURCES:
Anderson, James A. (1995). An Introduction to Neural Networks. Cambridge, Massachusetts: MIT Press.
Carolan, Brian V (2014). Social Network Analysis and Education: Theory, Methods and Applications. Los Angeles, London, New Delhi: Sage.
Catt, Helena. (1999). Democracy in Practice. New York and London: Routledge.
Egan, Brian Denis. (2005). “The Role of Critical Thinking in Effective Decision- making.” Global Knowledge Network, Inc., 1–15. Online: https:// articulosbm.
les.wordpress.com/2010/03/criticalthinking.pdf
10
Facione, Peter A. (2013). “Critical Thinking: What it is and why it counts.” Online: http://spu.edu/depts/health-sciences/grad/documents/ ctbyfacione.pdf. 1–27.
groups/public/documents/APCITY/UNPAN006918.pdf
Hefti, Anny Misa (n.d.) “The Philippines: Globalization and Migration.” Accessed on September 1, 2016. http://unpan1.un.org/intradoc/
Holton, Robert J. (2008). Global Networks. New York: Palgrave Macmillan.
Keane, John. (2003). Global Civil Society?. Cambridge: Cambridge University Press.
Khatri, Naresh & Ng, H. Alvin. (2000). “The Role of Intuition in Strategic Decision-making.” Human Relations, Volume 53 (1): 57-86. Online:
Lawson, Kay. (1989). The Human Polity: An Introduction to Political Science. Boston: Houghton Mif in Company.
Mabaquiao, Napoleon. (2007). “Globalisasyon, Kultura, at Kamalayang Pilipino” (“Globalization, Culture, and Filipino Consciousness”). Malay 19 (3): 79-94.
Maoz, Zeev (2011). Networks of Nations. The Evolution, Structure, and Impact of International Networks, 1816-2001. Cambridge: Cambridge University Press.
Moore, Brooke Noel and Richard Parker. (2005). Critical Thinking. 7th Edition. International Edition. McGraw Hill.
PreserveArticles.com. (2012). “Globalization is primarily of three types: Economic, Cultural and Political.” Accessed on September 1, 2016.
Ranada, Pia. (2015). “6 Ways climate change will affect PH Cities.” Accessed on April 15, 2016. http://www.rappler.com/nation/48599-six-ways-climate- change-
affects-ph-cities.
Saward, Michael. (2003). “Representative and Direct Democracy.” In Democratic Politics: An Introduction. By Roland Axtmann (ed.). London, Thousand Oaks, New
Supermarketnews.com. (2016). “How to spot difference between fads and trend.” Accessed on June 10, 2016. http://supermarketnews. com/blog/how-spot-
difference-between-fads-and-trend.
United States Environmental Protection Agency. (2016). “Climate Change.” Accessed on April 15, 2016. https://www3.epa.gov/climatechange.html
University of Wisconsin (2007). “The Basics of Neural Networks.” Accessed on August 1, 2016. www.pages.cs.wisc.edu/~bolo/shipyard/ neural/local.htm.
CLASS POLICIES:
To be specified by the teacher.

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  • 1. 1 [2nd DRAFT, 16 JULY 2017, NM] SUBJECT TITLE: TRENDS, NETWORK, AND CRITICAL THINKING IN THE 21ST CENTURY INSTRUCTOR: SCHEDULE: ROOM CONTACT DETAILS: SUBJECT DESCRIPTION AND RATIONALE: The course provides opportunities for students to discover patterns and extract meanings from emerging trends. It aids in developing their critical and creative thinking skills—essential tools for decision making and understanding “ethics of care”. Global trends in the 21st century are examined and are either accepted or rejected on a sound set of criteria. Students will be asked to create and analyze scenarios that will challenge them to (1) formulate their stances on issues or concerns; (2) propose interventions and; (3) formulate alternative futures. The students will realize the interconnections between their neural connections and social realities. STUDENT LEARNING OUTCOMES: At the end of the course: ELGA LEARNING OUTCOME CREATIVE & CRITICAL THINKER (CCT) One who conceptualizes, applies, analyzes, evaluates, and synthesizes information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.  Having known the different critical thinking skills and the decision-making strategies, both strategic and intuitive, the students should be able to critically evaluate issues related to prevailing trends and networks on various levels—local, global, social, planetary, and neural. EFFECTIVE COMMUNICATOR (EC) One who articulates effectively and appropriately in a variety of contexts using communication, literacy, numeracy, and information technology skills to serve the common good and the will of God.  Having understood the difference between trends and fads and the relationships among kinds of networks, the students should be able to clearly articulate the benefits of democratic processes, the importance of environmental protection, and the positive and negative effects of technology on their well-being and the good of society.
  • 2. 2 REFLECTIVE LIFELONG LEARNER (RLL) One who passionately pursues his/her field of specialization for the sake of learning and to serve humanity in accordance with a common belief of what is good and is the will of God.  Having gained the knowledge about the nature of trends and the dynamics of various kinds of networks and the critical skills for evaluating the impact of technology on individual well-being and social development, the students should be able to come up with a personal vision of a better future for themselves and the world in general and the means by which it could be achieved. SERVICE DRIVEN CITIZEN (SDC) One who creates products and performances that contribute positively to the accomplishment of team goals through collaborative processes and are appropriate for his/her intended audience.  Having learned the meaning, dimensions, and benefits of democracy, the students should be able to actively participate in democratic processes that promote universal justice and respect for human rights. ENVIRONMENTAL STEWARD (ES) One who sees the interconnectedness of all life and enables communities and people to improve the quality of life without compromising that of future generations.  Having known the effects of consumption and production patterns on climate change and the various causes of environmental damages, the students should be able to devise creative ways to contribute to the solution of environmental problems and/or actively support advocacies for environmental protection. COURSE REQUIREMENTS AND GRADING SYSTEM: I. PERFORMANCE TASKS (60%) Topics Descriptions 1. ESSAYS (20%) Trends A (100-word) reflective essay on a certain idea arising from the study of trends. Climate Change An analytical essay on how and why production and consumption habits contribute to the problem of climate change, and on how to personally contribute to the resolution of the problem. 2. MAPS (20%) (Individual or Group Project) Local Networks A color-coded map of the networks of power relations (political, economic, cultural, and kinship ties) within a community. Global Networks A map tracing any one of the following: (a) the different geographical origins of the various elements of an industrial / technological / agricultural product, with personal reflections; (b) the workplaces of the OFWs in their community, with personal reflections.
  • 3. 3 Neural and Social Networks A social map tracing the various roles that students play in the community (family members, community leader, etc.) and rank the significance of these roles. 3. PRESENTATIONS (20%) (Individual or Group Project) Democratic Interventions A video/oral presentation of the ill effects of undemocratic practices related to factors such as gender biases, poverty, political marginalization, racial inequality, cultural domination, crisis of representation and politics of recognition. Information and Communication Technology A video/oral presentation of an event dealing with a significant global issue using ICT, which one helps moblize or participates in. II. CULMINATING PROJECT: Video Presentation (30%) (Individual or Group Project) The Ideal Future A video presentation of a proposal of the kind of future that you want, taking into consideration the previous outputs. The presentation should explain why you want that future, and should illustrate how you intend to get there. III. CLASS PARTICIPATION (10%) RUBRICS I. Rubric for Essays CRITERIA EXEMPLARY 4 SATISFACTORY 3 DEVELOPING 2 BEGINNING 1 RATING Comprehensiveness has an exceptional scope of information has a large scope of information has a minimal scope of information has limited scope of information Logic presents information in a very organized manner presents information in an organized manner presents information in a somewhat organized manner presents information in an unorganized manner Degree of Analysis analyzes information in a highly critical and very insightful manner analyzes information in a critical and insightful manner analyzes information in a somewhat critical and insightful manner analyzes information in a low critical and insightful manner Quality of Generalizations presence of a deeply reflective deliberation is presence of a deeply reflective deliberation is presence of a deeply reflective deliberation is made to a presence of a deeply reflective deliberation is
  • 4. 4 CRITERIA EXEMPLARY 4 SATISFACTORY 3 DEVELOPING 2 BEGINNING 1 RATING made very extensively made extensively moderate extent very limited OVER-ALL SCORE II. Rubric for Presentations CRITERIA EXEMPLARY 4 SATISFACTORY 3 DEVELOPING 2 BEGINNING 1 RATING Creativity the project is highly creative and exceedingly unique the presentation is creative and unique Is somewhat creative Is not creative Relevance to the Course manifests great relevance to many topics covered in the course manifests great relevance to a few topics covered in the course manifests moderate relevance to a few topics covered in the course manifests little relevance to a few topics covered in the course Impact is highly stimulating and exceptionally transformative; strongly moves the spectators to take an action according to the purpose of the activity is stimulating and transformative; moves the spectators to take an action according to the purpose of the activity is stimulating and transformative in some degree; moves the spectators to take an action according to the purpose of the activity in some degree is not stimulating and not transformative; does not create an impact to the spectators Insights on Resolving issues presents very good insights on how to resolve issues tackled in the presentation presents good insights on how to resolve issues tackled in the presentation presents superficial insights on how to resolve issues tackled in the presentation presents no insights on how to resolve issues tackled in the presentation Communication of Message the message is very effectively communicated, exceptionally convincing and highly novel the message is effectively communicated, convincing and novel the message is effectively communicated, convincing and novel in some degree the message is ineffectively communicated, unconvincing and not novel
  • 5. 5 CRITERIA EXEMPLARY 4 SATISFACTORY 3 DEVELOPING 2 BEGINNING 1 RATING OVER-ALL SCORE SCHEDULE: UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES (Learning Competency) ASSESSMENT LEARNING ACTIVITIES AND RESOURCES Orientation and Overview  Objectives and Contents of the Course  Course Requirements and Grading System  Reference Materials  Schedule of Activities and Consultation  Class Policies 1 Resources:  Course Syllabus  Student Handbook (DLSU Integrated School) I. Defining a Trend  Trends and Fads  [Process of identifying a trend; Differentiating a trend from a fad; Elements and characteristics of a trend] 1-2 The learner understands the emergence of trends and patterns.  Define a trend  Explain the process on how to spot a trend  Differentiate a trend from a fad  Describe the different characteristics of a trend  Identify parts of a whole  Identify emerging patterns  See, discover and differentiate relationships between causes and consequences Class participation, performance of activities, short quiz, long examination, critical essays, creative/synthesis project Learning Activities: identifying prior knowledge, KWL charts, concept mapping, discussion, film viewing, analysis of cases Resource: Ch. 1 of Trends, Networks, Crtiitcal Thinking in the 21st Century (2017 De la Rosa et al.)
  • 6. 6 UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES (Learning Competency) ASSESSMENT LEARNING ACTIVITIES AND RESOURCES  Present the derived ideas through a 100-word essay or other graphic representation II. Understanding Local Networks  Networks: Introductory Concepts  Critical Thinking: Skills and Attitudes  Decision-Making: Analysis and Intuition  (Strategic Analysis and Intuitive Thinking) 3-4 The learner understands strategic analysis and intuitive thinking.  Define and explain strategic analysis and intuitive thinking  Attain facility in strategic analysis  Use intuitive thinking in dealing with varied activities  Differentiate key components in strategic analysis and intuitive thinking  Examine how the map of social networks can be used to introduce creative solutions to a particular problem in a community using intuitive thinking class participation, performance of activities, short quiz, long examination, critical essays, creative/synthesis project Learning Activities: identifying prior knowledge, KWL charts, concept mapping, discussion, film viewing, analysis of cases Resource: Ch. 2 of Trends, Networks, Crtiitcal Thinking in the 21st Century (2017 De la Rosa et al.) III. Global Networks  The Nature of Global Networks  Global Networks and Globalization  (Labor and Migration) 5 The learner understands the components, operations, effects, and networks of globalization in his/her daily life.  Give examples of various activities in one’s daily life that show the concrete effects of globalization  Explain the comprehensive effects of globalization  Show the interconnectedness of peoples and nations  Explain and demonstrate the benefits of collaboration and cooperation  Identify and discuss the different contributions of the parts to a whole  Stress the important role of the class participation, performance of activities, short quiz, long examination, critical essays, creative/synthesis project Learning Activities: identifying prior knowledge, KWL charts, concept mapping, discussion, film viewing, analysis of cases Resource: Ch. 3 of Trends, Networks, Crtiitcal Thinking in the 21st Century (2017 De la Rosa et al.)
  • 7. 7 UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES (Learning Competency) ASSESSMENT LEARNING ACTIVITIES AND RESOURCES creative imagination in putting together the various parts of a whole  Create a map to show the origins of the different components of a gadget, business enterprise, industrial / technological / agricultural / product, etc.  Write a reflection essay on the insights generated from the map IV. Planetary Networks: Climate Change  Climate Change: Its Nature and Causes  The Effects of Climate Change  Addressing the Climate Change Problem  [Effects of consumption and production patterns on climate change] 6-7 The learner understands the consequences of personal and local action to global and planetary climate change.  List activities that exemplify care for the environment  Explain the effects of consumption and production patterns that contribute to the problem of climate change  Explain and illustrate personal contributions that can actually solve the problem of climate change  Make a stand on how the consequences of one’s action affect the lives of others and the environment class participation, performance of activities, short quiz, long examination, critical essays, creative/synthesis project Learning Activities: Identifying prior knowledge, KWL charts, concept mapping, discussion, film viewing, analysis of cases Resource: Ch. 4 of Trends, Networks, Crtiitcal Thinking in the 21st Century (2017 De la Rosa et al.) 7 Midterm Examination V. Democratic Interventions  Democracy: Models, Element, Practices, and 7-8 The learner understands the meaning and dimensions of democracy  Identify preferred democratic practices; and explain and analyze the reason for their preferences class participation, performance of activities, short quiz, long Learning Activities: identifying prior knowledge, KWL charts, concept mapping, discussion, film viewing, analysis of cases
  • 8. 8 UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES (Learning Competency) ASSESSMENT LEARNING ACTIVITIES AND RESOURCES Interventions  Illustrate the benefits of democratic participation  Explain the importance of participation in democracy  Disitnguish / differentiate paticipatory from representative democracy  Generate the criteria for assessing prevailing political and social instiutions  Conceptualize / formulate what can be a viable alternative to undemocratic practices. examination, critical essays, creative/synthesis project Resource: Ch. 5 of Trends, Networks, Crtiitcal Thinking in the 21st Century (2017 De la Rosa et al.) VI. Information and Communication Technology  Information and Communications Technology: Dimensions, Benefits, and Challenges 9-10 The learner understands how ICT enslaves, emancipates, and empowers individuals.  Identify dimensions of technology that are enabling and not inhibiting  Discuss the benefits of technology  Utilize technology effectively rather than be enslaved by it  Identify the weakest link in a system using strategic and intuitive thinking  Explain how information communication technology can facilitate social relationships and political movements (occupy movements)  Make or propose a creative intervention to improve human life class participation, performance of activities, short quiz, long examination, critical essays, creative/synthesis project Learning Activities: identifying prior knowledge, KWL charts, concept mapping, discussion, film viewing, analysis of cases Resource: Ch. 6 of Trends, Networks, Crtiitcal Thinking in the 21st Century (2017 De la Rosa et al.) VII. Neural and Social Networks 11-12 The learner understands the parallelism  Identify connections, relationship, and networks class participation, performance of Learning Activities: identifying prior knowledge, KWL charts,
  • 9. 9 UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES (Learning Competency) ASSESSMENT LEARNING ACTIVITIES AND RESOURCES  Connections, Relationships, and Networks  Neural Networks and Social Networks between neural and social networks  Illustrate how the brain or neural network works  Compare the neural networks with social networks  Establish linkage between self and the social network one belongs to  Demonstrate how thinking processes are shaped by social relationships  Identify the significant social roles students play withing the community by creating a social map of their relationships  Rank the roles in the community in terms of signficance and explain why activities, short quiz, long examination, critical essays, creative/synthesis project concept mapping, discussion, film viewing, analysis of cases Resource: Ch. 7 of Trends, Networks, Crtiitcal Thinking in the 21st Century (2017 De la Rosa et al.) 13 Culminating Activity MAIN REFERENCE: De la Cruz, R., Fadrigon, C. & Mabaquiao, N. (2017). Trends, Networks, and Critical Thinking in the 21st Century Culture. Quezon City: Phoenix Publishing House. ADDITIONAL READINGS/RESOURCES: Anderson, James A. (1995). An Introduction to Neural Networks. Cambridge, Massachusetts: MIT Press. Carolan, Brian V (2014). Social Network Analysis and Education: Theory, Methods and Applications. Los Angeles, London, New Delhi: Sage. Catt, Helena. (1999). Democracy in Practice. New York and London: Routledge. Egan, Brian Denis. (2005). “The Role of Critical Thinking in Effective Decision- making.” Global Knowledge Network, Inc., 1–15. Online: https:// articulosbm. les.wordpress.com/2010/03/criticalthinking.pdf
  • 10. 10 Facione, Peter A. (2013). “Critical Thinking: What it is and why it counts.” Online: http://spu.edu/depts/health-sciences/grad/documents/ ctbyfacione.pdf. 1–27. groups/public/documents/APCITY/UNPAN006918.pdf Hefti, Anny Misa (n.d.) “The Philippines: Globalization and Migration.” Accessed on September 1, 2016. http://unpan1.un.org/intradoc/ Holton, Robert J. (2008). Global Networks. New York: Palgrave Macmillan. Keane, John. (2003). Global Civil Society?. Cambridge: Cambridge University Press. Khatri, Naresh & Ng, H. Alvin. (2000). “The Role of Intuition in Strategic Decision-making.” Human Relations, Volume 53 (1): 57-86. Online: Lawson, Kay. (1989). The Human Polity: An Introduction to Political Science. Boston: Houghton Mif in Company. Mabaquiao, Napoleon. (2007). “Globalisasyon, Kultura, at Kamalayang Pilipino” (“Globalization, Culture, and Filipino Consciousness”). Malay 19 (3): 79-94. Maoz, Zeev (2011). Networks of Nations. The Evolution, Structure, and Impact of International Networks, 1816-2001. Cambridge: Cambridge University Press. Moore, Brooke Noel and Richard Parker. (2005). Critical Thinking. 7th Edition. International Edition. McGraw Hill. PreserveArticles.com. (2012). “Globalization is primarily of three types: Economic, Cultural and Political.” Accessed on September 1, 2016. Ranada, Pia. (2015). “6 Ways climate change will affect PH Cities.” Accessed on April 15, 2016. http://www.rappler.com/nation/48599-six-ways-climate- change- affects-ph-cities. Saward, Michael. (2003). “Representative and Direct Democracy.” In Democratic Politics: An Introduction. By Roland Axtmann (ed.). London, Thousand Oaks, New Supermarketnews.com. (2016). “How to spot difference between fads and trend.” Accessed on June 10, 2016. http://supermarketnews. com/blog/how-spot- difference-between-fads-and-trend. United States Environmental Protection Agency. (2016). “Climate Change.” Accessed on April 15, 2016. https://www3.epa.gov/climatechange.html University of Wisconsin (2007). “The Basics of Neural Networks.” Accessed on August 1, 2016. www.pages.cs.wisc.edu/~bolo/shipyard/ neural/local.htm. CLASS POLICIES: To be specified by the teacher.