21st Century Skills in the Context of Matatag Curriculum PDF

21ST CENTURY SKILLS IN THE CONTEXT OF Digital Literacy MATATAG CURRICULUM - Involves the ability to define, access, manage, inte...

21ST CENTURY SKILLS IN THE CONTEXT OF Digital Literacy MATATAG CURRICULUM - Involves the ability to define, access, manage, integrate, communicate, evaluate and create information safely and appropriately through a wide range of digital technologies and Information, Media and Technology Skills networked devices for participation in education, social and economic life. Visual Literacy ➔ Importance of Digital Literacy - it is not just a skill to learn in itself but also a - Identify and use appropriate digital means of acquiring other learning. applications for collaborative online activities - accounts for the ability to closely examine, - Explain issues pertaining to information interpret, and communicate. privacy and data protection, including data - recognize meanings in pictures and symbols breach and cybersecurity - interpret traffic signs for road safety - Organize online resources through - interpret maps on population bookmarking tools - describe the physical features of a location - Practice netiquette and online or in learning - explain processes from infographics management system - analyze messages from artworks Learning and Innovation Skills Information Literacy - Information: how the information is acquired, - This is a set of abilities where learners think critically, organized, evaluated, shared and produced. reflectively, and creatively - Context: when and where it is needed, where - Analyzes and solve problems it is accessible, how it is socially situated - Creates and implements innovations using a variety of which includes legal and ethical consideration techniques or methods - Use of communication: accurate, appropriate, relevant to the context - Identify realities and make-beliefs in narratives Creativity - Gather relevant information from valid sources - Ability to think and work creatively and - Differentiate facts and opinions in reports innovatively - Evaluate the accuracy of sources and - Identify new connections between different information concepts and ideas - Compare sources from various sources - Elaborate, refine, analyze, and evaluate their - Recognize bias and stereotypes in oral and own ideas to improve and maximize creative written discourse efforts - Provide best alternatives or options if familiar/common solutions, systems, and Media Literacy processes no longer works - Understanding media contents and uses - Assessing information - Creating media Openness - Print media, broadcast media, internet media, - Willingness to engage in new ideas, out-of-home media situations, and experiences - Critique persuasive techniques used in advertisements Critical Thinking - Analyze the assertions and arguments in an - Ability to analyze evidence, patterns, editorial relationships - Evaluate media reports about scientific issues - Conceptualize an idea, theory, or innovation - Create a vlog to raise awareness about social - Make inferences on various experiences issues and phenomena ➔ Implications to Curriculum Implementation - Analyze and interpret data and information - Explain the topic through effective multimedia gathered from relevant and credible sources presentation - Establish/detect patterns, connections, and - Recognize the issues and laws related to relationships among given variables media and information such as copyright, intellectual property, fair use, and others Problem Solving - Examine the data presented in weather - Ability to engage in cognitive processing reports - Recognize existing problems, impending - Compare and contrast the ways in which the threats, and future difficulties media cover the same event. - Provide logical explanations on a given problem or difficulty Technology Literacy Reflective Thinking - It includes the responsible use appropriate - Ability to reflect critically on one’s technology experiences, decisions, and processes - Access, manage, evaluate, integrate, create information - Manipulate measuring tools and equipment Communication Skills used in science and TLE activities - Annotate key details and information in Teamwork e-books - Working with others to attain common goals - Use audiobooks in listening to stories under the direction or instruction of a leader - Perform numerical calculations using is important calculators - These skills include the ability to follow an agenda and make group decisions  - Take actions based on the leader’s - Read various texts and information on a instructions topic to gain different perspectives before - Recognize other members’ participation and making a decision contributions for task completion - Identify options for course of action - Perform well-defined role/task toward the attainment for a shared goal Adaptive Leadership - Make opportunities to develop the talents to Collaboration others - Share information/resources with other - Set good examples for classmates and members peers - Perform takes requiring interdependence - Help classmates review for paper and pen and role flexibility tests and performance tasks - Negotiate with other members for roles or - Show obedience to teachers and authorities consideration of ideas/proposals aimed at - Identify options for course of action achieving goals and resolving conflicts Intercultural Understanding Interpersonal Skills - Involves learners seeking their own culture - Approach other learners to start or join in a to understand local and global issues, and conversation engaging in diverse cultures and identities - Ask specific information and make follow-up - Participate in cultural activities in school comments about the topic of conversation - Listen to the opinions of people from other - Introduce additional information or related cultures topics that sustain conversation receptive to - Respect religious beliefs and traditions the feelings, needs and disposition of others - Help a classmate coming from a different community adapt to the new environment Intrapersonal Skills - Read current events and editorials about - This refers to the internal dialogue one has other cultures with himself pr herself - Think of possible consequences of a Self-discipline behavior before acting of out - Choose to eat healthy food - Examine their own behaviors and how these - Organize their time to exercise punctuality affect them and other people around them - Set academic goals and persevere - Plan how to address behaviors that usually - Work on their assignments diligently produce unsatisfying consequences - Study and prepare for paper-and-pen tests and performance tasks Interactive Communication - This focuses on building oracy skills Future Orientation including listening and speaking - It refers to a well-balanced consideration of - Ask for or provide information of interest to society, environment, culture, and economy other learners in pursuit of an improved quality of life for - Actively engage in a discourse expressing future generations. feelings, insights, opinions, and criticisms - Join tree-planting activities about the information - Consider the possible consequences before - Use digital technologies and applications to clicking in an online platform extend communication to a variety of - Participate in student elections audiences - Show prudence in spending - Save money Non-verbal Communication - Recognize and respond to eye and hand Resilience and Adversity Management movements, facial expressions, and other - Process of constructively moving forward or gestures advancing despite adversity or challenges - Utilize body language and touch as well as that are not within one’s control optimize physical distance between the - Go to school despite difficulties communicators to respond appropriately in - Exhibit honesty especially with teachers situations when they do not understand understand - Use cool colors to project an image of instructions friendliness or poise as their choice of attire - Find ways to complete assignments in spite or in illustrations for possible power failure in the community Communicating in Diverse Environments - Use simple words and sentences when DEVELOPING PROBLEM-BASED AND talking to children PROJECT-BASED INSTRUCTIONAL PLANS - Use appropriate language register depending on the context - Manifest sensitivity in communicating one’s Project-Based Learning (PBL) ideas and responses - Adjust communication style and behavior to - “Project-Based Learning is a teaching method in suit the needs of the person they are which students gain knowledge and skills by working communicating with for an extended period of time to investigate and respond to a complex question, problem, or Life and Career Skills challenge. ” In project- based learning students are given the opportunity to learn, discover, and create Informed Decision-Making throughout the entire learning process “(Leader In - Research relevant data to make decisions Me, 2018). for class projects - Ask for expert opinions and interviews - Conduct cost-benefit analysis The Buck Institute for Education identified essential elements for PBL and collectively these elements are called Goal of Problem-Based Learning (PrBL) Gold Standard PBL (Schuetz, 2018). These essential elements include: The goals of PrBL include helping students develop 1. Significant Content- At its core, the project is 1. flexible knowledge, focused on teaching students important knowledge 2. effective problem-solving skills, and skills, derived from standards and key concepts 3. SDL skills, at the heart of academic subjects. 4. effective collaboration skills, and 5. intrinsic motivation” (Hmelo-Silver, 2004). 2. 21st Century Competencies- Students build competencies valuable for today’s world, such as problem-solving, critical thinking, collaboration, communication, and creativity/innovation, which are explicitly taught and assessed. 3. In-Depth Inquiry- Students are engaged in an extended, rigorous process of asking questions, using resources, and developing answers. 4. Driving Question- Project work is focused by an open-ended question that students understand and find intriguing, which captures their task or frames their exploration. 5. Need to Know- Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an Entry Event that generates interest and curiosity. 6. Voice and Choice- Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience. 7. Critique and Revision- The project includes processes for students to give and receive feedback on the quality of their work, leading them to make revisions or conduct further inquiry. 8. Public Audience- Students present their work to other people, beyond their classmates and teacher. Outcomes of Project Based Learning They learn project management POLICY GUIDELINES ON DAILY LESSON They grow more energetic PREPARATION FOR THE K-12 BASIC They become hackers and rebels EDUCATION PROGRAM They become systems hackers (DO 42 S. 2016) They become problem-solvers They engage in iterative thinking In line with the implementation of R.A No. 10533 or the They think diligently Enhanced Basic Education Act of 2013, the Department of They make deep connections between ideas Education (DepEd) issues the enclosed Policy Guidelines on They are ready for creative economy Daily Lesson Preparation for the K to 12 Basic Education They learn to take creative risks Program. They are more engaged in the learning They become wildly and unabashedly different The Department of Education recognizes that instructional They become explorers planning essential to successful teaching and learning (Dick & Reiser 1996). Problem-Based Learning (PrBL) Instructional planning is the process of determining what - is an instructional method where students learn learning opportunities students in school will have by through the active exploration and resolution of planning “the content of instruction, selecting teaching real-world challenges or problems. materials, designing the learning activities and grouping - it emphasizes self-directed research, collaboration, methods, and deciding on the pacing and allocation of and critical thinking, with educators often playing the instructional time” (Virginia Department of Education) role of facilitators rather than traditional lecturers. - PBL has overlaps with inquiry-based learning, where Research shows that effective teachers organize and plan the teacher presents a problem and the students their instruction( Misilis 1997) must develop a study to inquire about answers. DepEd issues these guidelines on daily lesson Example: The teacher presents students with riddle, preparation based in the belief that planning is which they work together to solve, using clues fundamental to ensuring the delivery of teaching and spread around the classroom. learning in schools.  Article IV, Section 2 of the Code of Ethics for 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 ICT Integration practice of his profession” WHAT IS DLL? - a template teacher use to log parts of their daily lesson. - a template teacher use to log parts of their daily lesson. - Parts: Objectives, Content, Learning Resources, Procedures, Remarks, Reflection WHAT IS DLP? - a teacher’s roadmap for a lesson. - it contains detailed description of the steps a teacher will take to teach a particular topic. - Parts: Objectives, Content, Learning Resources, Procedures, Remarks, Reflection Parts of DLL/ DLP Parts of a Lesson Plan 1. Before the Lesson Beginning of lesson implementation. teacher can do variety of things including: review the previous lessons clarify concepts from previous lesson introduce the new lesson 1. Objectives inform the class of the connection between the old and new lesson 2. The Lesson Proper The main part of the lesson. This is the part of the 2. Content 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. 3. Learning Resource 3. After the Lesson This can be done through different “wrap up” activities. Teachers can provide a summary of the lesson or ask students to summarize what they have 4. Procedure learned. Elements of a Lesson Plan a. What should be taught? b. How should it be taught? c. How should learning be assessed? Instructional Models, Strategies and Methods 5. Remarks 6. Reflection