Educ 203 Unit 1-A-B Presentation PDF

Unit 1: Introduction to Key Concepts (Week 2) Prepared by: Noel T. Franco Jr. TOPICS A. Definitions of Traditional Literacies 1. Traditional literacy 2. Functional literacy 3. Early literacy/emergent literacy 4. Basic literacy and skills  TOPICS B. Definitions of the 21st...

Unit 1: Introduction to Key Concepts (Week 2) Prepared by: Noel T. Franco Jr. TOPICS A. Definitions of Traditional Literacies 1. Traditional literacy 2. Functional literacy 3. Early literacy/emergent literacy 4. Basic literacy and skills  TOPICS B. Definitions of the 21st Century Literacies 1. Globalization and Multi-cultural literacy 2. Social literacy 3. Media literacy 4. Financial literacy 5. Cyber/ Digital literacy 6. Eco-literacy 7. Arts and Creativity literacy C. Features of 21st-Century Teaching and Learning Learning Outcomes At end of the unit, the pre-service teachers (PSTs) are expected to: a. compare the basic concepts of traditional and 21st century literacies and skills b. explain the features and critical attributes of the 21st century literacies  Let’s analyze these scenarios! Read the following scenarios and identify who among the teachers is/are NOT developing the 21st-century skills of students. Explain your choice. (1) Ms. Amina, a science teacher, taught a unit on medicinal plants. She brought her students to a nearby community herbal garden, where the students became more familiar with the different kinds of herbs and their uses for various ailments. Let’s analyze these scenarios! (2) Ms. Dizon helped her fourth-grade students to set up a simple Webquest on how people from different countries say common phrases like “hello,” “thank you,” or “good day” in their language. This way, her students could connect with students from different races and cultures and learn from them. Let’s analyze these scenarios! (3) Mrs. Singh is very knowledgeable about the subject matter that she is teaching. It is the reason her students sometimes refer to her as a “walking encyclopedia.” Thus, in the classroom, she usually serves as the primary dispenser of information and knowledge to her students. Let’s analyze these scenarios! (4) Mr. Boon collaborates with his co-teachers on a thematic unit about water. In science, the students learned how water forms and the importance of the water cycle. In math, they tried to convert units used to measure liquid, e.g., from milliliter (ml) to liter (l). In English class, they composed a poem about water. The students had fun learning about water!  What is “Literacy”? Literacy is the ability, confidence and willingness to engage with language to acquire, construct and communicate meaning in all aspects of daily living (Alberta Education, 2021). Source: https://education.alberta.ca/literacy-and- numeracy/literacy/everyone/what-is-literacy/ Traditional and New Literacies ABSTRACTION Early / Basic Emergent Literacy Literacy and Skills Traditional (or Conventional) Literacy It deals with reading and writing skills of letters in a particular language. It involves issues such as knowing the alphabet, phonetics, phonology, morphology, syntax, semantics and pragmatics that govern the reading and writing skills in a conventional manner. McGee and Richgels (1996:30) describe the use of conventional literacy in terms of the behavior manifested by readers. Traditional (or Conventional) Literacy “Conventional readers and writers read and write in ways that most people in our literate society recognize as ‘really’ reading and writing. For example, they use a variety of reading strategies, know hundreds of sight words, read texts written in a variety of structures, are aware of audience, monitor their own performances as writers and readers, and spell conventionally.”  TRADITIONAL LITERACIES (1) Functional Literacy A type of literacy that deals with application of conventional form of literacy such as reading and writing well enough to understand signs, read newspaper headings, read labels on medicine bottles, make shopping lists, read Bible, write letters, fill in forms, apply for jobs, practice the language skills verbally and in written form, reading for pleasure and purposive writing.  TRADITIONAL LITERACIES (1) Functional Literacy (continuation) A type of literacy that prepares an individual to engage in all those activities available in his or her group and community and enables him or her to continue to use reading, writing and calculation for his her own and the community’s development. Functional literacy is used for the training of adults to ‘meet independently the reading and writing demands placed on them’ (Gray, 1956, p.21). It describes those approaches to literacy which stresses the acquisition of appropriate verbal, cognitive, and computational skills to accomplish practical ends in culturally specific settings.  TRADITIONAL LITERACIES (2) Early / Emergent Literacy A type of literacy that deals with the earliest behaviors that relate to a kind of literacy in form of the skills, knowledge, and attitudes that are manifested before the actual conventional level of literacy is attained. The term was first used in 1966 by a New Zealand researcher Marie Clay to describe the behaviors seen in young children when they use books and writing materials to imitate reading and writing activities, even though the children cannot actually read and write in the conventional sense (Ramsburg, 1998).  TRADITIONAL LITERACIES (2) Early / Emergent Literacy (continuation) Today the term has expanded in usage. Sulzby and Teale (1996: 728) “Emergent literacy is concerned with the earliest phases of literacy development, the period between birth and the time when children read and write conventionally. The term emergent literacy signals a belief that, in a literate society, young children even one- and two-year olds, are in the process of becoming literate”.  TRADITIONAL LITERACIES (3) Basic Literacy and Skills These refer to a type of knowledge that is expected to be known by everyone in a particular field. In the world today, people expect everyone to know basics of conventional literacy that is to know how to read and write. For example, everyone is expected to know how to read and write as a basic literacy skill.  NEW LITERACIES (1) Arts and Creativity Literacy This literacy can be manifested in creative ways of problem-solving and expressed through the production of various artworks. Teachers and students need to be more adept in the arts and manifest creativity in multiple activities.  NEW LITERACIES (2) Eco-literacy It entails acquiring knowledge about climate change, pollution, loss of natural habitats, and biodiversity and the impacts of environmental problems on human lives. Moreover, solutions on how these ecological problems could be addressed must also be practiced. Teachers and students need to develop an awareness of the environment.  NEW LITERACIES (3) Cyber / Digital Literacy This competency is based on the reality that societies and workplaces have now become more information-driven. Workplaces of the 21st century rely heavily on electronic (digital) forms of data storage and management as well as in the area of communications. Teachers and students need to develop familiarity and skills in using computers, the internet, and other information technologies.  NEW LITERACIES (4) Financial Literacy Teachers and students are expected to be knowledgeable about the basics of economics and financial management. This way, you, as a teacher, can extend the skill into livelihood activities, entrepreneurship, and wise handling of personal finances.  NEW LITERACIES (5) Media Literacy Teachers and students are expected to be knowledgeable and skilled in the area of communications particularly the media. Teachers and students must learn how to discern news and information based on the form and content as to how these information are transmitted via various forms of media.  NEW LITERACIES (5) Media Literacy  NEW LITERACIES (5) Social / Emotional Literacy You and your students need to acquire social skills that are attuned to the norms of your current society. Emotional intelligence must also be developed to effectively manage the stresses of a fast-paced 21st- century society.  NEW LITERACIES (7) Globalization and Multi-cultural Literacy Students need to develop a culture of respect for cultural diversity. There is value in having a perspective as a global citizen whose local actions can have an impact on the broader international arena. You also have to understand how world events may also affect you and your community at the local level.  21st Century Skills (1) Critical Thinking and Problem-solving - Ability to identify, analyze, and evaluate situations, ideas and information, to formulate responses and solutions  21st Century Skills (2) Creativity - Ability to imagine and devise new, innovative ways of addressing problems, answering questions, or expressing meaning through the application, synthesis, or repurposing of knowledge  21st Century Skills (3) Communication - Ability to listen to, understand, convey and contextualize information through verbal, nonverbal, visual, and written means  21st Century Skills (4) Collaboration - Ability to work in a team towards a common goal, including the ability to prevent and manage conflict  Features of the 21st Century Teaching and Learning Foster Make it students’ relevant creativity Make full use Teach of technology through to support the learning disciplines Science of Learning in the 21st Century Promote Simultaneously teamwork as a Teaching and develop lower process and and higher order outcome Learning Context thinking skills Address Encourage misunders transfer of tandings Teach learning directly students to learn how to learn  Features of the 21st Century Teaching and Learning (1) Make it relevant. Relevance could be established through showing how theory can be applied in practice, establishing relevance to local cases, relating material to everyday applications, or finding applications in current newsworthy issues. Transmission and rote memorization of factual knowledge can make any subject matter seem irrelevant. Irrelevance leads to lack of motivation, which in turn leads to decreased learning  Features of the 21st Century Teaching and Learning (2) Teach through the disciplines. Learning through disciplines entails learning not only the knowledge of the discipline but also the skills associated with the production of knowledge within the discipline. Continued learning in any discipline requires that the student or expert become deeply familiar with a knowledge base, know how to use that knowledge base, articulate a problem, creatively address the problem, and communicate findings in sophisticated ways.  Features of the 21st Century Teaching and Learning (3) Simultaneously develop LOTS and HOTS. Bloom’s taxonomy revised (From Anderson, L. W. & Krathwohl, D.R., et al., 2001).  Features of the 21st Century Teaching and Learning (3) Simultaneously develop LOTS and HOTS. Bloom’s taxonomy revised (From Anderson, L. W. & Krathwohl, D.R., et al., 2001).  Features of the 21st Century Teaching and Learning (4) Encourage transfer of learning. To encourage low-road transfer, teachers can use methods like the following: Design learning experiences that are similar to situations where the students might need to apply the knowledge and skills. Set expectations, by telling students that they will need to structure their historical argument homework essay in the same way that they are practicing in class. Ask students to practice debating a topic privately in pairs before holding a large-scale debate in front of the class. Organize mock trials, mock congressional deliberations, or other role-playing exercises as a way for students to practice civic engagement. Talk through solving a particular mathematics problem so that students understand the thinking process they might apply to a similar problem. Practice finding and using historical evidence from a primary source and then ask students to do the same with a different primary source.  Features of the 21st Century Teaching and Learning (4) Encourage transfer of learning. Teachers can use other methods to encourage high-road transfer such as asking students to: - brainstorm about ways in which they might apply a particular skill, attitude, concept, etc. to another situation - generalize broad principles from a specific piece of information, such as a law of science or a political action - make analogies between a topic and something different, like between ecosystems and financial markets - study the same problem at home and at school, to practice drawing parallels between contextual similarities and differences.  Features of the 21st Century Teaching and Learning (5) Teach students to learn how to learn. ‘Learning to learn’ is the ability to pursue and persist in learning and to organize one's own learning, including through effective management of time and information, both individually and in groups. This competence includes awareness of one's learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully. This competence means gaining, processing and assimilating new knowledge and skills as well as seeking and making use of guidance. ‘Learning to learn’ engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts: at home, at work, in education and training.  Features of the 21st Century Teaching and Learning (6) Address misunderstandings directly. Another well-documented science of learning theory is that learners have many misunderstandings about how the world really works, and they hold onto these misconceptions until they have the opportunity to build alternative explanations based on experience. There are several ways to counter misunderstandings, including teaching generative topics deeply, encouraging students to model concepts, and providing explicit instruction about misunderstandings.  Features of the 21st Century Teaching and Learning (7) Promote teamwork as a process and outcome. Students learn better with peers. They can: - discuss concepts in pairs or groups and share what they understand with the rest of the class; - develop arguments and debate them; - role-play; - divide up materials about a given topic and then teach others about their piece. - use a studio format in which several students work through a given issue, talking through their thinking process while the others comment.  Features of the 21st Century Teaching and Learning (8) Make full use of technology. Technology offers the potential to - provide students with new ways to develop their problem solving, critical thinking, and communication skills; - transfer them to different contexts; - reflect on their thinking and that of their peers; - practice addressing their misunderstandings; & - collaborate with peers on all topics relevant to their lives using engaging tools.  Features of the 21st Century Teaching and Learning (9) Foster students’ creativity. A common definition of creativity is “the cognitive ability to produce novel and valuable ideas.” Like intelligence and learning capacity, creativity is not a fixed characteristic that people either have or do not have. Rather, it is incremental, such that students can learn to be more creative.  Features of the 21st Century Teaching and Learning (9) Foster students’ creativity. (continuation) In a classroom that promotes creativity, students are grouped for specific purposes, rather than randomly, and are offered controlled product choices that make sense in the content area. Creative lesson components are not just feel-good activities. They are activities that directly address critical content, target specific standards, and require thoughtful products that allow students to show what they know. In the creative classroom, teachers encourage students to become independent learners by using strategies such as the gradual release of responsibility model (Fisher & Frey, 2008).  Features of the 21st Century Teaching and Learning Other Essential Components for Effective Teaching and Learning: a. Attention: Learning occurs when students pay attention in the discussion, focusing on the subject matters that make the learning broad-gauge. The first thing an instructor must do is to gain the attention of the learner. This is not a joke or a shout at the beginning of class, this is the need for the learner to see relevance and meaning in learning the information being presented.  Features of the 21st Century Teaching and Learning Other Essential Components for Effective Teaching and Learning: b. Processing of Information: Because learners must process new information repeatedly in a variety of ways before they can master it, instruction should include a mixture of written words, visuals, audio, manipulative, action, and practice with the content that students are expected to master. It is best to focus the instruction on a few major concepts that are learned deeply rather than teaching many concepts superficially.  Features of the 21st Century Teaching and Learning Other Essential Components for Effective Teaching and Learning: b. Processing of Information: (continuation) Effective instructors will incorporate this into learning activities by giving the students an opportunity to reflect, compare, and question the new information. Small group discussions are effective for giving learners the opportunity to draw from past experience and knowledge and to make links to the new information being presented.  Features of the 21st Century Teaching and Learning Other Essential Components for Effective Teaching and Learning: c. Conclusions and Understanding All learners have their own unique perspective and experiences, and this affects what knowledge they are able to retain and use. The instructor’s role is to move learners through the new material in an orderly and organized manner, giving them classroom opportunities to practice new skills and to draw their own conclusions. When instructors develop learning activities that encourage students to experiment and use information to draw their own conclusions, students see the relevance in learning the material. Thank you for listening!