Learning Plans in The Context of The 21 Century: Prepared By: Ms. Williams

Learning Plans in the
Context of the 21 st
Century
Prepared by: Ms. Williams
At the end of the module, the students should have:
• Discussed the role of technology for teaching and learning
the light of the K to 12 Curriculum framework;
• Reviewed the K to 12 Curriculum Guide focusing on the
development of 21st Century skills;
• Reviewed learning plans from various sources that integrated
ICTs in the teaching learning process;
• Planned activities integrating ICTs that would facilitate the
development of 21st century skills required in the curriculum
guide and;
• Brainstormed about digital citizenship and related this to the
development of 21st Century skills among learners.
One of the features of the K to 12 curriculum is the
requirement to equip every graduate with the following skills:
• Information, media and technology skills;
• Learning and innovation skills;
• Effective communication skills and
• Life and career skills.

The salient features of the K to 12
Curriculum have been thoroughly
considered to ensure that all the
courses in the teacher education
program will meet the demands of the
21st century classrooms.
One of the considerations of the
need to implement the following salient
features of the curriculum through
integrating technologies for teaching
and learning. The use of technologies is
done in different levels of learning and
in teaching the various fields of
specialization.
1. Strengthening Early Childhood Education (Universal
Kindergarten)
With the Universal Kindergarten

program of the Department, every Filipino
child is expected to have access to early
childhood education. This access can be
facilitated using technological tools that
are readily available to the school for
teacher’s use.
1. Strengthening Early Childhood Education (Universal
Kindergarten)
The use of technology in Kindergarten

by various schools is very evident in
teaching the kindergarten pupils the
alphabet, number, shapes, and colors
through games, songs, and dances in their
Mother Tongue.
2. Making the Curriculum Relevant to Leanrers
(Contextualization and Enhancement)
Research shows that learners will value a

curriculum that is relevant to their lives. Students are
often heard saying, “Do I need to know these to live
a meaningful life?” “How will I use this lesson in the
actual workplace?” “What is the relevance of this to
me?” and so on. The answer to the question of
relevance is vital to help teachers think of some
ways by which they will be able to let their students
realize that their daily lessons are of good use to their
personal well-being and to their professional
preparation.
Briggs (2014) shared some few tips for making learning
engaging and personally relevant as cited by Willis, Faeth,
and Immordino-Yang:
• Use suspense and keep it fresh- Drop hints

about a new learning unit before you
reveal what it might be, leave gaping
pauses in your speech, change seating
arrangements, and put up new and
relevant posters or displays; all these can
activate emotional signals and keep
student interest piqued.
and Immordino-Yang:
• Make it student-directed- Give students a

choice of assignments on a particular topic,
or ask them to design one of their own.
“When students are involved in designing
the lesson, they better understand the goal
of the lesson and become more
emotionally invested in and attacked to the
learning outcomes.”
and Immordino-Yang:
• Connect it to their lives and to what they

already know- Taking the time to brainstorm
about what students already know and would
like to learn about a topic helps them to create
goals. This also helps teachers see the best
points of departure for new ideas. Making
cross-curricular connections and also helps
solidify those neural loops.
and Immordino-Yang:
• Provide utility value- Utility to their future

goals; it then continues by showing or
explaining how the content fits into their
plans for the future. This helps students
realize the content is not just interesting but
also worth knowing.
and Immordino-Yang:
• Build relatedness- Relatedness, on the other

hand, answers the question, “What have
these to do with me?” Its is an inherent
need students to feel close to the
significant people in their lives, including
teachers. Relatedness is seen by many as
having non-academic and academic
sides.
To be able to apply the tips
recommended by various experts and to
allow students to realize the value of their
curriculum, technological tools can be used.
21st Century learners are expected to be
demonstrating 21st century competencies
such as collaboration, digital literacy, critical
thinking, and problem solving to be able to
thrive in this world. (Rich, 2014)
3. Building Proficiency (Mother-tongue Based
Multilingual Education)
To be able to promote the child’s dominant

language and to use it as a language of
instruction, maximum use of technological tools is
highly encouraged. Currently, a lot of teachers
and schools are into developing learning
materials to be able to implement the MTB-MLE
program properly especially that there is a dearth
of printed and e-materials in the mother tongue
of the students.
4. Ensuring Integrated and Seamless Learning (Spiral
Progression)
Learning basic concepts that lead to a more

complex and sophisticated version of the general
concepts entail TPACK: Technological knowledge
,Pedagogical knowledge, and content
knowledge. Rediscovering concepts previously
presented as students go up in grade level will be
fully supported if all the areas of specialization will
be aided by technologies for teaching and
learning.
5. Gearing Up for the Future
The K to 12 Curriculum ensures college readiness by

aligning the core and applied courses to College
Readiness Standards (CRS) and the new General
Education (GE) Curriculum. Hence, the K to 12
Curriculum focused on developing appropriate
Specialization Subjects for the Academic, Sports, Arts
and Design, and Technical Vocational Livelihood
Tracks. All of these specialization subjects have to be
supported by educational technology for better
learning.
6. Nurturing the Holistically Developed Filipino (College
and Livelihood Readiness, 21st Century skills)
To nurture holistically developed Filipino,

every K to 12 graduate is expected to be ready
to go into different paths- higher education,
employment, or entrepreneurship. Every
graduate is expected to be equipped with
information, media and technology skills, learning
and innovation skills, effective communication
skills, and life and career skills.

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Learning Plans in the

• Information, media and technology skills;

• Learning and innovation skills;

• Effective communication skills and

• Life and career skills.

With the Universal Kindergarten

The use of technology in Kindergarten

Research shows that learners will value a

• Use suspense and keep it fresh- Drop hints

• Make it student-directed- Give students a

• Connect it to their lives and to what they

• Provide utility value- Utility to their future

• Build relatedness- Relatedness, on the other

To be able to promote the child’s dominant

Learning basic concepts that lead to a more

The K to 12 Curriculum ensures college readiness by

To nurture holistically developed Filipino,

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