Republic of the Philippines

EASTERN VISAYAS STATE UNIVERSITY-ORMOC CITY

CAMPUS
Brgy. Don Felipe Larrazabal
Ormoc City

Prof Ed 323

Building and Enhancing New Literacies Across the

Curriculum
Course Code

Lunzaga, Ella Jean B.

Name of Student

Dr. Allan O. Celedonio

Subject Instructor

1
 Table of Contents
Pages
Module 1: 21st Century Education 3
• Lesson 1: 21st Century Education Contexts
• Lesson 2: A Paradigm Shift for 21st Century
Education 7

Module 2: 21st Century Skill Categories

• The 21st Century Skills 11
Module 3: New Literacies, Functional Literacy and 18
Multiliteracy
Module 4: Integrating New Literacies in the Curriculum 24

Module 5: Multicultural and Global Literacy 32

Module 6: Social Literacy 41
Module 7: Media Literacy 49
Module 8: Financial Literacy 55
Module 9: Digital/Cyber Literacy 62
Module 10: Eco literacy 69

2
Prof Ed 323 Building and Enhancing New Literacies Across
the Curriculum

Module I. 21st Century Education

Lesson I. 21st Century Education Contexts Learning
Outcomes

1. Define 21st Century education.

2. Describe the 21st century teacher and the needed innovative
tools for learning.
3. Examine the critical attributes of 21st Century education.
4. Explain how 21st Century education concepts can be
integrated in the classroom.

Overview:

This modern society is ushered in by a dramatic

technological resolution. It is an increasingly diverse, globalized
and complex media-saturated society. According to Dr. Douglas
Kellner, this technological revolution bears a greater impact on
society than the transition from an oral to print culture.

Education prepares students for life in this world. Amidst

emerging social issues and concerns, there is a need for students
to be able to communicate, function and create change
personally, socially, economically and politically at the local,
national and global levels by participating in real-life and real-
world service learning projects.

3
Key Concepts:

The contexts of the 21st Century education

includes;21st Century Schools, curriculum, learning
environment, pedagogy, learners, and 21st Century skills
outcome and demands in the Job market.

Content Activity Resources

Focus
ENGAGE Source of ideas on this
question "Are you in Online Library
favor of this
technological world?"

4
EXPLORE Find readings of the Online Library
following; Books on
1. The 21st Building and
Century Schools Enhancing New
2. The 21st Literacies
Century curriculum Across the
Curriculum
3. The 21st
Century
Learning
Environment
4. Technology in
the 21st Century
Learners
5. Understanding
21st Century learners

6. The 21st
Century Skills
Outcome and the
Demands in the job
market
7. The 21st
Century
Learning
Implications

5
 EXPLAIN What are the
critical attributes of Books on Literacy
21st Century Across the
education? Explain curriculum
each briefly.
ELABORATE 1. What is the Refer to
purpose of school? (http://thoughtful
2. What do learn i ng.
schools need? com/resou
rces/what- are-
21stcentury-skills
EVALUATE Answer the
following;
1. Define 21st
Century education.
2. Describe the
21st century teacher
and the needed Books on Building
innovative tools for and Enhancing New
learning. Literacies
3. Examine the Across the
critical attributes of
21st Century Curriculum
education.
4. Explain how 21st
Century education
concepts can be
integrated in the
classroom.

6
Learning Materials:
• (Building and Enhancing New Literacies Across the
Curriculum by Dr. De Leon)
Feedback: Required concepts needs a response. Official
paper: Yellow pages

Prof Ed 323 Building and Enhancing New Literacies Across

the Curriculum

Module I. 21st Century Education

Lesson 2. A Paradigm Shift for 21st Century Education
Learning Outcomes
Draw relevant life lessons and significant values from the
experience in practicing 21st Century education
Analyze research abstract on 21st Century education and its
implications on teaching-learning process
Prepare an evaluation instrument intended for 21 st Century
teaching-learning.

Overview:
The paradigm shift from the 20th to the 21st century, shows
that the structure and modalities of education have evolved.
Students become the center of teaching-learning process in the
21st Century using wide array of technological tools to assist
them in exploring knowledge and information needed in

7
surviving the test of time and preparing for future career
endeavors. Assessment has been made varied to address
multiple literacy development in diverse contexts. Teachers turn
to become facilitators rather than lecturers and dispensers of
information. As such, curriculum is designed in a way that it
connects to life in real world, interconnected with other
disciplines and reshapes the students’ holistic perspective
(http://www.21st Century Schools.com/).

Key Concepts
The critical attributes of 21st Century Education are;
Integrated and Interdisciplinary, Technologies and Multimedia,
Global Classrooms, Creating/Adapting to constant personal and
Social change and Lifelong Learning, Student centered, 21st
Century Skills, Project-Based and Research-Driven, Relevant,
Rigorous and Real World.
Education continuously changes dramatically throughout
time. There is a paradigm shift in the way teaching and learning
is delivered.Therefore, the 21st Century teacher needs to develop
essential knowledge, skills and values in order to cope with
these changes and address students’ need (21st Century
Schools,2011).

Content Focus Activity Resources

ENGAGE Describe a 21st Online Library
Century teacher
and discuss some
innovation tools
for learning.

8
 EXPLORE The eight attributes (htpp://iflex.innotec
of 21st Century h.org/GURO
education and their 21/Module
implications. 1/11_5.html)
The Characteristics (htpp://udyong.gov.
of a 21st Century ph)

Teacher. (htpp://cnets.
Common 21st iste.org/teachers/t_
Century glossary. html#t)

Technology Tools
for Learning.
EXPLAIN Explain how you Books on Literacy Across
can integrate 21st the curriculum
Century
Technology Tools
for Learning.
ELABORATE Share a personal Refer to
experience or (http://thoughtfullea
observation on 21st rning.com/resource
Century teaching s/what- are-21 stcentury-
and learning being skills
practiced in the
classroom or in
school. What life
lessons and values
have you realized
and learned?

9
 EVALUATE 1 .Draw relevant Refer to the book;
life lessons and
Title: Exploring 21st
significant values
Century Skills and
from the experience
Learning Environments
in practicing 21st
for middle school
Century education
youth by: Ball,
Analyze research Joyce & Anderson-
abstract on 21st
Century education Butcher(20)
and its
implications on
teachinglearning
process
Prepare an
evaluation
instrument
intended for 21st
Century teaching-
learning.

Learning Materials:
• (Building and Enhancing New Literacies Across the
Curriculum by Dr. De Leon)
• Exploring 21st Century Skills and Learning
• Environments for middle school youth by: Ball, Joyce &
Anderson,Butcher(2016)
Feedback: Required concepts needs response.
Official paper: Yellow pages

10
Reminders: All submission will be in the Google classroom.
Always observe the mandated Health Protocol.
Prof Ed 323 Building and Enhancing New Literacies Across
the Curriculum
Module 2. 21st Century Skill Categories
Lesson 1. The 21st Century Skills Learning
Outcomes:
1. Identify the categories of 21st Century skills.
2. Apply the 21st Century skills in preparing, planning and
delivering a lesson.
3. Cite ways on how to enhance the 21st Century skills of
learners. Overview :
21st Century skills refer to a broad set of knowledge,
work, habits, and character traits that are deemed necessary in
coping with today's world and future careers and workplaces.
Thus, it can be applied in all academic subject areas and
educational settings throughout a student's life.

The 21st Century Skills concept is grounded on the belief

that students must be educated in a more relevant, useful,
indemand and universally applicable manner. The idea simply
lies in the fact that students need to be taught different skills and
reflect on the specific demands that will be placed upon them in
a complex, competitive, knowledge-based, information-age and
technology-driven society. Therefore, 21st Century education
addresses the whole child or the whole person (AACTE,2010).

11
Key Concepts

According to the Partnership for 21st Century Skills, this

concept encompasses a wide array of a body of knowledge and
skills that have to be categorized. Moreover, this concept has
been interconnected with applied skills, cross-curricular skills,
crossdiscipline skills, interdisciplinary skills, transferable skills,
transversal skills, noncognitive skills and soft skills.
Hence, the curriculum should be designed to be
interdisciplinary, integrated and project based. Tony Wagner
(2010), in his book “the Global Achievement Gap”, advocated
the seven survival skills namely,
1. Critical thinking and problem-solving;
2. Collaboration across networks and leading by
influence;
3. Agility and adaptability;
4. Initiative and entrepreneurialism;
5. Effective oral and written communication; 6.
Accessing and analyzing information; and
7. Curiosity and imagination.
Content Focus Activity Resources
ENGAGE Do this by group: Online Library
Group Mapping
Group yourselves

12
into 5 groups divide
equally so that each
group have almost
equal number of
members.
Provide each
group a topic on
21st Century skill
category to
brainstorm about.
The group will
synthesize their
consolidated ideas
and present in a
form of illustration
or drawing in a
cartolina or Manila
paper using any
medium of their
choice.
Each group will be
given a chance to
present the
synthesis in a class.
The class will find
time for a brief
reflection of the
activity.
Topics for:

13
 Life and Career
skills
Information, Media
and technology
Skills
Learning and
Innovation Skills
Social and
Crosscultural Skills
Leadership and
Productivity Skills
EXPLORE 1. Learning and https://www.thebala
Innovation Skills ncecareers.com
These are the (Partnership for
primary skill 21st Century Skills,
orchestrated in the 2006 & 2008)
21st Century.They
are attributes that
differentiate
students who are
prepared for a
complex life and
work environment
from those who are
not.. Therefore,
there is a need to
stress on creativity,
critical thinking,

14
communication
and

collaboration in
preparing
learners for the
future.
Search the
following ; (include
main skill and
subskills use the
table below)
Critical Thinking
and Problem
Solving Skills
Communication
Skills
Collaboration Skills
Information, Media
and Technology
Skills
(include main
skill and sub-
skills use the table
above)
Information
Literacy
Media Literacy

15
 Technology
Literacy
Life and Career
Skills

Flexibility and
Adaptability (use
table above)
Initiative and
SelfDirection (use same
table)
Social and Crosscultural
Skills (same table)
Productivity and
Accountability (same
table)
Leadership and
Responsibility
(same table)

EXPLAIN Explain: How can the Books on

attainment of 21st Literacy Across
Century skill contribute the curriculum
to the realization of
educational goals?

16
ELABORATE Instruction:
Write your own concept
of 21st Century Skills in
each of the ladder
depicting the category of
skills.

The below of it write

your explanation to
indicate your
understanding.
Refer to
(http://thoughtfullea
rning.com/res
ources/what- are21st-
century-skills

17
 EVALUATE 1 .Draw relevant life Refer to the book:
lessons and significant
Title: Exploring
values from the
experience in practicing 21st Century
21st Century education Skills and
Learning
2. Analyze research Environments for
abstract on 21st Century
middle school
education and its
youth by:
implications on
teachinglearning process
3. Prepare an
evaluation instrument
intended for 21st Century
teaching-learning.

Learning Materials: (Building and Enhancing New Literacies

Across the Curriculum by Dr. De Leon)
Exploring 21st Century Skills and Learning Environments for
middle school youth by: Ball, Joyce & Anderson,Butcher(2016)
Feedback: Required concepts needs response.
Official paper: Yellow pages
Reminders: All submission will be in the Google classroom.
Always observe the mandated Health Protocol.

18
Prof.Ed. 323 Building and Enhancing New Literacies Across
the Curriculum

Module 3. New Literacies, Functional Literacy and

Multiliteracy

Intended Learning Outcomes (ILOs):

1. Discuss new literacies and their impact on the

teachinglearning process
2. Describe a multiliterate teacher
3. Define functional literacy
4. Cite how functional literacy and new literacies can be
integrated in the curriculum and practiced in the classroom
5. Draw relevant life lessons and significant values from
personal application of functional literacy
6. Analyze a research abstract on new literacies and their
implications on teaching and learning
7. Make a project plan or action plan that presents functional
literacy in action

Overview:

At first, literacy was used in various types, such as

computer literacy, technology literacy, internet literacy, and
media literacy, respectively (Altun,2005). Later on, it became a
lifestyle along with a person’s entire life in a society that
encompasses information literacy, cultural literacy and universal
literacy.

19
 The Primary English Teaching Association Australia
(2015) asserts that 21st Century literacy has expanded to
include social change, increasing field expertise an digital
technologies. To be literate requires comprehension, selection
and use of multimodal codes and conventions to interpret and
express ideas, feelings and information. Subject -specific
literacies are recognized to require the application of specialized
knowledge and skills, information skills, and the creative and
imaginative language. Literacy in the 21st century therefore,
demands the ability to perform and act confidently, efficiently
and ethically with a wide range of written and visual, print, live,
digital or electronic text types according to purpose
(www.petaa.educ.au).

Key Concepts

Students are taught to read and write print with fluency,

speed and comprehension of the message of the writer and the
interpretation of the content of the material. The United Nations
Educational, Scientific and Cultural Organization (UNESCO)
asserts that a person, who is literate can comprehend and write
simple and short sentences related to his/her daily life.

Leander (3003) noted that new literacies are often flexible,

continuous and open, where online and offline lives and
“literacyscapes” merge. Thus when a literacy practice becomes a
mindset with the concept of Web.20, it can be regarded as a
new literacy. New technologies enable and enhance these

20
practices in a way that is highly complex and exciting for
students.

Content
Focus Activities References

Share a
personal
ENGAG experience
E where you
have exhibited
functional
literacy. What
life lessons
and values
have you
realized and
learned?
Search the Refer to: (https://www.enc
following: yclopedia.com/
Humanities/ency
1. New clopediasalmanacstranscripts-
Literacies andmaps/functional
literacy)
2. The truth on
21st
(https://pdfs.sema
Century
Literacies
EXPLOR According to
E Research
3. Exploring

21
 the new
Literacies
4. Functional
Literacy

22
5. Improving nticscholar.org)
Functional Literacy in
the Philippines 6. (https://www.wor
Integration of New ldvision.org.ph/st
Literacies in the ories/
Curriculum Improvingfunctionalletiracy-
7. Multiliteracies in-the
in the Education philippines)
Reform
8. The (https://pdfs.sema
multiliterate learner nticscholar.org/3 941/
9. Impact of new 28e7d8e26f67db
literacies on 4951eb52713964
instruction a98546ec.pdf)
10. Assessment of
multiliracies 11. -Building and
Preparing teachers for Enhancing New Literacies
multiliteracies Across the Curriculum
by: Dr. De Leon

-How to teach multiliteracies

by
Biswas, S.(2014)

-The Design of Academic

literacy: A multilitaracies
examination of

23
 academic
achievement by
Newman,M
(2002)
What is meant by
EXPLAIN new literacies? What
is their impact on the
teaching-learning
process?

Describe a
multiliterate teacher.

1. Distinguish
ELABORATE between basic and
functional literacy. 2.
How can we
integrate new
literacies and
functional literacy in
the curriculum and in
the classroom
practice?
1. Discuss new
literacies and their
impact on the
teaching-learning
process
2. Describe a
multiliterate teacher

24
 EVALUATE 3. Define functional
literacy
4. Cite how
functional literacy
and new literacies
can be integrated in
the curriculum and
practiced in the
classroom
5. Draw relevant
life lessons and
significant values
from personal
application of
functional literacy 6.
Analyze a research
abstract on new
literacies and their
implications on
teaching and learning
7. Make a project
plan or action plan
that presents
functional literacy in
action

Learning Materials:
• (Building and Enhancing New Literacies Across the
Curriculum by Dr. De Leon)
• Exploring 21st Century Skills and Learning

25
 Environments for middle school youth by: Ball,Joyce &
Anderson,Butcher(2016)

Feedback: Required concepts needs response.

Official paper: Yellow pages
Reminders: All submission will be in the Google classroom.
Always observe the mandated Health Protocol.

Prof Ed 323 Building and Enhancing New Literacies Across

the Curriculum

Module 4. Integrating New Literacies in the Curriculum

Intended Learning Outcomes (ILOs):

26
1. Discuss the concept of integrated curriculum
2. Distinguish the different curriculum integration approaches,
methods and types
3. Identify lessons or course disciplines that may be appropriate
for curriculum integration
4. Draw relevant life lessons and significant values from
curriculum integration experiences in class
5. Analyze research abstract on curriculum integration and its
implications on teaching-learning process
6. Make a lesson plan with thematic integration across related
disciplines

Overview:

Innovative educators concerned with improving student

achievement seek ways to create rigorous, relevant, and
engaging curriculum as a way to realize curriculum integration.
Today, the subjects in the curriculum should not be taught singly
and compartmentally but rather become integral towards total
development of the child.

Key Concepts

The introduction of an integrated curriculum gained

greatest support in the 1960s. Based on the essential
organization of content, he designs emphasizes the role of
diverse defined in terms of knowledge, entities called academic
disciplines clearly defined in terms of knowledge, skills, and
values.

27
Thus, an integrated curriculum focuses on basic skills, content
and higher-level thinking; encourages lifelong learning.
structures learning around themes, big ideas and meaningful
concepts; provides connections among various curricular
disciplines; encourages active participation in relevant real-life
experiences; captives, motivates and challenges learners;
provides a deeper understanding of content; offers opportunities
for more small group and industrialized instruction; and
accommodates a variety of learning styles/theories (i.e., social
learning theory, Cooperative learning, intrinsic motivation, and
self-efficacy) and multiple Intelligences.

Content Activities Resources

Focus
ENGAGE In what lessons or
course disciplines is
integrated
curriculum most
appropriate?
EXPLORE Search: Refer to:

1. Approaches to (http;//onlineschool
Integration 7.blogspot/
2. Methods of 2016/04/component s-
Curriculum of-
Integration
3. Other Types of integratedcurriculum.
Integrated html) (www.
theclassroom. com)
Curriculum
(Association for
4. Benefits of
Supervision and

28
 Integrated Curriculum
Curriculum model Development,
5. New Literacy 2004)
Integration in the K to
12 Curriculum
EXPLAIN How can you apply The Teacher and the

integration along School Curriculum

with by: Dr. De leon
multidisciplinary,
interdisciplinary,
and transdisciplinary
approaches?
ELABORATE How can you apply The Teacher and
integration along the School
with Curriculum by: Dr.
multidisciplinary, De leon
interdisciplinary,
and transdisciplinary
approaches?
EVALUATE 1. Discuss the
concept of
integrated
curriculum
2. Distinguish
the different
curriculum
integration
approaches,

29
 methods, and types
3. Identify lessons or
course disciplines
that may be
appropriate for
curriculum
integration
4. Draw relevant life
lessons and
significant values
from curriculum
integration
experiences in class

Note: Synthesis in Integrating New Literacies in the Curriculum

• Curriculum integration is the unification of all subjects

and experiences.
• Multidisciplinary approaches focus primarily on the
disciplines organized around a theme.
• ln an intradisciplinary approach, teachers integrate
subdisciplines within a subject area for the students to
understand the connections between the different
subdisciplines and their relationship to the real world.
• In an interdisciplinary integration, teachers organize the
curriculum around common learning across identifiable
disciplines.
• In the practice of a transdisciplinary approach, teachers
organize curriculum around student questions and
concerns while developing skills in a real-life context.

30
 • Curriculum integration models include project-based,
topic-based, theme-based and task-based learning while
other types of curriculum integration are called
connected, sequenced, shared and webbed.
• Considering its benefit there is a need to implement an
integrated curriculum model in the classroom to respond
to the demands and challenges posed by 21st century
education considering its benefits.

Learning Materials:
1 .Building and Enhancing New Literacies Across the
Curriculum by Dr. De Leon
2. Association for Supervision and Curriculum Development
(2004)

Feedback: Required concepts needs response.

Official paper: Yellow pages
Reminders: All submission will be in the Google classroom.
Always observe the mandated Health Protocol.

ENHANCEMENT ACTIVITY 1
Module 4

Direction: Analyze the following research abstract and cite its

implication on teaching-learning. You may download the full
paper of this research on the website given.

Title: The impact of integrated curriculum on students

comprehension of expository texts.

Abstract:

31
Due to the increasing curricular demand on K-12 students to
comprehend expository texts, teachers have been looking for
ways to improve comprehension. An integrated curriculum
offers the promise of providing students with a curriculum
connected across disciplines while enabling them to increase
their comprehension of expository texts. To explore that
promise, the research question asked was, what is the impact of
an integrated curriculum on K-12 students’ comprehension of
expository texts in the content areas? The exhaustive literature
review and subsequent research synthesis for this study
produced four findings. The first is that a key to the
comprehension of expository texts at the early elementary grade
levels appears to be students’ ability to make personal
connections with the material of being read across an integrated
curriculum. Second, students’ comprehension in the upper
elementary to high school grade levels can be significantly
impacted by activating prior knowledge for an integrated
curriculum. Third, when the integrated curriculum includes the
interactive practices for students in grades 1 through 6, the
impact on student learning behavior and academic performance,
including some literacy performance, is positive. Fourth,
integrating literacy with nearly any other subject area may
produce a positive impact on student academic performance
from grades 3 to 8. These findings served as basis for
professional development for teachers in the form of an
information-bearing Google Site.

Analysis:
• How does integrated curriculum impact students’
comprehension of expository texts?

32
Implication:
• How can professional development or teachers respond to
enhancing an integrated curriculum toward a better
comprehension of students?

(Source: Rockwood, A. (2025). The impact of integrated

curriculum on students' comprehension of expository texts.
SUNNY Digital Repository. URI:
http://hdl.handle.net/1951/65733)

ENHANCEMENT ACTIVITY 2
Module 4

Direction: Make a lesson plan using thematic integration with

related disciplines. Use the format template sample.

Components Subject A Subject B Subject C

I. Learning
Outcomes
II. Topic
Subject
Matter

33
 Values
Integration
III. Materials
and Reference
IV. Strategy
Activities
Thematic
Culminating
Activity:

Brief
Description:
Objective
V. Assessment

Prepared by:
Dr. Allan O. Celedonio
Subject Instructor

Prof.Ed 323
Building and Enhancing New Literacies Across the
Curriculum

Module 5: Multicultural and Global Literacy

Intended Learning Outcomes:

1. Discuss global and multicultural literacy

2. Illustrate the Global Competence Framework
3. Explain the dimensions of multiculturalism

34
4. Elucidate on the assessment strategy for global competence
and global understanding
5. Present effective ways on how to integrate appropriate
delivery strategies, instructional materials and assessment
tools.
6. Draw relevant life lessons and significant demonstrating
multicultural literacy
7. Analyze research abstract on global and multicultural literacy
and its implications on the teaching-learning process
8. Draft relevant policy in addressing multiculturalism in school

Overview

Multicultural literacy consists of the skills and ability to

identify the creators of knowledge and their interests
(Banks,1996) to reveal the assumptions of knowledge, to view
knowledge from diverse ethnic and cultural perspective, and to
use knowledge to guide action that will create a humane and just
world (Boutte, 2008).

According to Boutte (2008) that making small changes

within the classrooms can create big changes globally. As
diversity grows, there is a need for the emergence of
multicultural education that is more representative of the
students in today’s classrooms. Banks (2003) asserted that
teaching students to be advocates of multiculturalism is also a
matter of sending a message of empathy and tolerance in
schools to develop a deeper understanding of others and
appreciation of different cultures. Developing these attitudes and
skills requires basic knowledge prior to teaching students how to
question assumptions about cultural knowledge and how to

35
critique and critically think about these important cultural
issues, which is what essentially makes multicultural literacy a
21st Century (Banks, 2003).

Key Concepts

Global Literacy . It aims to address issues of globalization ,

racism, diversity, and social justice (Guo, 2014).
According to the Ontario Ministry of Education (2015), a
global citizen should possess the following characteristics: 1)
respect for humans regardless of race, gender, religion or
political perspectives; 2) respect for diversity and various
perspective; 3) promote sustainable patterns of living,
consumption, and production; and 4) appreciate the natural
world and demonstrate respect on the rights of all living things.

Content
Focus Activities References

Reflect on Global (https://www.oec

Competence d.org/pisa/pisa2018-
ENGAGE globalcompetence.htm)

Search the Refer to:

following; The
reasons why global (https://www.oec
competence is d.org/pisa/pisa-
necessary
Dimensions of

36
 Global

EXPLORE Competence: 2018-

Implications to globalcompetence.htm)
Education
Curriculum for
global competence:
Knowledge, skills,
attitudes and values
Global
Understanding
Pedagogies for
promoting global
competence

Exploring
21st Century
EXPLAIN What is is global Skills and
competence? Learning
Environment s for
middle school youth
by:
Ball,Joyce &
Anderson,Bu
tcher(2016)

How can global (Building and

competence and Enhancing New
ELABORA global understa- Literacies Across the
TE nding be Curriculum by Dr. De

37
 assessed in the Leon) Exploring 21st
classroom? Century Skills and
How can you Learning
integrate
multicultural and
global literacies in
the lesson
using appropriate Environments for middle
delivery strategies, school youth by:
assessment tools Ball,Joyce &
and instructional Anderson,Butche
materials? r(2016)

Answer the
following: 1.
Discuss global Building and
and multicultural Enhancin g New
literacy 2. Literacies Across
Illustrate the the
Global Curriculu m by
EVALUAT
Competence Dr. De Leon)
E
Framework
3. Explain the
dimensions of
multiculturalism
4. Elucidate on
the assessment
strategy for
global
competence and
global

38
 understanding 5.
Present effective
ways on how to
integrate
appropriate
delivery
strategies,
instructional
materials and
assessment tools.
6. Draw relevant
life lessons and
significant
demonstrating
multicultural
literacy

Learning Materials:
• Building and Enhancing New Literacies Across the
Curriculum by Dr. De Leon
• Exploring 21st Century Skills and Learning
Environments for middle school youth by: Ball,Joyce &
Anderson,Butcher (2016)
• (https://www.oecd.org/pisa/pisa-
2018globalcompetence.htm)

Feedback: Required concepts needs response.

Official paper: Yellow pages

39
Reminders: All submission will be in the Google classroom.
Always observe the mandated Health Protocol
ENHANCEMENT ACTIVITIES
Module 5

Direction: Analyze the following research abstract and cite its

implication on teaching-learning. You may download the full
paper of this research on the given website.

Title: Improving student engagement and acceptance using

multicultural texts (Rouse, 2018)

Abstract

The purpose of this research is to investigate how students

in a third-grade classroom engage in multicultural texts when
reading about cultures other than their own. Furthermore, it
investigated how the use of multicultural texts impacts their
understanding and acceptance of diverse cultures. The strategies
used for this qualitative research study were questionnaires,
observations, accountable talk discussions,artifact analysis, and
interviews. Throughout the six-week study, students read and
engaged in discussions after reading two multicultural texts.
They participated in activities expressing their thoughts and
beliefs related to the content read in class. After discussing and
analyzing the texts, students were able to identify possible
solutions to help people to become more aware and accepting of
diverse cultures. They also became more engage in productive
dialog with their peers while analyzing and responding to
complex texts. Furthermore, students felt safe and comfortable

40
asking questions about culture and diversity. They were eager to
express their thoughts, interacted with their peers positively and
made connections to the multicultural texts showing their
enthusiasm as they learned about different cultures.

(Source: Rouse, B. (2018). Improving student engagement and

acceptance using multicultural texts. Theses and Dissertations.
https://rdw.rowan.edu/etd/2499.)

Analysis:
• How can the use of multicultural texts impact students’
understanding and acceptance of diverse cultures?

Implication:
• How can this study contribute to the school’s practice of
multiculturalism?

ENHANCEMENT ACTIVITIES
Draft Policy

Direction: Draft a relevant policy in addressing

multiculturalism in school.

41
 Policy on
__________________________________________________
_____________________

Rationale
Objectives:

Scope
References

POLICIES

NARRATIVE PROCEDURE

Authorities Responsibilities

42
 Prepared By:
Section/Major:

Prepared by:

Dr. Allan O. Celedonio

Subject Instructor

Prof.Ed 323
Building and Enhancing New Literacies Across the
Curriculum

Module 6: Social Literacy

43
Intended Learning Outcomes (ILOs):
1. Define social literacy
2. Discuss social skills, their impact and strategies for
improvement
3. Describe an emotionally intelligent person
4. Present ways for enhancing people skills
5. Identify ways on how to integrate social literacy in the lesson
6. Draw relevant life lessons and significant values from
personal experience on practicing social literacy

Overview

The school is a social institution established for the

contemplation of reality I a profound, personal, informal and
unstructured way. Teachers facilitate learning, teach students
and model certain types of acceptable behavior while
developing them in all aspects: academically, emotionally and
socially. In performing such tasks, teachers also relate to parents
and other stakeholders. That is why understanding and attaining
social literacy is imperative among them.

Key Concepts

Social literacy. Entails the development of social skills,

knowledge and positive human values toward desire and ability
in human beings to act and react positively and responsibly in a
wide range of complex social settings. It can be acquired
through social process of inquiry, values exploration and social
decisionmaking that relate to the acquisition of knowledge and
understanding (Arthur, Davison and Stow, 2000).

44
 Social Skills. Aspects of social literacy. These are an
integral part of functioning in society. It involves good manners,
communicating effectively with others, being considerate of
others’ feelings and expressing personal needs. In fact, children
gain social skills through playing while adults obtain it by
interrelating with others, both verbally (spoken language) and
non-verbally (gestures, body language, facial expressions, eye
contact and appearance).

Content
Focus Activities References

Reflect on Building and

socialdecision making. Enhancing New
ENGAGE Literacies Across
the curriculum by:
Dr. De Leon

Search the following; Refer to:

45
 The type of Social Building and
Skills Enhancing New
EXPLORE Literacies Across
The strategies for the curriculum by:
enhancing Dr. De Leon
emotional
intelligence

Emotional Quotient
(EQ)

Tools and strategies in Building and

enhancing (EQ) Enhancing New
Literacies Across
Characteristics of an the curriculum by:
Emotionally Intelligent Dr. De Leon
Person

People skills

Strategies in obtaining
good people skills

Essential people skills

to succeed

Integrating
socioemotional literacy
into the curriculum

Building and

46
 Enhancing New

EXPLAIN 1. Explain social skills. Literacies Across

2.Cite the impact of the curriculum by:
social literacy and Dr. De Leon
suggest strategies and
tools to improve it.
When is a person (Building and
emotionally intelligent? Enhancing New
ELABORATE Literacies Across
What are ways of the Curriculum by
enhancing people Dr. De Leon)
skills?

How can you practice

social literacy in
delivering a lesson in
the classroom?
Answer the following;
1. Define social literacy
2. Discuss social skills,
their impact and
strategies for Building
improvement 3. and
Describe an Enhancing
EVALUATE
emotionally New
intelligent person Literacies
4. Present ways for Across the
enhancing people Curriculum
skills 5. Identify ways by Dr. De
on how to integrate Leon)

47
 social literacy in the
lesson 6. Draw
relevant life lessons
and significant
values from personal
experience on practicing
social literacy

Learning Materials:
• Building and Enhancing New Literacies Across the
Curriculum by Dr. De Leon

Feedback: Required concepts needs response.

Official paper: Yellow pages
Reminders: All submission will be in the Google classroom.
Always observe the mandated Health Protocol.

ENHANCEMENT ACTIVITY 1 MODULE 6

Direction: Analyze the following research abstract and cite its

implication on teaching-learning. You may download the full
paper of this research on the given website.

Title: Student’s Social Literacy in their daily journal

Author: Az-Zarah, Sarkadi and Batchtiar (2018)

Abstract

48
 This study aimed to determine the students’ social
literacy in their daily journals in grade four of Al-Fauzien
Islamic elementary School in Indonesia. Social literacy is the
capacity of a person to be able to live and contribute to his or her
community, which involves intellectual skills, social skills,
cooperative skills, and attitudes and values. The student’s daily
journal is a collection of student writings whose contents expose
the student’s skills in reflecting on experiences, findings, critical
thinking, connecting ideas, exploring and experiencing his/her
knowledge. This study utilized qualitative content analysis
technique using the data taken from students’ daily journals that
were coded based on students’ social literacy aspects. The
results of the study revealed emerging students’ social literacy,
such as: intellectual skills (34.1%) emerge during teaching-
learning processes rooted in constructivism approach in which
students act as active learners; social skills (12.6%) and
cooperative skills (14.7%) emerge when learning is organized
with group learning methods; and social attitudes and values
(38.5%) emerge as the impact of students’ social knowledge and
skills that hold firmly implemented in their daily social life.

(Source: Az-Zarah, H., Sarkadi, S. and Bachtiar, I. (2018).

Students’ Social literacy in their daily journal. Mimbar Sekolah
Dasar, 5(50, 162-173. Doi:
http://dx.doi.org/10.17/mimbarsd.v5i13.12094)

Analysis:
• How can the practice of daily journal determine
students’ social literacy based on the study?

Implication:

49
 • What do the findings imply in the light of a teacher’s
instructional strategy?

Prepared by:

Dr. Allan O. Celedonio

Subject Instructor

ENHANCEMENT ACTIVITY 2
Module 6

Direction: Design an instructional material that can be used in

integrating social literacy in a related discipline (i.e. Edukasyon
sa Pagkakatao). Use the provided format template sample
below.

INSTRUCTIONAL MATERIAL PLAN

Instructional Material:
Brief Description:

50
 Purpose:
Topic:
Subject:
Materials:
PROCEDURE

Prof. Ed 323
Building and Enhancing New Literacies Across the
Curriculum

Module 7: Media Literacy

Intended Learning Outcomes (ILOs):

1. Define media literacy
2. Cite important roles of media literacy
3. Explain media Information Literacy (MIL) along with
various aspects and dimensions

51
 4. Examine the advantages and disadvantages of media
5. Demonstrate how MIL can be integrated in curriculum
6. Draw relevant life lessons and significant values in
generating, utilizing and creating media tools

Overview

Lynch (2018) coined the term “media” that refers to all

electronic or digital means and print or artistic visuals used to
transmit messages through reading (print media), seeing (visual
media), hearing (audio media), or changing and playing with
(interactive media), or some combinations of each. Media can be
a component of active learning strategies, such as group
discussions or case studies (Mateer and Ghent, n.d.).

The Ontario Ministry of Education (1989) stressed that

media literacy means helping students develop an informed and
critical understanding of the nature of mass media, the
techniques used and their impact. It aims to enhance students’
understanding and appreciation how media work, how they
produce meaning, how they are organized, and how they
construct reality. More so, it intends to provide students the
ability to create media products (http://www.medialit.org).

Conteocus

Activities References

Reflect on media Literacy. Building and

Enhancing
ENGAGE New

52
 Literacies
Across the
curriculum
by: Dr. De
Leon

Search the following;

Media Literacy Concepts
Roles of Media Literacy
Types of Social Media
EXPLORE Websites
Media and Information
Refer to:
Literacy (MIL)
Building and
Seven Dimensions of MIL
Enhancing
Advantages and
Disadvantages of media New
Integrating Media Literacy in Literacies
the Curriculum Approaches Across the
to Teaching curriculum
Media Literacy by: Dr. De
Utilizing media Across Leon
Disciplines
Assessing and Evaluating
Media Literacy

EXPLAIN How can you integrate MIL Building and

in the Curriculum across Enhancing
disciplines? Cite examples New
Literacies
Across the

53
 curriculum
by: Dr. De
Leon
Discuss media Information (Building and
Literacy (MIL), its aspects Enhancing
ELABORATE and dimensions. New
Literacies
What are the important roles Across the
of media literacy? Curriculum
by Dr. De
Leon)
Answer the following;
Define media literacy
Cite important roles Building and
of media literacy Enhancing
EVALUATE Explain media New
Information Literacy Literacies
(MIL) along with various Across the
aspects and dimensions Curriculum
Examine the advantages and by Dr. De
disadvantages of media Leon)
Demonstrate how MIL can
be integrated in curriculum
Draw relevant life lessons
and significant values in
generating, utilizing and
creating media tools

Learning Materials:
• Building and Enhancing New Literacies Across the
Curriculum by Dr. De Leon

54
Feedback: Required concepts needs response.
Official paper: Yellow pages

Reminders: All submission will be in the Google classroom.

Always observe the mandated Health Protocol.

ENHANCEMENT ACTIVITY 1 MODULE

Direction: Analyze the following research abstract and cite its

implication on teaching-learning. You may download the full
paper of this research on the given website.

Title: Study of Digital media literacy of the 5 th and 6th grade

primary students in Beijing Author: Zhang (2016)

Abstract

With the aim of examining the digital media literacy of primary

school students, a perceived digital media literacy of primary
students scale developed. A cluster sampling was conducted,
and 796 primary students in Beijing took part of the study.
Results indicated that the instrument demonstrated good
reliability and validity. The participants (the 5th and 6th grade
primary students) reported rather a high level of critical
understanding and technical skills. Regarding digital media
literacy, although significant differences appeared within
different grades and age groups, there was no significant
difference between demale and male students. Moreover,
primary students’ digital media experience and parental
mediation. The implications regarding the findings of the digital
media literacy of primary students were discussed.

55
(Source: Zhang, H. (2016). Study of digital media literacy of the
5th and 6th grade primary students in Beijing. The Asia-Pacific
Education Researcher 25(4). march 2016 doi:10.1007/s299-
016-
1285-2)

Analysis:
• How does the result of the study scale that was
developed in this study?

Implication:
• How does the result of the study impact student
learning?

Prepared by:

Dr. Allan O. Celedonio

Subject Instructor

ProfEd 323

Building and Enhancing New Literacies Across the

Curriculum

Module 8: Financial Literacy

Intended Learning Outcomes (ILOs):

1. Define financial literacy

2. Distinguish among financial plan, budgetting, saving,
spending and investing

56
 3. Present ways on how to avoid financial crisis and scams
4. Demonstrate understanding of insurance and taxes
5. Describe financially stable person
6. Determine ways on how to integrate financial literacy in
the curriculum
7. Draw relevant life lessons and significant values from
personal experiences on financial crises and scams

Overview

In some instances, teachers are confronted with issues and

concerns on financial debt, being victimized by fraud and other
related scams, both personal and electronic ways. More so, some
teachers are drowned by emergent financial financial needs and
unexpected debt, especially in difficult times, sickness and
inevitable circumstances and calamities. Others do not prepare
for their retirement that they usually end up highly frustrated.
This is the reason why financial literacy has been a subject in
many faculty development programs, seminars, and even
becomes a topic for researches, while many schools have
integrated it in the curriculum.

Key Concepts

Financial literacy is a core life skill in an increasingly

complex world where people need to take charge of their own
finances, budget, financial choices, managing risks, saving,
credit, and financial transactions.

National surveys show that young adults have the lowest

levels of financial literacy as reflected in their inability to

57
choose the right financial products and lack of interest in
undertaking sound financial planning. Therefore, financial
education should begin as early as possible and be taught in
schools. Akdag (2013) stressed that in the recent financial crisis,
financial literacy is very crucial and tends to be advantageous if
introduced in the very early years as preschool years. Financial
education is a long-term process and incorporating it into the
curricula from an early age allows children to acquire the
knowledge and skills while building responsible financial
behavior throughout each stage of their education
(OECD,2005).

Content

Focus Activities References

Building and
Enhancing
ENGAGE Reflect on financial New Literacies
literacy. Across the
curriculum by:
Dr. De Leon

58
 Search the following; Refer to:

Financial plan Building and

Financial Improvement Enhancing
Strategies New Literacies
Financial Goal Planning Across the
and Setting curriculum by:
Budget and Budgetting Dr. De Leon
EXPLORE Steps to Good
Budgetting

Investment and
Investing
Savings
Reasons Why Save
Money
Common Financial
Scams to Avoid
Tips to Avoid Common
Financial Scams
Financial Scams among
Students
Insurance and Taxes
Financial Stability
Strategies in Reaching
Financial Stability
Signs of Being
Financially Stable
Integrating Financial
Literacy into the

59
 Curriculum
Building and
Enhancing
What is financial New Literacies
Literacy? Explain Across the
EXPLAIN curriculum by:
Dr. De Leon
Differentiate (Building and
budgetting, saving, Enhancing
ELABORA what spending and investing. New Literacies
is financial Across the
planTE How do you understand Curriculum by
insurance and what type Dr. De Leon)

do you want to avail of?

How will you integrate

financial literacy in the
curriculum for related
disciplines?

60
 Answer the following;

Define financial Building and

literacy Enhancing
Distinguish among New Literacies
financial plan, Across the
EVALUATE budgetting, saving, Curriculum by
spending and Dr. De Leon)
investing

Present ways on
how to avoid
financial crisis and
scams

Demonstrate
understanding of
insurance and taxes

Describe
financially stable
person

Determine ways on
how to integrate
financial literacy in

61
 the curriculum

Draw relevant life

lessons and
significant values from
personal
experiences on
financial crises and
scams

Learning Materials:
• Building and Enhancing New Literacies Across the
Curriculum by Dr. De Leon

Feedback: Required concepts needs response.

Official paper: Yellow pages
Reminders: All submission will be in the Google classroom.
Always observe the mandated Health Protocol.

ENHANCEMENT ACTIVITY 1

Direction: Analyze the following research abstract and cite its

implication on teaching-learning. You may download the full
paper of this research on the website given below.

Title: Financial Literacy and Financial Planning among

Teachers of Higher education: A Study on Critical Factors of
Select Variables.
Proponents: Surendar and Subramanya Sarma (2018) Abstract

62
 Teachers are the most influential people in our society. Apart
from academics, they have the ability to positively affect many
aspects of people’s lives. By having financial literacy and
managing personal finance properly, they can become role
models to the students and help to develop fiscally and socially
responsible citizens. An individual with good financial sense
may plan better his/her personal finance, particularly teachers
who are key contributors to the development of society. In this
background, this study has been conducted to know the critical
factors using factors analysis in enhancing the financial literacy
levels and study their impact on select variable of financial
planning among teachers of higher education. The study found
that the level of financial literacy among higher education
teachers is satisfactory. It demonstrates the importance of
contextual variables that may influence financial literacy and
personal financing planning. It also explored the relationships
among the select variables of financial literacy and personal
planning using a methodology that is free from the influence of
the attribute of the respondents. The study found that the
majority of higher education teachers have a high level of
financial literacy, are aware of various aspects of personal
financial planning and are able to plan on their own irrespective
of their subject. It also revealed that retirement planning, tax
planning and control, financial planning, financial capacity and
inflation are critical factors in personal financial planning
among them.

(Source: Surendar, G. & Sarma, S. (2018). Financial literacy

and financial planning among teachers of higher education: A
study of critical factors of select variables. International

63
Journal of Pure and Applied Mathematics Vol. 118 No. 18
2018, 1627-1649 ISSN:1311-8080.url: htto://www.ijpam.eu
Special issue)

Analysis:
• What are the critical factors in personal financial
planning among higher education teachers?

Implication:
• What is the impact of each of the factors on financial
literacy and planning among teachers?

Prepared by:

Dr. Allan O. Celedonio

Subject Instructor

Prof. Ed 323 Building and Enhancing New Literacies Across

the Curriculum

Module 9: Digital/Cyber Literacy

Intended Learning Outcomes (ILOs)ILO
1. Define digital/cyber literacy and cybersecurity
2. Elaborate on cyber citizenships
3. Determine netiquette and safety use of digital media
4. Identify common computer threats and the
corresponding fixing solutions
5. Elucidate cyberbullying and cybercrimes

64
 6. Examine internet exploration, source citation, research
and data gathering protocols and website evaluation
7. Cite how digital/cyber literacy may be integrated with
teaching-learning
8. Draw relevant life lessons and significant values from
personal experiences on digital risks and consequences

Overview

Technology has been part of everyone’s life, be it at home,

in school, or anywhere with every facet of our understanding.
However, in many instances, we may not be aware that have
been misusing or abusing it or in another way around, we may
find ourselves being used by other people with their malicious
motives using digital tools. Therefore, we may end up being
liable or a victim of such irresponsible kind of technological
processing and utilization. It is in this case thar we must gain
further understanding and application of digital/cyber literacy,
be it on personal or professional merit.

Key Concepts

Digital Literacy (Wikipedia) is the set of competencies

required for full participation in society that includes
knowledge, skills, and behaviors involving the effective use of
digital devices for purposes of communication, expression,
collaboration and advocacy.

Cybersecurity is the practice of protecting systems,

networks, and programs from digital attacks (Cisco, n.d.). These

65
cyberattacks are usually aimed at accessing, changing or
destroying sensitive information; extorting money from users; or
interrupting normal business processes.

Content Focus Activities

References

Building and
Enhancing
ENGAGE Reflect on Digital/Cyber New
Literacy. Literacies
Across the
curriculum
by: Dr. De
Leon

Search the following; Refer to:

1. Digital Literacy Building and

2. Cybersecurity Enhancing
3. Cyber Citizenship New
4. Ways on how to be a Literacies
EXPLORE Good Cyber Citizen Across the
5. Importance of curriculum
Cyber Citizenship by: Dr. De
6. proper Netiquette Leon
7. Ten
Commandments of

66
 Teacher Cyber Citizenship
8. Internet Safety
9. Personal safety and
threats
10. Computer threats
and Fixing Solutions
11. Cyberbullying
12. Cybercrime
13. Exploring the
Internet: Researching and
Evaluating the Web
14. Research and Data
collection protocols 15.
Tips to Avoid
Plagiarism
16. How to evaluate a
Website
17. Integrating
Digital/Cyber Literacy into
the Curriculum
Building and
Enhancing
EXPLAIN What is Plagiarism? New
Explain Literacies
Across the
curriculum
by: Dr. De
Leon
How can you practice the (Building
processes of Internet and
ELABORATE Enhancing

67
 New

Literacies
Across the
Curriculum
by Dr. De
Leon)

68
 Answer the following;

Define financial Building and

literacy Enhancing
New
Distinguish among Literacies
EVALUATE financial plan, Across the
budgetting, saving, Curriculum
spending and investing by Dr. De
Leon)
Present ways on how
to avoid financial
crisis and scams

Demonstrate
understanding of
insurance and taxes

Describe financially
stable person

Determine ways on
how to integrate
financial literacy in

69
 the curriculum

Draw relevant life

lessons and significant
values from personal
experiences on
financial crises and
scams

Learning Materials:
• Building and Enhancing New Literacies Across the
Curriculum by Dr. De Leon

Feedback: Required concepts needs response.

Official paper: Yellow pages

Reminders: All submission will be in the Google classroom.

Always observe the mandated Health Protocol.

70
 ENHANCEMENT ACTIVITY I

Direction: Analyze the following research abstract and cite its

implication on teaching-learning. You may download the full
paper of this research on the website given below.

Title: Financial Literacy and Financial Planning among

Teachers of Higher education: A Study on Critical Factors of
Select Variables.

Proponents: Surendar and Subramanya Sarma (2018)

Abstract

The study explored teachers’ behavioral normative, and

control beliefs related to digital literacy integration into their
classrooms. Ajzen’s Theory of Planned Behavior (TPB) was
used as a theoretical framework to collect and analyze data.
Findings revealed that teachers’ integration of digital literacy
were related to their behavioral beliefs (Attitude towards
outcomes of a behavior) about the value of digital literacy for
developing students’ 21st century skills, increasing student
engagement, and preparation for expectations of administrators,
parents, colleagues, and students; integrating digital literacy due
to access to technology, professional development, and
curriculum resources.

(Source: Sadaf, A. and Johnson, B. (2017) . Teachers’ beliefs

about integrating digital literacy into classroom practice: An
investigation based on the Theory of Planned Behavior doi:

71
10.1080/21532974.2017.1347534)

Analysis:
• How do teachers perceive digital literacy integration into
their classrooms, according to the study?
Implication:
• How does the result of the study impact the students’
learning and the development of 21st century skills?

Prepared by:

Dr. Allan O. Celedonio

Subject Instructor

72
 Prof. Ed 323
Building and Enhancing New Literacies Across the
Curriculum

Module 10. Ecoliteracy

Intended Learning Outcomes (ILOs):

1. Explain Eco literacy in developing a sustainable
environment
2. Discuss the seven environmental principles of nature
3. Describe a green school
4. Articulate how Eco literacy can be integrated in the
curriculum, practiced in the school and demonstrated in
the classroom
5. Draw relevant life lessons and significant values from a
personal experience on initiating or participating in an
environmental activity
6. Analyze a research abstract on ecoliteracy and its
implication to teaching-learning process

Overview:
People are struck and devastated by various natural
disasters, locally, nationally and globally. Thus, disaster
preparedness and risk management have been the targets of
government and educational institutions through various plans
and programs. In this case, environmental awareness has to be
reiterated and strengthened in schools and integrated in the

73
curriculum, while everyone has to be oriented on taking care of
and sustaining the environment through ecoliteracy practices.

Key Concepts:

Ecoliteracy considers ecological systems and awareness

of how society operates within natural aspects as an educational
imperative. The basic principles of ecoliteracy are good starting
points to explore fundamental lessons that can be learned from
nature for the reform of society (Wahl, 2027).

David Orr (1992) posited that by failing to include

ecological perspectives in education, students are taught that
ecology is literacy’ as creating a new emphasis on the need for
education to integrate understanding of the interdependence
between natural processes and human ways of life. Therefore,
ecoliteracy is the ability to understand the organization of
natural systems and the processes that maintain the healthy
functioning of living systems and sustain life on Earth.

Sustainability is a qualitative and quantitative condition

that demonstrates the human capacity to survive over time. It is
qualitative in a way that we want well-being although, it is
difficult to measure. But it is also quantitative in that natural
capital and ecological carrying capacity can be measured with
foot printing tools. It is a biological and ecological imperative
for human society to exist within the carrying capacity of the
ecosystem. Ecological literacy therefore, provides the basis for

74
integrated thinking about sustainability. It supports the frame of
mind, ethics, and the type of practice that will support the kind
of thinking that prioritizes ecological imperatives.

Content Focus Activities References

Building and
Reflect on Ecoliteracy. Enhancing
ENGAGE New
Literacies
Across the
curriculum
by: Dr. De
Leon

75
 Search the following;

1. Eco literacy and Refer to:

Sustainable Development
2. Ecologically Building and
Literate Enhancing
Person and Society New
3. Ways to Eco Literacies
EXPLORE literacy in Schools Across the
4. Environmental curriculum
Principles of Nature by: Dr. De
5. Towards a Green Leon
School and Education for
Sustainable
Development 6.
Green School: The
concept and background
7. Green Schools and
ESD
8. understanding Green

76
 Curriculum
9. Characteristics of a
Green School
10. Dark Green School
Program: Philippine
Environmental Perspective
11. Ecological Living
Practices
12. Integrating
Ecological Literacy in the
Curriculum

Building and
Enhancing
EXPLAIN How can eco-literacy be New
integrated in the Literacies
curriculum, practiced in Across the
the school and curriculum
demonstrated in the by: Dr. De
classroom? Leon
1. How can eco-literacy (Building and
contribute in developing a Enhancing
ELABORATE sustainable environment? New
2. How can you create a Literacies
Green School? How can Across the
this help and benefit Curriculum
Philippine schools? by Dr. De
Leon)

3. What the roles of

77
teachers, learners and

school in attaining
sustainable
environmental goals?

78
 Answer the following;

1. Explain Eco Building and

literacy in developing a Enhancing
sustainable environment New
2. Discuss the seven Literacies
EVALUATE environmental principles Across the
of nature Curriculum
3. Describe a green by Dr. De
school Leon)
4. Articulate how Eco
literacy can be integrated
in the curriculum,
practiced in the school and
demonstrated in the
classroom
5. Draw relevant life
lessons and significant
values from a personal
experience on initiating or
participating in an
environmental activity
6. Analyze a research
abstract on ecoliteracy and
its implication to
teachinglearning process

79
Learning Materials:
• Building and Enhancing New Literacies Across the
Curriculum by Dr. De Leon

Feedback: Required concepts needs response.

Official paper: Yellow pages

Reminders: All submission will be in the Google classroom.

Always observe the mandated Health Protocol.

80
 ENHANCEMENT ACTIVITY 1

Direction: Analyze the following research abstract and cite its

implication on teaching-learning. You may download the full
paper of this research on the website given below.

Title: Increasing ecoliteracy and student creativity in waste

utilization by using models in project-based learning (PBL) in
social studies learning

Proponents: Putri, Japar and Bagaskorowati (2019)

Abstract:

This action research aims to determine the increase in

ecoliteracy and creativity in waste utilization by using a
projectbased learning (PBL) model in social studies learning. It
utilized Kemmis and Mc Taggart model among fifth grade of
primary schools using observation sheet, interview,
documentation, and field notes. The results of this study showed
that there was an increase in ecoliteracy level among students
based on the results of the pretest conducted on December 17,
2018. Students in Telajung 02 Public elementary School lacked
ecoliteracy and creativity in utilizing waste. Of the 32 students,
the highest score obtained was only 40 from a maximum score
of 100; while the lowest was 20. In the first cycle, around 63%
of students were classified as having high ecoliteracy level; 9%
obtained low; and 28% had very low. In cycle II, there was an
increase of 90% among students who had high ecoliteracy

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level; 6% had low; and 4% with very low ecoliteracy level.
Hence, the average ecoliteracy level of students in the second
cycle was 87.6 with a gradual increase from 78.2 in the first
cycle. In addition, students became more active in the learning
process and more confident in expressing their motions. This
shows that ecoliteracy and creativity level of students can be
improved through the use of project-based-learning model.

(Source: Putri, S.S., Japar, M, Bagaskorowati, R. (2019).

Increasing ecolitarcy and student creativity in waste utiliztion by
using models in project-based learning (PBL) in social studies
learning. International Journal of Evaluation and Research in
Education (IJERE) p-ISSN: 2252-8822, e-ISSN: 2620-5440
DOI:
http://doi.org/10.1159/ijere .v8i2.18901)

Analysis:
• How can you interpret the findings of the study with
regard to students’ ecoliteracy and creativity in waste
utilization using project-based learning (PBL)?
Implication:
• How can PBL improve the ecoliteracy and creativity of
students based on this research?

Prepared by:

Dr. Allan O. Celedonio

Subject Instructor

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