REVIEWER IN CPE 107
b. Synchronous and Asynchronous Learning
Module 5: Flexible Learning Environment
- Synchronous learning involves real-time interaction between
participants, such as online chat sessions or video conferencing.
Objectives:
- Describe a flexible learning environment and the different platforms
used for flexible learning.
- Asynchronous learning allows participants to engage at their own
convenience, posting and replying to questions or tasks in online
forums or blogs.
- Discuss how innovative teachers use online resources and
educational sites and portals for online distance learning.
III. Blended Learning
- Reflect on the use of technology and its relevance and
appropriateness.
Introduction:
- Blended learning combines online and in-person instructional delivery
methods.
- Different models of blended learning include face-to-face driver,
rotation, flex, online lab, self-blend, and online driver.
Distance learning, also known as online learning or e-learning, is a form
of education that does not require face-to-face contact between
teachers and students. It has evolved over time with the advancement
of technology and offers various platforms and tools for flexible
learning. In this module, we will explore the concept of a flexible
learning environment, the different platforms used for online distance
learning, and the role of technology in education.
- Blended learning requires careful planning, preparation of technology
infrastructure, and pedagogical training for teachers.
I. Flexible Learning Environment
- Social networking platforms like Facebook, Twitter, and LinkedIn offer
opportunities for communication, resource sharing, and professional
networking.
- Learning in the present generation is characterized by easy access to
information through technology.
- The teacher's role has shifted from being the sole provider of
knowledge to guiding students in their independent search for answers.
IV. Online Communities of Learning/Social Networking
- Online networking can be used as an educational tool to connect and
collaborate with classmates, teachers, and other individuals.
Conclusion:
- Authentic assessment: Reflects student learning, achievement,
motivation, and attitudes in relevant classroom activities.
II. The Role of ICT in Assessment in Learning:
- ICT offers possibilities for assessing student learning and providing
immediate feedback.
- ICT allows for the recording, storage, and retrieval of students'
information and examination results.
- Feedback from computer-based tests improves student performance.
- Technology enhances instruction, increases performance, and
supports teaching and learning.
III. Current Trends in Assessment in Learning:
- Traditional assessment methods are being criticized, and new
approaches are emerging.
- Assessment in the 21st century involves multiple measures,
increased use of technology, focus on learner growth and
development, and differentiated roles for stakeholders.
- Purposefully designed learning spaces and technology integration are
changing the classroom concept.
- Educational technology, including computers, is seen as vital for
efficient teaching, learning, and assessment.
A flexible learning environment leverages technology and online
platforms to provide students with access to information, collaborative
learning opportunities, and the ability to learn anytime and anywhere.
Online distance learning, blended learning, and online communities of
learning contribute to the evolving landscape of education. Teachers
play a crucial role in utilizing technology appropriately and fostering
engaging learning experiences for students in the digital age.
Overall, the lesson highlights the importance of assessment in student
learning and how ICT can enhance assessment practices. It discusses
various types of assessment, the role of technology in assessment, and
current trends in assessment methods.
II. Online Distance Learning
Module 6:Innovative Technologies for Assessment
Tasks in Teaching and Learning
Module 7: Digital Citizenship and Global Citizenship
a. The Different Platforms
Lesson 1: ICT and Assessment of Learning
- Moodle: An open-source Learning Management System (LMS)
designed to support teaching and learning.
In Lesson 1, the focus is on the role of Information and Communication
Technology (ICT) in assessment practices in teaching and learning.
The lesson covers the following topics:
- Students can utilize online resources and the web to gather
information related to the lesson and enhance their learning
experience.
- Learning can take place anywhere, blurring the boundaries of
traditional classrooms.
- Google Classroom and Edmodo: LMS platforms that facilitate
communication, assignment submission, and collaboration among
teachers and students.
- Schoology: Another LMS platform founded in 2009, offering features
for online distance education.
- MOOCs (Massive Open Online Courses): Online courses available to
anyone interested in a particular subject, providing flexibility and
interconnectedness among learners worldwide.
Reviewer: Social, Ethical, and Legal Responsibilities in the Use of
Technology Tools and Resources
- Digital Citizenship vs. Global Citizenship: Digital citizenship refers to
the rights and responsibilities of individuals using the internet,
emphasizing safe, savvy, and ethical use of technology. Global
citizenship, on the other hand, views the world as a community where
individuals contribute to the values and well-being of the entire planet.
- Formative assessment: Provides feedback and information during the
instructional process.
- Global Digital Citizen: The combination of digital citizenship and
global citizenship results in a Global Digital Citizen. This type of citizen
leverages technology to foster global community, adheres to ethical
guidelines in the digital world, and understands the interconnectedness
of humanity regardless of cultural, social, or religious differences.
- Summative assessment: Takes place after learning has been
completed and provides overall feedback.
- Five Tenets of Global Digital Citizenship: The five tenets of being a
Global Digital Citizen are:
I. Types of Assessment:
- Diagnostic assessment: Helps identify students' current knowledge,
skill sets, and misconceptions before teaching.
1. Personal Responsibility: Managing oneself in areas such as
personal finance, ethical boundaries, health, and relationships, both
online and offline.
2. Global Citizenship: Recognizing that technology has brought
people together, enabling communication, collaboration, and
celebration across borders.
3. Altruistic Service: Engaging in acts of service and contributing to
the betterment of local and global communities.
4. Environmental Stewardship: Promoting responsible use of
technology and working towards environmental sustainability.
5. Digital Citizenship: Adhering to ethical guidelines and responsible
behavior in the digital world.
- Personal Responsibility: Encouraging students to take ownership of
their learning, demonstrate accountability, and develop critical thinking
and problem-solving skills that will benefit them in all aspects of life.
This reviewer provides a brief and precise summary of the key points
discussed in Lesson 1 of Module 7. It covers the concepts of digital
citizenship, global citizenship, the role of technology in fostering global
community, and the five tenets of being a Global Digital Citizen.
_______________________________________________________
REVIEWER CPE 109
LESSON 1.
LITERACIES
DEFINITIONS
OF
TRADITIONAL
Literacy – is defined by dictionaries as the state of being able to read
and write (Literacy,
Literate, n.d.).
1. What is the definition of traditional literacy?
- Traditional literacy, also known as conventional literacy, refers to the
ability to read written words and gain understanding and meaning from
them. It is based on the skills of reading and writing.
2. Explain the origin of the word "literacy" and its association with being
"literate."
- The word "literacy" originated from the word "literate," which appeared
in the 15th century. It is derived from the Latin word "litteratus,"
meaning "(a person) marked with letters." Being "literate" was
associated with being cultured and educated, as the subjects of that
time required the study of written texts composed of letters.
3. Define functional literacy or practical literacy.
- Functional literacy, also known as practical literacy, is the ability to
read written materials and comprehend them for performing everyday
vocational tasks. It goes beyond mere reading and writing,
emphasizing the practical use of words and numbers to solve problems
and deliberate ideas.
4. What is early literacy or emergent literacy?
- Early literacy or emergent literacy refers to the knowledge a child
develops about reading and writing before formal instruction in school.
It recognizes that literacy learning begins at a young age and
encompasses the skills and understanding that children acquire in
relation to reading and writing.
5. Explain basic literacy and skills.
- Basic literacy and skills refer to the fundamental abilities required for
literacy. It involves the recognition and correspondence of visual
shapes (letters) to spoken sounds, allowing the decoding of written
materials into oral language. In simpler terms, it is the ability to
recognize letters and words, even without fully understanding their
meaning.
LESSON 2: DEFINITIONS OF THE 21ST CENTURY
LITERACIES
The 21st century literacies and skills
1. Define globalization and multicultural literacy.
- Globalization refers to the closer integration of countries and people
worldwide, facilitated by reduced costs of transportation and
communication, and the breaking down of barriers to the flows of
goods, services, capital, knowledge, and people across borders.
Multicultural literacy, on the other hand, involves the knowledge and
skills necessary to navigate and resolve conflicts arising from cultural
diversity in a globalized world.
2. Explain social literacy.
- Social literacy focuses on the development of social skills, knowledge,
and positive human values that enable individuals to act positively and
responsibly in various social settings. It encompasses understanding
how to behave and treat others in a morally upright, just, and equitable
manner, promoting positive and productive relationships free from
prejudices, hate, and discrimination.
3. Define media literacy.
- Media literacy involves the ability to access, analyze, evaluate, and
communicate messages across different forms of media. It
encompasses the skills to identify different types of media, understand
the messages they convey, and critically engage with them in various
contexts.
4. Explain financial literacy.
- Financial literacy refers to the ability to read, analyze, manage, and
communicate about personal financial conditions that affect material
well-being. It involves making informed financial choices, discussing
money matters comfortably, planning for the future, and responding
competently to life events impacting daily financial decisions,
considering both personal circumstances and broader economic
factors.
5. Define cyber/digital literacy.
- Cyber/digital literacy refers to the ability to locate, evaluate, create,
and communicate information using digital platforms. It encompasses
technical, cognitive, and sociological skills required to navigate and
solve problems in digital environments effectively.
6. Explain eco-literacy (ecological literacy).
- Eco-literacy or ecological literacy involves an individual's
understanding of ecological concepts and their place within
ecosystems. It encompasses knowing, caring, and practical
competence in relation to environmental patterns, systems of
causation, and long-term effects of human actions. Eco-literacy
emphasizes the balance among economics, ecology, and cultures and
the importance of experiencing the natural environment.
7. Define arts and creativity literacy.
- Arts and creativity literacy refers to the knowledge and understanding
required to authentically participate in the arts. It involves engaging in
artistic creation processes directly using various materials and specific
spaces associated with different art forms such as dance, media,
music, theater, and visual arts.
LESSON 3: FEATURES OF
TEACHING AND LEARNING
21ST
CENTURY
An overview of the 7 key features of 21st-century education:
1. Personalized learning: Recognizing that students have different
learning needs and tailoring instruction accordingly through
differentiated content, modes of delivery, and assessment strategies.
2. Equity, diversity, and inclusivity: Emphasizing the importance of
equality of outcomes, celebrating diversity, and promoting inclusivity in
classrooms by accommodating students of different backgrounds,
abilities, and cultures.
3. Learning through doing: Moving away from passive learning and rote
memorization, encouraging active learning experiences where
students engage with real-world applications, problem-solving, and
discovery.
4. Changed role of the teacher: Shifting from a teacher-centered
approach to a student-centered approach, with teachers acting as
facilitators and co-learners, guiding students' active learning processes
and fostering critical thinking and creativity.
5. Community relationships: Recognizing the value of community
engagement in learning, leveraging the expertise and resources of the
community to enhance students' educational experiences and promote
cultural understanding.
6. Technology: Acknowledging the role of technology in modern
classrooms and utilizing it as a cognitive tool for learning, enabling
students to access information and think in ways that were previously
not possible.
7. Teacher professionalization: Highlighting the need for ongoing
teacher training, support, and access to research on best teaching
practices, especially in the rapidly changing educational landscape,
where new technologies and pedagogies are being introduced.
In summary, these features reflect the shift from a traditional, one-sizefits-all approach to education to a more personalized, inclusive, and
interactive model that aims to meet the diverse needs of 21st-century
learners.
LESSON 4: CRITICAL ATTRIBUTES
CENTURY EDUCATION REVIEWER
OF
21ST
3. Global Classrooms:
To foster global citizenship, education in the 21st century exposes
students to regional and global issues. Teachers should include
discussions on topics such as cultural diversity, climate change, and
global warming. By engaging with these issues, students develop a
broader understanding of the world and their roles as global citizens.
4. Lifelong Learning and Adaptability:
Education in the 21st century acknowledges that learning extends
beyond the school environment and throughout an individual's lifetime.
Teachers play a crucial role in facilitating students' acquisition of
knowledge, skills, attitudes, and values that go beyond academics.
Learning should be relevant and applicable to real-life situations,
encouraging students to become lifelong learners.
5. Student-Centered Approaches:
Reviewer: Critical Attributes of 21st Century Education
21st century education focuses on addressing the individual learning
needs of each student. Differentiated instruction allows teachers to
consider diverse student factors when planning and delivering
instruction. Teachers should create learning environments that
accommodate various learning styles, interests, needs, and abilities.
Facilitating active learning, collaboration, and critical thinking, teachers
act as guides rather than sole providers of knowledge.
Introduction:
6. Development of 21st Century Skills:
The world of education is continuously evolving in the 21st century,
bringing about significant changes in teaching and learning. As a 21st
century teacher, it is essential to develop the necessary knowledge,
skills, attitudes, and values to adapt to these changes and assist
students in addressing them. This reviewer explores the critical
attributes of 21st century education, providing insights into integrated
and interdisciplinary learning, the role of technology and multimedia,
global classrooms, lifelong learning, student-centered approaches,
21st century skills, project-based and research-driven activities, and
the importance of relevance and real-world connections.
Education in the 21st century aims to equip students with skills
necessary for success in today's society. In addition to foundational
skills like reading, writing, and numeracy, students should develop
critical and creative thinking, problem-solving, decision-making, and
ICT literacy skills. Teachers must possess these skills themselves to
effectively support students' development.
Instructions: Below is a reviewer highlighting the critical attributes of
21st century education. Use the information provided to create a
comprehensive reviewer document.
1. Integrated and Interdisciplinary Learning:
In the 21st century, education encourages the integration of knowledge
from various subject areas to enhance learning experiences. Teachers
should review the curriculum and identify strategies to effectively link
different subjects. For example, music and algebra can be connected
by discussing fractions through the time signature of music.
2. Technology and Multimedia Integration:
21st century education utilizes Information and Communication
Technology (ICT) and multimedia tools to improve teaching and
learning activities. Developing digital literacy skills is crucial for
teachers to effectively utilize digital technologies, such as computers,
the internet, and audio-visual resources, in their daily activities.
Schools should acquire the necessary equipment and provide training
to support teachers' digital literacy.
7. Project-Based and Research-Driven Learning:
Data, information, and evidence-based decision-making are
emphasized in 21st century education. Student-driven activities
promote active learning, and teachers should be knowledgeable about
research to guide self-directed learning projects within and outside the
classroom. Science fairs and investigatory projects serve as examples
of research-based activities
8. Relevance, Rigor, and Real-World Connections:
Education in the 21st century is meaningful when it is rooted in real-life
activities and relevant to students' daily lives. Topics should be taught
using current and applicable information, linked to real-world situations
and contexts. Teachers should stay updated on trends, developments,
and issues in their school, community, and the world to ensure the
relevance of their teaching.
LESSON 5: Developing literacy
Developing literacy skills is crucial for students to become proficient
readers and effective communicators. Teachers can employ six basic
strategies to support literacy development:






making connections
visualizing
inferring
questioning
determining importance
synthesizing
By making personal and text-to-text connections, students can relate
to the content and make it more meaningful. Visualizing helps students
engage with the text by creating mental images. Inferring encourages
critical thinking by drawing conclusions based on evidence.
Questioning promotes active engagement and self-directed learning.
Determining importance helps students identify key information and
focus on significant aspects of the text. Synthesizing integrates new
information with existing knowledge for a deeper understanding. By
incorporating these strategies across various texts and subjects,
teachers can help students become proficient readers, critical thinkers,
and effective communicators.
Teaching Strategies for the Development of Literacy
Skills and Teaching Resource
Objective 1: Demonstrate teaching strategies that promote literacy
Objective 2: Show skills in the selection, development, and use of ageappropriate instructional resources that will develop literacy and higherorder and creative thinking skills
Objective 3: Design activities appropriate for the development of
literacy skill
A. Strategies for the Development of Emergent Literacy Skills and
Teaching Resources:
1. Pictures and Objects:
- Teaching with objects provides a tactile experience and enhances
students' sensory literacy.
- It facilitates concept learning, classification, reasoning, and
assessment abilities.
- Visual literacy, the ability to interpret and make meaning from visual
information, is also important.
- Introduce objects and pictures to help children attach meaning to
letters, recognize their own names, find familiar words in picture books,
and play word games.
2. Letters and Words:
- Effective word-recognition strategies allow children to quickly and
automatically translate letters or spelling patterns into speech sounds.
- Children should learn to use sound and spelling knowledge as a
primary strategy for word recognition.
- Provide opportunities to work with larger units such as word families,
spelling patterns, and onsets and rimes.
- Teach structural analysis, such as identifying root words, prefixes,
and suffixes, and reading multisyllabic words.
- Introduce sight words and irregular words in a reasonable sequence
while emphasizing word-identification strategies.
3. Sounds:
- Phonological awareness is crucial for developing literacy skills.
- Teach syllables, rhymes, sounds at the start/end of words, and
sounds within words.
- Use songs, rhymes, games, shared book reading, and collaborative
emergent writing experiences to introduce and reinforce phonological
awareness concepts.
- Phonemic awareness focuses on blending, segmenting, and
manipulating individual phonemes (speech sounds) to make new
words.
4. Read Aloud Experiences:
- Reading aloud to young children prepares them for learning to read
and helps develop critical literacy and language skills.
- Reading aloud allows children to try on different language and
experiences, make connections, and develop comprehension
strategies.
- Benefits of reading aloud include vocabulary development, building
connections between spoken and written words, enjoyment, increased
attention span, cognition, emotional exploration, and bonding
B. Beginning Reading Skills and Teaching Resources:
1. Phonemic Awareness:
- Phonemic awareness refers to a child's understanding that spoken
language consists of individual phonemes and the ability to manipulate
these phonemes.
- Practice rhyme awareness, initial and ending sound recognition,
blending phonemes, segmentation, and counting sounds.
2. Phonics Instruction:
- Introduce print (letters and words) and teach the alphabetic principle,
including letter-sound correspondence and sounding out words.
- Gradually progress to reading connected text, starting with CVC
(consonant-vowel-consonant) and VC (vowel-consonant) words, then
short controlled sentences.
- Use consistent and brief wording to guide students in letter-sound
recognition and word blending.
3. Fluency Instruction:
- Fluency refers to the ability to read quickly and accurately.
- Develop letter-sound fluency, irregular word fluency, and oral reading
fluency.
- Emphasize practice and progress from letter recognition to improved
comprehension through word recognition.
4. Vocabulary Instruction:
- Vocabulary includes words a person knows and uses to communicate
effectively.
- Teach specific words directly, especially difficult words representing
complex concepts.
- Use direct instruction, modeling, guided practice, and instructional
feedback to teach words effectively.
- Prioritize important, difficult, and useful words.
5. Comprehension Instruction:
- Comprehension is the ability to understand what is being read.
- Use various strategies such as comprehension monitoring,
cooperative learning, graphic and semantic organizers, question
answering, generating questions, recognizing story.
6. Teach Problem-Solving Strategies
Teach students to use a step-by-step method for solving problems.
This way of higher order thinking will help them solve problems faster
and more easily. Encourage students to use alternative methods to
solve problems as well as offer them different problem-solving
methods.
7. Encourage Creative Thinking
Creative thinking is when students invent, imagine, and design what
they are thinking. Using creative senses helps students process and
understand information better. Research shows
that when students utilize creative higher-order thinking skills, it indeed
increases their understanding. Encourage students to think “outside of
the box.”
8. Use Mind Movies
When concepts that are being learned are difficult, encourage students
to create a movie in their mind. Teach them to close their eyes and
picture it like a movie playing. This way of higher order thinking will truly
help them understand in a powerful, unique way.
9. Teach Students to Elaborate Their Answers
Higher-order thinking requires students to really understand a concept,
not repeat it or memorize it. Encourage students to elaborate their
answers by asking the right questions that make students explain their
thoughts in more detail.
10. Teach QARs
Question-Answer-Relationships, or QARs, teach students to label the
type of question
that is being asked and then use that information to help them formulate
an answer. Students must decipher if the answer can be found in a text
or online or if they must rely on their own prior knowledge to answer it.
This strategy has been found to be effective for higher-order thinking
because students become more aware of the relationship between the
information in a text and their prior knowledge, which helps them
decipher which strategy to use when they need to seek an answer.
Creative learning
3 Types of Creativity
1. Combinational Creativity-combining old ideas in new ways. e.g.
Analogy in Science
2. Exploratory creativity – what do the rules enable me to do? e.g. Jazz
music
3. Transformational creativity – significant alteration of one or more
rules in concept
space. e.g. E=MC2
The Four Pillars of Learning in the 21st Century
A desire to learn continuously through one’s lifetime is a mark of a 21st
century learner. The International Commission on Education for the
Twenty-first Century to UNESCO, headed by Jacques Delors,
identified learning throughout life as a key to meet the challenges of
the 21st century.
The Commission’s 1996 report, Learning: The Treasure Within,
highlighted the need for individuals to “learn how to learn” to cope with
the rapid changes and challenges of the present and the future. It
describes a holistic approach to learning that encompasses more than
what occurs in the classroom. This is referred to as lifelong learning a philosophy that involves the development of knowledge, skills,
attitudes, and values throughout one’s life—from early childhood
through adulthood.
Learning is seen not just as an intellectual process, but one that
encompasses all aspects of an individual’s life, including their role in
the community, performance in the workplace, personal development,
and physical well-being.
The report presented a framework that organized lifelong learning into
four pillars: learning to know, learning to live together, learning to do,
and learning to be. The four pillars of learning are seen as fundamental
principles for reshaping 21st century education.
The Four Pillars of Learning is proposed as a framework to understand
what students need to acquire and develop in themselves. Knowing
these pillars and applying them to your own learning can help you
develop the KSAVs required to fulfill your tasks and roles as a provider
of quality and relevant education to your students.
An Overview of the Four Pillars of Learning
Learning to Know
Learning to Know involves the acquisition and development
of knowledge and skills that are needed to function in the world.
Examples of skills under this pillar of learning include literacy,
numeracy, and critical thinking.
Learning to Live Together
Learning to Live Together involves the development of
social skills and values such as respect and concern for others, social
and inter-personal skills and an appreciation of the diversity among
people. These skills would enable individuals and societies to live in
peace and harmony.
Learning to Do
Learning to Do involves the acquisition of skills that would
enable individuals to effectively participate in the global economy and
society. These skills are often linked to occupational success, such as
vocational and technical skills, apprenticeships, and leadership and
management competencies.
Learning to Be
Learning to Be involves activities that promote holistic
personal development (body, mind and spirit), for an all-round
‘complete person.’ These include cultivating one’s self analytical and
socials skills, creativity, personal discovery and an appreciation of the
inherent value provided by these pursuits. An example under this pillar
is a teacher who participates in training workshops that will enhance
his/her knowledge and skills in the teaching learning process.