GURO21 Course 1 Module 1

GURO21
MODULE 1
Equipping Teachers with Knowledge,

Skills, Attitudes, and Values
for the 21st Century
Southeast Asian Ministers of Education Organization

Regional Center for Educational Innovation and Technology
Philippine Copyright 2011
Southeast Asian Ministers of Education Organization (SEAMEO)
Regional Center for Educational Innovation and Technology (INNOTECH)
ISBN 978-971-0487-38-7
All Rights Reserved.
No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means without prior permission of SEAMEO
INNOTECH.
http://www.seameo-innotech.org
Contents
What Is This Module About? ............................................................................... 1
What Will You Learn? ........................................................................................... 3
Flow of Instruction ................................................................................................ 4
What Do You Already Know? ............................................................................. 7
Feedback ................................................................................................................. 9
How Do You Rate Yourself? ................................................................................. 10
Lesson 1: Learning to Know as a 21st Century Teacher 13
What Is This Lesson About? .............................................................................13

What Will You Learn? .......................................................................................14
Let’s Try This (Activity 1.1) .............................................................................14
Let’s Study: The 21st Century’s Changing Landscape................................. 16
Let’s Study: The Critical Attributes of 21st Century Education ................. 20
Let’s Try This (Activity 1.2)..............................................................................25
Feedback................................................................................................................. 26
Let’s Try This (Activity 1.3) ............................................................................. 26
Let’s Study: New Parameters for Teaching and Learning in the .................
21st Century............................................................................................... 27
Let’s Think About This .......................................................................................... 30
Let’s Read: New Process of Learning.................................................................. 31
Let’s Think About This........................................................................................ 31
Let’s Study: New Types of Learners .................................................................
New Spaces/Dimensions of Learning.................................................... 32
Let’s Study: The 21st Century Classroom ....................................................... 36
Feedback................................................................................................................. 39
Let’s Read: The Four Pillars of Learning in the 21st Century ........................ 41
Let’s Study: Learning to Know as a 21st Century Teacher............................ 46
Let’s Read: 21st Century Literacies................................................................... 48
Let’s Try This (Activity 1.8).............................................................................. 50
Feedback............................................................................................................. 51
Let’s Read........................................................................................................... 52
Feedback............................................................................................................. 53
Let’s Think About This .................................................................................... 54
Let’s Study: Information and Communication Technology (ICT)
Literacy...................................................................................................... 54
Let’s Read........................................................................................................... 55
Let’s Try This (Activity 1.9)............................................................................. 58
Feedback............................................................................................................. 60
Feedback............................................................................................................. 61
Let’s Study: Media Literacy............................................................................. 62
Let’s Try This (Activity 1.10)............................................................................ 63
Feedback............................................................................................................. 66
Let’s Remember ............................................................................................... 67
How Much Have You Learned From This Lesson? ................................... 69
Feedback ........................................................................................................... 77
Lesson 2: Learning to Live Together and Learning to Do

as a 21st Century Teacher 79
What Is This Lesson About? .......................................................................... 79

What Will You Learn? ..................................................................................... 81
Let’s Try This (Activity 2.1) .......................................................................... 81
Feedback ........................................................................................................... 83
Let’s Study: Learning to Live Together in the 21st Century ..................... 83
Feedback ........................................................................................................... 89
Let’s Study: Learning to Live Together – Life and Career Skill #1:
Social and Cross-Cultural Skills............................................................ 89
Let’s Try This (Activity 2.3) ........................................................................... 92
Feedback ........................................................................................................... 96
Let’s Think About This ................................................................................... 96
Let’s Study......................................................................................................... 97
Let’s Try This (Activity 2.4) ............................................................................ 98
Let’s Read: The Characteristics of Teachers who Promote
Appreciation and Respect for Cultural Diversity............................... 99
Feedback ........................................................................................................... 101
Feedback ............................................................................................................. 103
Let’s Think About This ..................................................................................... 104
Let’s Study: Learning to Live Together – Life and Career Skill #2:
Flexibility and Adaptability.................................................................... 104
Feedback ............................................................................................................. 105
Let’s Read: Adaptability.................................................................................... 106
Let’s Study: Guidelines for Developing Adaptability.................................. 107
Let’s Read: Flexibility......................................................................................... 108
Let’s Try This (Activity 2.7) .............................................................................. 110
Feedback ............................................................................................................. 110
Let’s Remember.................................................................................................. 111
Let’s Try This (Activity 2.8) .............................................................................. 113
Feedback ............................................................................................................. 114
Let’s Study: Learning to Do as a 21st Century Teacher................................ 115
Let’s Read: Learning to Do – Life and Career Skill #1
Initiative and Self-Direction ................................................................... 117
Productivity and Accountability ........................................................... 118
Feedback ............................................................................................................. 123
Let’s Study: Accountability ............................................................................. 124
Feedback ............................................................................................................ 126
Feedback ............................................................................................................. 130
Leadership and Responsibility ............................................................... 130
Feedback ............................................................................................................. 133
Let’s Read: Developing Responsibility as a Learning to Do Skill............... 134
Feedback ............................................................................................................. 139
Feedback ............................................................................................................. 141
Let’s Remember ................................................................................................. 142
How Much Have You Learned From This Lesson? ..................................... 143
Feedback ............................................................................................................. 147
Lesson 3: Learning to Be as a 21st Century Teacher 148
What Is This Lesson About? ............................................................................ 148

What Will You Learn? ....................................................................................... 149
Feedback ............................................................................................................. 150
Let’s Read: Learning to Be in the 21st Century............................................ 150
Let’s Study: Learning to Be Competencies .................................................... 152
Let’s Read: Learning to Be Competencies: Having Social Commitment
and Pursuing Balance and Completeness ............................................ 154
Feedback ............................................................................................................. 157
Feedback ............................................................................................................. 160
Let’s Study: Learning to Be and Quality Education ..................................... 161
Feedback ............................................................................................................. 162
Let’s Read............................................................................................................. 162
Feedback ............................................................................................................. 165
Feedback : Interrelatedness of the Four Pillars of Learning ........................ 166
Let’s Remember ................................................................................................. 167
How Much Have You Learned From This Lesson? ...................................... 167
Feedback ............................................................................................................. 169
Let’s Sum Up .......................................................................................................... 170

How Much Have You Learned From This Module? ........................................ 172
Feedback ................................................................................................................. 177
How Do You Rate Yourself Now? ....................................................................... 177
Let’s Apply What You’ve Learned (Module Assignment) ........................... 178
Key to Correction .................................................................................................. 180
Suggested Readings/Websites ............................................................................ 214
Glossary .................................................................................................................. 214
References ............................................................................................................... 220
What Is This Module About?
Imagine this – a classroom filled with students, seated in groups of fours

or fives in different areas of the room, with each group similar to the set-
up shown above. They are animatedly talking about last night’s email ex-
changes and electronic discussions about their science projects. The teams
continue to plan their project and work on their group presentation to get
the comments and feedback of their classmates. Monina and her three group
mates, Thuy, Khalid, and Nuinda, are huddled around a computer. They are
getting information from the internet on how to build a solar system model
using indigenous materials in the community. Then, they summarize their
output and get ready for the group presentation. Other groups are similarly
on task, working on their respective science projects. The classroom is abuzz
with activity and discussions, but the class is far from noisy or rowdy. Near
the end of the class session, a volunteer from each group presents their report
using PowerPoint projected on a display screen. A combination of images,
text, and animations are common in each group’s presentation.
Have you experienced or observed a classroom situation such as the

one described above? If so, you are in good company, as this scenario
is becoming common in schools in Asia and in other parts of the world.
Isn’t it great to see students actively engaged in their lessons, learning on
their own and from each other, and from other information sources (e.g.,
the internet)? I’m sure it would bring such joy to any teacher seeing his/
her students adept at using available instructional technology, such as
computers and the internet in the classroom.
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century 1
The scenario depicted in the previous page may characterize 21st centu-
ry teaching and learning. How does this classroom setting compare with
what you experienced when you were a student? I think you will agree
that this is quite different from classroom situations several years ago. This
does not come as a surprise; after all, the world, as well as the education
arena, has indeed seen significant changes in the past decades. Foremost
among these changes is in the area of technology. With the speed at which
technology is developing and impacting on the world, it is impossible to
imagine education in the 21st century not being immersed in technology.
Aside from technology, there are other changes in 21st century teaching and
learning. Instruction is different now from what it was in the past in terms
of lesson content and scope, and the teaching-learning processes. Knowl-
edge, competencies, and skills developed in learners in the past centuries
may no longer be attuned to the needs of the current times. Thus, you and
your students will require new sets of knowledge, skills, attitudes, and val-
ues (KSAVs) to cope with the challenges and demands of the 21st century.
As a teacher, you have the special responsibility to guide your learners

towards becoming the best that they can be, and at the same time, help
them meet the challenges of the 21st century. You are tasked to help provide
your students with the knowledge, skills, attitudes, and values they need
to succeed in their studies, work, and life amidst the fast-paced changes in
the 21st century. To do this, it is necessary that you also possess and devel-
op these knowledge, skills, attitudes, and values within yourself. You will
then be more than ready to become an important agent towards preparing
your students to become productive members of 21st century societies.
This module is the first module in the GURO21 Course, Facilitating the
Development of 21st Century Skills for Southeast Asian Teachers. Module
One, Equipping Teachers with Knowledge, Skills, Attitudes, and Values
for the 21st Century will help you take the first steps towards this goal by
introducing you to KSAVs essential for teachers in the 21st century. You
will also gain knowledge on new learning perspectives in the light of the
changes and challenges in the 21st century, and in the context of Southeast
Asian schools.
2 Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
Providing an overarching framework for the lessons in this module is
UNESCO’s four pillars of learning, identified as the key towards 21st century
education. With this module, you will develop professional and personal
readiness as a 21st century teacher so that, in turn, you will be able to help
your students become 21st century-ready themselves.
What Will You Learn?

At the end of this module, you should be able to equip yourself with the
knowledge, skills, attitudes, and values (KSAVs) required of a 21st century
teacher, which you can then pass on to your students to help them face the
challenges of the 21st century.
Specifically, you should be able to:
• Describe the critical attributes of education in the 21st century.
• Analyze the new parameters for teaching and learning in the 21st
century.
• Explain UNESCO’s four pillars of learning as a framework for 21st

century teaching and learning.
• Identify the core themes, literacies, and competencies of the 21st

century.
• Relate UNESCO’s four pillars of learning – (1) Learning to Know; (2)

Learning to Live Together; (3) Learning to Do; and (4) Learning to Be – to
life and career skills of the 21st century.
• Equip yourself with knowledge, skills, attitudes, and values

(KSAVs) of the 21st century.
• Assess your leadership skills as a 21st century teacher.
• Explain the characteristics of information and communication

technology (ICT) and media-literate individuals.
• Evaluate your level of competency in integrating ICT in the

classroom.
The three lessons in this module will equip you with the necessary
knowledge, skills, attitudes, and values required of a teacher in the 21st
century.
Lesson 1 : “Learning to Know” as a 21st Century Teacher
Lesson 2 : “Learning to Live Together” and

“Learning to Do” as a 21st Century Teacher
Lesson 3 : “Learning to Be” as a 21st Century Teacher
Flow of Instruction
Lesson Focus Topics
1. Learning to Know • Describes the • 21 Century’s
st
as a 21st Century critical attributes Changing Landscape

Teacher of education in the
21st century. • Critical Attributes
of 21st Century
Education

• Discusses the • New Parameters
new parameters for Teaching and
for teaching and Learning in the 21st
learning in the 21st Century
century.
• The 21st Century
Classroom
• Explains the four • The Four Pillars of

pillars of learning Learning
as a framework
for 21st century
education.
• Discusses the first • Learning to Know as a

pillar of learning, 21st Century Teacher
Learning to Know.
Lesson Focus Topics
• Identifies the core • 21 Century
st
themes, literacies, Literacies

and competencies
of the 21st century.
• Explains issues • Media Literacy

pertaining to
media and ICT • ICT Literacy
literacy that affect
teachers.
• Assesses one’s level

of competency
in integrating
Information and
Communication
Technology (ICT)
in the classroom.
2. Learning to Live • Explains the pillar, • Learning to Live
Together and Learning to Live Together in the 21st
Learning to Do as Together, and how Century
a 21st Century it relates to life and
Teacher career skills in the
21st century.
• Discusses 21st • Learning to Live

century life and Together Life and
career skills under Career Skill #1:
the pillar, Learning Social and Cross-
to Live Together. Cultural Skills
• Assesses one’s • The Characteristics

attributes as a of Teachers
teacher of peace in of Peace who
the 21st century. Promote
Appreciation
and Respect for
Cultural Diversity
Lesson Focus Topics
• Explains the pillar, • Learning to Do as
Learning to Do, a 21st Century
and how it relates Teacher
to life and career
skills in the 21st • Learning to Do Life
century. and Career Skill
#1: Initiative and
Self-direction
• Discusses 21st • Learning to Do Life

century life and and Career Skill
career skills under #2: Productivity
the pillar, Learning and Accountability
to Do.
• Learning to Do Life
and Career Skill
#3: Leadership and
Responsibility
• Assesses one’s • Leadership At-

leadership tributes of a 21st
attributes as a 21st Century Teacher
century teacher.
3. Learning to Be as • Explains the pillar, • Learning to Be as
a 21st Century Learning to Be, as a 21st Century
Teacher it relates to your Teacher
daily life and life
as a teacher of the
21st century.
• Describes the com-

petencies under
the pillar, Learning
to Be.
• Applies the com-

petencies of Learn-
ing to Be pillar to
your daily life and
life as a 21st cen-
tury teacher.
What Do You Already Know?
To find out how much you already know about the concepts discussed in
this module, try to answer the following Module pre-test:
1. Identify at least three attributes or characteristics of 21st century

education.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. As a teacher, why is it important to acquire the knowledge, skills,

attitudes, and values needed to adjust to the demands of the 21st century?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What are the characteristics of teaching and learning in the 21st
century? Describe each.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. What are the “four pillars of learning”? Provide a brief description for
each.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
5. Identify and briefly describe some of the core literacies of the 21st
century.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
6. Why should cultural diversity be respected and promoted in schools

and in communities?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
7. Identify three attributes of a teacher who is a leader in 21st century

schools. Briefly explain each attribute.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
8. Describe a person who is:

A. information and communications technology (ICT) literate
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
B. media literate
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Feedback
Let us check how well you fared. Compare your answers with those on
pages 180-185. Give yourself one point for each number where your answer
is correct. Your answers may not be expressed in exactly the same words.
As long as the thoughts expressed are similar, give yourself one point for
each question.
If you answered all questions correctly, congratulations! It shows that you

are already familiar with the contents of this module. If your score is less
than seven, you have some ideas about the topics covered but need to learn
more in order to be a teacher who is more equipped to provide education
in the 21st century.
Before you proceed to Lesson 1, evaluate your current level of competency

as a teacher equipped with the KSAVs needed for the 21st century by
completing the Self-Rating Competency Checklist on the next page. For each
listed competency, place a check mark in the column that describes your
current level of skill and ability.
How Do You Rate Yourself?
SELF-RATING COMPETENCY CHECKLIST
Directions: The following checklist contains a list of competencies covered

in this module. For each competency, there are four possible levels of
mastery (Novice, Apprentice, Practitioner, Expert). You will use this
matrix to rate your level of mastery of each competency prior to studying
the module (PRE), and after you complete the module (POST). For each
competency, place a check mark (p) under the appropriate “PRE” column
which best describes your level of mastery prior to studying the lessons
of the module. You will place a check mark (p) under the appropriate
“POST” column when you have completed the module. Comparing your
two self-ratings on the PRE and POST columns will tell you whether you
have improved your competency level or not.
I cannot I am I can do this I can

do this learning how but I need to do this
yet to do this learn more very well
COMPETENCY
(Novice) (Apprentice) and improve (Expert)
(Practitioner)
Pre Post Pre Post Pre Post Pre Post
1. Describe
the critical
attributes of
21st century
education.
2. Discuss the new

parameters for
teaching and
learning in the
21st century.
3. Explain the
four pillars
of learning
framework for
21st century
education.
COMPETENCY (Novice) (Apprentice) and improve (Expert)
(Practitioner)

4. Explain the
importance
of lifelong
learning in the
21st century.
5. Identify the
core themes,
literacies, and
competencies
of the 21st
century.
6. Determine ways
to improve
knowledge,
skills, attitudes,
and values
(KSAVs) on
21st century
life and career
skills.
7. Promote peace
and respect for
cultural diver-
sity as a 21st
century teacher.
8. Demonstrate
the leadership
attributes of a
21st century
teacher.
COMPETENCY (Novice) (Apprentice) and improve (Expert)
(Practitioner)

9. Integrate In-
formation and
Communica-
tions Technol-
ogy (ICT) in the
classroom.
How did you fare in the checklist? Which competencies do you need to
develop further? Keep them in mind as you study the lessons that follow.
If you answered “I can do this very well” for all of the competencies, that’s
very good! That means you already have the knowledge, skills, attitudes
and values essential for teachers in the 21st century. However, you may still
want to read this module in order to review what you already know.
If there are any competencies that you feel you need improvement on, then
this module is for you. This module will help develop the KSAVs that
you need to become a more effective 21st century educator. You may now
proceed to Lesson 1, Learning to Know as a 21st Century Teacher.
LESSON
1
Learning to Know
as a 21st Century Teacher
What Is This Lesson About?

Never before in the history of the planet have so many people – on their own –
had the ability to find so much information about so many things and about so
many other people.
Thomas Friedman (2005)
Reflect on the quote above. Isn’t it amazing that, with the use of computers
and the internet, thousands, if not millions of information, can be had
with just a few keystrokes on the keyboard? Now more than ever, people
are accessing information - news, current events, and lessons - on every
conceivable topic. Do you know that, on the average, individuals absorb
around 13 pieces of new information a day, from newspaper, television,
and the internet? This is based on a study (The Scotsman, 2008), which
further reported that the information that we read, hear or see, adds up
to 275,000 pieces of news over an average lifetime. That’s a whole lot of
information!
With this deluge of information, coupled with the fast-paced changes in the
21st century, how can you equip yourself with the necessary knowledge,
skills, attitudes, and values to make sense of all these information as you
face the changes and challenges of the current times and beyond? And, as a
teacher, how can you, in turn, help your students address the changes and
challenges that the 21st century brings?
This lesson will help you address these questions. In this lesson, you
will learn about the changing landscape of the 21st century, as it relates
to education, specifically in the Southeast Asian context. You will also
become familiar with the critical attributes of 21st century education, as
well as the new learning environment of the 21st century.
This lesson and the lessons that follow are anchored on UNESCO’s four
pillars of learning, which serve as the overarching framework of this module.
The first of the four pillars, learning to know, will be discussed in detail in
this lesson as it applies to your life as a 21st century teacher.

After studying this lesson, you should be able to:
• Describe the critical attributes of 21st century education.
• Analyze the new parameters for teaching and learning in the 21st
century.
• Explain UNESCO’s four pillars of learning as a framework for 21st

century education.
• Discuss the first pillar of learning, learning to know, in relation to the

new literacies of the 21st century.
• Identify the core themes, literacies, and competencies of 21st century

education.
• Describe critical attributes of information and communications

technology (ICT) and media literate individuals.
• Explain issues pertaining to media and ICT literacy that affect

teachers.
• Assess one’s level of competency in integrating Information and

Communication Technology (ICT) in the classroom.
Let’s Try This (Activity 1.1)

Before proceeding to the rest of this lesson, do the activity below.
Mrs. Rosalia Santos, a primary school teacher in the Philippines, is presently

taking up graduate studies in education. For her assignment, her professor
asked her to write an essay on the changes in Philippine society in the past
four decades. Read her short essay on the next page.
The Changes in Philippine Society- From the 1970s to the 21st Century
by Mrs. Rosalia Santos
Philippine society has been characterized by massive changes over the period
1970 to the present. Some of these changes were slow to occur while some were
fast and drastic. In the area of politics, the last four decades have seen changes
in the leadership of the government. From the Martial Law era of President
Marcos in the 1970s to the early 1980s, to the Aquino, Ramos, Estrada,
Arroyo, and now, Aquino administration, politics has inevitably shaped the
way Filipinos live. There was the “People Power Revolution” in 1986 which
toppled the Marcos regime and catapulted Corazon Aquino to power.
With this political change, the Philippine economy showed improvements

including a rise in the number of the middle class and an increase in the number
of Filipinos working abroad. These political and economic changes, on the other
hand, led to social changes. Part of the social changes is the changing structure
of the home as family members’ roles shift and mobility of individuals and
families increases.
Values have changed, too. There is a lot of influence being felt from Western
societies. Filipinos have learned to adapt to new ways of life such as being more
open to modern ways of living.
Technology also created changes in the way people communicate all over the
country and beyond. Cellular phones, computers and mass media are becoming
more and more popular and accessible.
The environment has suffered from the lifestyle changes of the Filipinos.
Pollution and other environmental problems have increased but there is
a growing awareness among government officials and among the general
population to address these problems.
Overall, the 21st century has brought about several changes in the Philippine
society – some are positive while others are negative. The challenge remains for
us Filipinos to address the problems that come with the changing times and to
work together towards a better future.
After reading Mrs. Santos’ essay, reflect on the following questions: What
are some of the changes in Philippine society described by Mrs. Santos?
What would be the possible effects of these changes on 21st century educa-
tion in the Philippines? Write your answer on the space below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your response with your co-learners and Flexible Learning Tutor.
You may also compare your ideas with mine in the following section.
Let’s Study
The 21st Century’s Changing Landscape
In Mrs. Rosalia Santos’ essay, the Philippines experienced many changes

as it approached the 21st century. These changes have encompassed all
aspects of life in the country - from political to economic, technology,
society, and the environment. Comparable changes have occurred in
other Southeast Asian countries. All these will definitely have a significant
impact on you as a teacher and your students as you face life in the 21st
century. It is important that you understand these changes so that you will
be better equipped to adapt to them. In turn, you will also be better at
helping your students adapt to these changes as well. Always remember
that you cannot give what you do not have.
Did you notice that the changes and challenges described in Mrs. Santos’
essay fall under five categories? These are social, technological, economic,
ecological, and political changes. Kyler (2003) developed a tool to describe
these change areas, aptly named STEEP. This tool has five elements, with
each letter in the tool’s name representing an element. These are:
S – Social,
T – Technological,
E – Economic,
E – Ecological/Environmental, and
P – Political.
Analyzing the STEEP changes and challenges will help you obtain a better
picture and understanding of how these will affect your life as a 21st
century teacher, and its impact on you, your students, and your school.
Read on and find out more about STEEP changes and challenges and how
these affect your life as a teacher and your students.
1. Social
This element describes society as a whole. Changes under this category

may include demographics, lifestyles, religion, education, and age
distribution of the population. When the social environment changes,
people’s lives are usually affected by these changes. For example, the
increasing migration within a country and from one country to another
has been observed in many countries in the region and in the world.
This has led to students becoming more diverse in terms of their cultural
background, making it more challenging for schools to adjust to their
individual needs.
Can you think of other impacts that increasing migration and other
social changes has on you, your students, and in the school system in
general?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Remember that you, as a teacher, must be able to recognize and monitor

changes in society so that you will be better equipped in helping your
students adapt to these changes.
2. Technological
The new millennium was ushered in by a dramatic technological

revolution (21st Century Schools, 2008). You need only to look around
to see that ours is a world that is immersed in technology. Computers,
mobile phones, and other modern-day gadgets are seen not only in
schools and in the work place, but also in homes and in communities.
Twenty-first century schools are now becoming more infused with
technology - computers and the internet are being increasingly used in
instruction at all levels and in almost all subjects. It is your task as a
21st century teacher to monitor and take note of the effects the changes
within the technological environment will have on your students and in
the way teaching-learning is delivered.

How have technological changes affected you, your students, and your
school? Write your ideas on the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Economic
A key change in the Southeast Asian region is economic. In 1996,

Thailand’s General Prem Tinsulanonda said that “in merely five
decades, Asia has become the region with the highest rate of economic
growth.” Since then, a rapid growth in economy in most countries in the
region has been observed, resulting in other changes in Asian societies.
The 20th century saw the rise of China and India, but the 21st century
may well see Southeast Asia as having stronger economies (New Straits
Times, 2010).
What impact do you think a stronger economy will have on you and
your students? What about the impact on your school? Write your ideas
on the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Did you mention that the increase in income might mean more access to
education in families? If so, you are correct. More parents will be able
to send their children to school. Schools will have more resources to
strengthen their instruction, including acquisition of technologies used
for teaching and learning.
Share your ideas with your co-learners and Flexible Learning Tutor.
4. Ecological/Environmental
The ecological element considers the present-day situation of the

physical and biological environments that you and your students, as
well as your school, can face. It is imperative for you as a teacher, to
help guide your students in becoming aware of the changes in the
environment, such as pollution, deforestation, and global warming, and
how these affect their lives and those around them. You will learn later
on that knowledge about the environment, or ecoliteracy, is one of the
21st century literacies that students need to develop.
For example, teachers like you can encourage students to do “paperless”

assignments by asking them to submit their outputs through email. You
may also encourage them to use both sides of the paper for their school
work. This way, students learn the value of conservation of natural
resources.
What are some other ways that you, as a 21st century teacher, can help
your students become more aware of environmental issues and changes
in the 21st century and how to address them? Write your ideas on the
space below.
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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. Political/Legal
This element consists of understanding the political and legal

environments of a country or region where your school operates.
As a teacher, you have to understand and adapt to the political and
legal changes in your school’s environment. For example, changes in
locally-elected officials in your community may affect the support that
the local government gives to your school. Some public officials are
education champions, while others relegate education as among their
least priorities.
Remember that this task - of understanding the political landscape in
your school - is not the sole responsibility of your school head. Once
you understand the political environment in your school, you will be in
a better position to help your students cope with 21st century changes
in this area.
Reflect on the most recent political changes in your country. How have
these political changes affected your daily life and your life as a teacher?
What about the lives of your students? Write your ideas on the space
below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Now that you have learned about 21st century changes and challenges, do
you want to know how these would impact the field of education? If so,
continue reading and find out.
Let’s Study
The Critical Attributes of 21st Century Education
The world of teachers and students is expected to continue to change dra-

matically throughout the 21st century and beyond. There is a paradigm shift
in the way teaching and learning is delivered. As a 21st century teacher, you
need to develop essential knowledge, skills, attitudes, and values to be able
to cope with these changes and to help your students address them as well.
But, have you ever wondered what 21st century education looks like? What
changes does the 21st century bring to the teaching and learning process?
Take a few minutes to reflect on these questions. Write your ideas on the
lines provided below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your reflections with your co-learners and Flexible Learning Tutor.
How did you picture 21st century education? Perhaps some of you may
have mentioned that the curriculum of the 21st century is different from
that of earlier decades. Teaching strategies may have also come up in
your discussion about changes in 21st century education. These are but
some of the changes and characteristics of 21st century education that you
and your students face today and in the future. Educators have identified
characteristics or attributes critical to 21st education. As a modern-day
teacher, you need to be aware what these are and you must strive to
understand them so that you may be able to integrate them in your teaching.
These critical attributes are shown in the figure below.
Critical Attributes of the 21st Century
Integrated and Global

Interdisciplinary classrooms
Technologies 21st Century

& Multimedia Skills
Student- Relevant,
Centeredness Rigorous, and
Real World
Project-Based & Creating/Adapting to Constant

Research-Driven Personal and Social Change,
and Lifelong Learning
Source: 21st Century Schools (2011)
Can you distinguish the eight attributes from each other?
Read on and learn more about each of these attributes in greater detail.
1. Integrated and Interdisciplinary
Nowadays, knowledge is no longer distinctly divided into clear-cut

learning chunks or separate subjects. Education in the 21st century is
characterized by linkages among various subject areas in an integrated
manner. The new approach promotes the utilization of learning from
various disciplines.
This critical attribute implies that teachers need to review the school
curriculum and identify strategies or ways on how different subjects can
be effectively linked to enhance the learning experiences of students.
For example, music and algebra can be linked together in the discus-
sion of fractions. The time signature of music uses fractions; as such,
you, as a good teacher, can certainly apply this to both your music or
math classes.
2. Technologies and Multimedia
Education in the 21st century makes full use of available Information

and Communication Technology, or ICT (e.g., computers and the inter-
net) as well as multimedia (e.g., using audio- and video-based instruc-
tion) to improve teaching and learning activities. The ability to find,
evaluate, utilize, and create information using technologies and multi-
media, or digital technology in general, is referred to as digital litera-
cy. As a teacher, some of your day-to-day activities – writing reports,
creating multimedia presentations, and communicating or exchanging
information with your colleagues and students online – require differ-
ent levels of digital literacy. As such, it is important for you to develop
your digital literacy skills so that you can in turn pass these on to your
learners.
This critical attribute implies that your school will need to acquire and
use computers and various multimedia equipment to enhance learning
to the best extent possible. Training is also needed for teacher-users as
part of a bigger “technology plan.”
3. Global Classrooms
Education in the 21st century aims to produce global citizens by

exposing students to the concerns of the region and other countries.
They are encouraged to react and respond to issues as part of their roles
as global citizens.
This critical attribute implies that teachers need to include current

global issues/concerns, such as peace and respect for cultural diversity,
climate change, and global warming, in classroom discussions.
4. Creating/Adapting to Constant Personal and Social Change,

Education in the 21st century subscribes to the belief that learning does
not only happen inside the school and during one’s schooling years.
Learning can take place anywhere, anytime, regardless of one’s age.
This means that teachers should facilitate students’ acquisition of

KSAVs that go beyond academics. Learning should take place not only
for the purpose of passing exams, but also for transferring knowledge
to real life situations. The curriculum should be planned in such a way
that the students will continue to learn even outside the school’s portals.
5. Student-Centered
Education in the 21st century is focused on students as learners. It

is tailor-fit to address the individual learning needs of each student
Differentiated instruction is common in 21st century classrooms,
where diverse student factors are taken into account when planning
and delivering instruction. You, as a teacher, can structure learning
environments that address the variety of learning styles, interests,
needs, and abilities found in your classroom
This critical attribute implies that teachers should act as facilitators of

learning — not as “sages on the stage” but as “guides on the side.”
Learners should be given opportunities to discover new knowledge,
learn with one another, and create their own learnings.
6. 21st Century Skills
Education in the 21st century promotes the skills needed to be productive

members of today’s society. It is not enough for students to learn the
basic skills of reading, writing, and numeracy, but should develop in
themselves skills that would help them cope with life and work in 21st
century communities. These skills include, among others, critical and
creative thinking skills, problem solving and decision making, and ICT
literacy and skills. As a teacher, you are expected to possess these 21st
century skills before you can help your students develop these skills.
7. Project-Based and Research-Driven
Among the critical attributes of 21st century education is the emphasis on

data, information, and evidence-based decision making. It relies heavily
on student-driven activities to encourage active learning. This implies
that teachers of the 21st century need to be knowledgeable about research
to guide their students’ learning through self-directed activities, such
as learning projects within and outside their classrooms. Investigatory
projects showcased in many science fairs across Southeast Asia and in
the world are examples of research-based activities of students.
8. Relevant, Rigorous and Real-world
Education in the 21st century is meaningful because it is rooted in real

life day-to-day activities of learners. It can be applied to the realities of
the present and includes what students need to develop to enable them
to become productive members of the 21st century.
This critical attribute implies that topics are taught using current and
relevant information and linked to real-life situations and context. As
a 21st century teacher, you need to be updated on the current trends,
developments, and issues in your school, community, and in the world,
so that your teaching will be relevant to the lives of your students.
Newspapers, TV and radio news, and the internet are good sources of
relevant and up-to-date information that you can access.
How well did you learn the critical attributes of 21st century education in
your own setting? Let’s see as you work out this activity. For each critical
attribute in Column 1, provide Suggested Teaching and Learning Activities to
Achieve the Attribute in Column 2. In Column 3, write the word YES if you
are currently doing these suggested activities in your school, and NO if you
are not. Item 8 has been done for you as an example.
Critical Attributes Suggested Teaching Are you currently do-

of 21st Century and Learning ing these suggested
Education Activities to Achieve activities in your
the Attribute school? (Yes/No)
1. Integrated and
Interdisciplinary
2. Technologies and
Multimedia
3. Global
Classrooms
4. Creating/Adapting
to Constant Personal
and Social Change,
5. Student-Centered
6. 21st Century Skills
7. Project-based and
Research-driven
8. Relevant, Rigorous, Engage learners in Yes

and Real-world collaborative projects
that will challenge
them to find ways in
solving real-world
problems, such as
pollution, global
warming, drug addic-
tion, and the like.
Take a good look at your output table and think about the teaching and
learning practices in your school. Did you have many Yes answers? If this is
the case, congratulations! Your school is ready for the 21st century. If not,
do not despair. This module is meant to help you achieve this goal.
What does your output table tell about your school? Does your school
manifest the critical attributes of 21st century education? Explain your an-
swer in the space below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Feedback
How did your discussion with your co-learners and Flexible Learning Tutor
go? You may want to share your discussions and your learnings with your
colleagues and school head, so that you may all work together towards help-
ing to make your students and your school become 21st century ready.
You were able to catch a glimpse of how teaching and learning looks like
in the 21st century by learning about the critical attributes of 21st century
education. These critical attributes are aligned with the new teaching and
learning environment in the 21st century. Read on and find out more about
this topic.

Have you ever considered the changes that you, as a teacher, have observed
in your students, in your classroom, and in your school over the past few
years? You may have observed that the teaching and learning environment
now is very much different from what it was in the past. As everything
else changes, education in the 21st century has also changed and is now
characterized by new features.
Study the first column of the table below, which provides a list of the
new parameters in education in the 21st century. Your task is to provide
examples of the “new things” in education listed in the first column. You
may write your answer in the second column. The last item, New Spaces/
Dimensions of Learning, has been done for you. Work on the rest of the
examples.
What’s New in Education Examples

New environment of learning
New content of learning
New process of learning
New types of learners
New spaces/dimensions of learning Classes can now be held online
instead of only within class-
rooms
Discuss your answers with your co-learners and Flexible Learning Tutor.
Read the following pages on the new learning in the 21st century and find
out if your answers in the previous activity are correct.
Let’s Study
New Parameters for Teaching and Learning
in the 21st Century
You have learned earlier that education in the 21st century is characterized
by changes that teachers like you should be aware of to effectively guide
your students and help your school adapt to and make the most of these
changes.
The changes and developments in the 21st century education fall into the
following key categories (Zhou, 2006):
1. New environment of learning,
2. New content of learning,
3. New process of learning,
4. New types of learners, and
5. New spaces/dimensions of learning.
Continue reading and learn more about what’s new in these elements of
21st century education.
1. New Environment of Learning
What comes to your mind when you hear the phrase “new learning
environment”? If you mentioned that the term refers to innovative and
modern ways of teaching and learning, such as the use of technology
as a teaching/learning tool, then you are correct. But, new learning
environment is more than the use of technology in instruction. The
21st century learning environment is also characterized by being more
student-centered than teacher-centered. It also entails learning that
goes beyond the confines of the classroom. This is in contrast with the
traditional learning environment, which is usually characterized by rote
memorization in a teacher-centered classroom, and the “chalk and talk“
lecture method that predominates instruction.
Foremost in the new learning environment in the 21st century is the

availability of new Information and Communication Technologies
(ICTs), such as mobile phones, computers, and the internet, in the
classroom and in schools. These are breaking barriers of time and
space for global access to updated information by anyone, anytime, and
anywhere. These ICTs provide new learning environments that offer
opportunities for teachers and learners to explore new ways of delivering
and receiving instruction. Instead of the usual instruction being done
inside the “four walls of the classroom,” interactive technologies allow
for exchange of ideas between teachers and students in various schools
in “real time.”
The availability of the new ICTs also encourages new types of learning
interactions: between teacher-learner, teacher-teacher, learner-experts,
and between learners-computer.
In a continuum from traditional to new environment, where would you
position your school? Place an X mark where you think your school is.
Traditional New
Learning Learning
Environment 1 2 3 4 5 6 7 8 9 10 Environment
On the space below, write a brief explanation to your answer.
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_______________________________________________________________
_______________________________________________________________
Discuss your ideas with your co-learners and Flexible Learning Tutor.
The closer you have placed your school to number 10 in the continuum,
the more your school is attuned to the new learning environment of
the 21st century. If your placement is leaning towards the left side of
the continuum, your school is more traditional. If this is the case, read
on to learn more how you can help move your school towards the 21st
century learning environment.
2. New Content of Learning
The 21st century makes it possible for new learnings to occur through
new methodologies based on subject content. The table below shows the
differences between new and traditional learning content.
Traditional Learning Content 21st Century Learning Content

• teacher-centered, discipline- • learner-centered, integrated,
based curriculum and inter-disciplinary
curriculum
• emphasis on subject knowledge • focus on intellectual abilities
• supply-driven: learning content • demand-driven: learning
based on what is available content based on what students
can actually learn
• individual learning • cooperative learning
Traditional Learning Content 21st Century Learning Content
• mastery of itemized informa- • focus on acquisition of learning
tion or factual knowledge tools
• heavy emphasis given on core • balance of scientific-techno-
subjects (math, science, lan- logical and social-humanistic-
guage) compared with litera-
cultural content of education
ture, arts, and social sciences
• technical and vocational learn- • balance of general vs.
ing content is relegated to the vocational components of
background, while academic education and general vs.
subjects are at the forefront specialized training
Let’s Think About This

Reflect on the learning environment and content in your school in the light
of the table given in the previous page. What does your school provide -
the traditional or 21st century learning content? Write your answer in the
space provided below. Explain briefly.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
If, from your reflections, you realized that the learning content in your
school is more traditional, you may want to discuss with your co-teachers
and school heads ways on how to make the learning content in your school
become more aligned with 21st century learning content. Share with them
your thoughts and get their feedback and suggestions.
Are you excited to learn more? Then, let’s continue reading.
Let’s Read
3. New Process of Learning
The 21st century made it possible for new processes of learning to occur.
Acquiring knowledge and skills now becomes a lifelong endeavor
that has to be given time and attention so that self- improvement is
continuously achieved. In the 21st century, there are other ways to gain
knowledge aside from formal academic settings such as schools and
universities. Learning can be acquired through informal and non-formal
means, such as online learning modalities, self-help groups, hands-
on experiential learning like internships, and the use of multimedia
and other ICT-mediated learning. You will learn more about how to
develop lifelong learning in yourself and in your students in Module 2,
Facilitating 21st Century Learning, of this course.
Learning in the 21st century has also become more engaged and
has evolved from rote learning to more teacher-pupil, pupil-pupil
interaction/dialogue, and collaborative team learning. Teachers are
now expected to improve their students’ knowledge, skills, and attitudes
by involving them more in dialogues and discussions.

Can you think of other new processes of learning fit for 21st century
education? What are these? How do you think this would match your
own school setting? Write your answer on the space below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Let’s Study
Indeed, new processes of teaching have to be introduced in the 21st century.
Why do you think is this necessary? Read on and find out.
4. New Types of Learners
Teaching in the 21st century has to evolve and adapt to the changing
needs of our new generation of learners, who:
• have different sets of values, languages, and pop-cultures, and

different ways of thinking, reacting, responding, and getting
motivated;
• are techno-savvy - their internet and digital technology skills and

competencies, as well as their use of ICT as powerful learning tools,
are often times better than those of their teachers;
• come from more diverse backgrounds and cultural identities (age, eth-
nicity, language, economic status, religion, work experience, etc.); and
• have new traits of independence, creativity, open-mindedness, and

enterprising minds.
Do you see these characteristics in your students? How do you relate

to them considering these characteristics? Write your reflections on the
lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Continue reading to learn more about what’s new in 21st century

education.
5. New Spaces/Dimensions of Learning
The 21st century also allows the exploration of learning outside the four
walls of the classroom. While most traditional classes are held in the
confines of the classroom, modern-day classes are now also being held
in such places as parks, school yards, museums, workplaces, homes, and
other venues to enhance the real life experience of learners. Changes in
the learning environment are observed to be of three types:
• Horizontally: from schools to work-places, communities, mass media,

and other social learning environments. For example, learning, wheth-
er formal, nonformal, or informal, can now happen in any place - in
community centers, in offices, at home, or in parks, and through vari-
ous media such as radio or television lessons, and the like.
• Longitudinally: from early childhood through adulthood to post-

retirement years (lifelong). Opportunities to learn are not limited
to the school-going population, and one’s age should not be a
hindrance for anyone to continue learning.
• Vertically: from real to digital and virtual learning environments.

Learning in the 21st century cuts across various media - from
lessons done in real life, to computer-based, or online learning via
the internet.

Read the story below and answer the questions that follow.
Critical Incident
Mr. Lee and Mr. Handoko attended a professional development talk about
redesigning classrooms for the 21st century. Similar to what you have learned
earlier, the two teachers became familiar with the new learning environments
that would best serve the needs of students for the 21st century and the decades
to come. On their way back to school, Mr. Lee and Mr. Handoko talked about
the current state of their school, which is far from being ready for the 21st
century, and what they could do to help the school realize this goal. For one,
their school has many traditional teachers who are used to the “chalk and talk”
lecture method of teaching in classes held within the confines of the classroom.
For another, the curriculum is outdated and not relevant to the current needs of
their students. Many of the teachers in the school ask their students to simply
memorize factual information, on which quizzes and tests are then based.
While some of their students are exposed to technology in their homes and
in the community, Mr. Lee and Mr. Handoko’s school has a limited number
of computers and these are used more for encoding and report writing in the
Administrative Office, than for instruction.
Mr. Lee and Mr. Handoko excitedly shared with their school head their new
learning. Their school head, in turn, scheduled a faculty meeting to discuss
ways so that their school would become 21st century-ready and their learners
equipped with knowledge, skills, attitudes, and values needed by the new
generation.
The school head started a brainstorming session by asking how the teachers
envision a school that is ready to meet the demands of the 21st century. Mr.
Lee and Mr. Handoko helped the school head in facilitating the discussion
by sharing with the group the visualization guide given to them during the
seminar. The visualization guide is a tool to help the teachers see how they
wanted the school to be compared with its current condition in terms of the
various elements in the school’s environment.
The following is a visualization guide from the seminar attended by Mr.

Handoko on redesigning classrooms for the 21st century. Based on the
information provided in the critical incident, fill in the visualization guide
below. Under the heading “Today,”describe the current status of the Com-
munity Primary School in the different aspects of learning. Then, imagine
that you are one of the teachers in the said school and write what you en-
vision the school should be so that it becomes 21st century- ready. Write
your response under “21st Century.”
Today 21st Century

1. learning
environment
Today 21st Century
2. learning
content
3. learning
process
4. types of
learners
5. spaces/
dimensions of
learning
Discuss your responses with your co-learners and Flexible Learning Tutor.

Reflect on what you have learned about what’s new in the 21st century
learning environment. What are the implications of the way you teach
your new generation of 21st century learners? Write your insights in the
lines provided below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Read on and find out if your ideas are similar to mine.
Let’s Study
The 21st Century Classroom
Read the following journal reflection of Ms. Aida, a high school teacher in
Malaysia.
My students are so excited about school that they can hardly wait to get to
our classroom. I cannot believe that, these days, I have very few “discipline
problems” because my students are so engaged in their studies that they do not
have time to create distraction for themselves and for others. They are learning
on their own and from each other, and they are always on task. Even parents are
aware of this wonderful thing happening in my classroom! Some parents called
me up, others sent notes; there are even a few who came to school to tell me about
the wonderful changes they have observed in their children. They shared with
me that their children are now enthusiastic and excited to go to school. At home,
their children don’t have to be reminded to study their lessons, work on their
homework, and do their projects and researches. And, to top it all, my students
are learning fast - improving their competencies and skills in reading, writing,
speaking, listening, researching, doing scientific investigations, solving math
problem, and using ICT tools like computers and the internet to learn more!
With a learning environment such as this, who wouldn’t want to be a teacher?
Do you think this scenario is possible? How does the classroom situation of
Ms. Aida compare with your own classroom teaching experiences? While
this may not be common in all schools in Southeast Asia and the world, Ms.
Aida’s classroom teaching experience is indeed possible - where students
are actively engaged in learning, are motivated and enthusiastic, and are
acquiring KSAVs that will prepare them for the 21st century and beyond.
How should your classroom be structured so that Ms. Aida’s experiences

may well be your own? Wouldn’t it be great to have a classroom that
maximizes learning so that students will be equipped with knowledge,
skills, attitudes, and values that they need to cope with the fast-paced
changes and challenges of the 21st century? How different or similar
would a 21st century classroom situation be, compared with the 20th
century classroom?
Complete the following activity to find out and have a clearer picture of
what 21st century education looks like.
The columns below show two sets of classroom characteristics, A and B.
Read each item carefully and then place a check mark (p) on the cell that
characterizes your own classroom.
A Description B Description
1. Teacher-centered: teacher 1. Student-centered: teacher
is the center of attention is the facilitator of learning
and sole provider of infor- (“guide on the side”)
mation (”sage on the stage”)
2. Time-bound: activities 2. Outcome-based: activities
are primarily tied to and are more flexible until the
bound by time limits desired results are achieved
3. Focus: memorization of 3. Focus: what students know,
facts can do and are like after all the
details are forgotten
4. Lesson focus: lower order 4. Lesson focus: developing
thinking skills (LOTS), higher order thinking skills
such as knowledge and (HOTS), such as synthesis,
comprehension analysis, and evaluation
5. Textbook-driven: lessons 5. Research-driven: students
are closely linked with are encouraged to investi-
the information found in gate phenomena on their
textbooks own and discover new learn-
ing for themselves.
6. Passive learning: “chalk 6. Active learning: students
and talk” technique is are encouraged to learn and
predominantly used think on their own; teachers
- teachers provide are facilitators and guides in
information, students the learning process
simply absorb them
7. Learners work in 7. Learners work collabora-
isolation: learning is tively with classmates and
confined to the four walls others around the world –
of the classroom the global classroom. Stu-
dents are encouraged to use
the internet and communi-
cate with other students and
learning institutions.
8. Little or no student 8. Great deal of student
freedom freedom
9. Fragmented curriculum: 9. Integrated and Interdiscipli-
the curriculum is nary curriculum: the curricu-
discretely divided lum encourages the linkages
according to subject areas of the various subjects and
learning areas.
10. Grades: numerical and 10. Grades: may be qualitative
are averaged or are based on what was
learned
11. Evaluation: only the 11. Evaluation: self, peer and
teacher evaluates student other assessments are
work; no one else sees done, including authentic
student output in class assessments
12. Curriculum: uniform 12. Curriculum: connected
and inflexible and is to students’ interests,
not seen as relevant or experiences, talents and the
responsive by students real world, which creates a
greater appreciation of the
learning areas
13. Printed materials (e.g., 13. Performances, projects, ICT
books) are the primary and multimedia are used for
vehicle of learning and learning and assessment
assessment.
14. Curriculum and instruc- 14. Curriculum and instruction
tion are aligned with the promotes, respects, and ap-
predominant culture. preciates cultural diversity
among students.
15. Literacy: confined to 15. Multiple literacies: aligned
reading, writing, and with living and working
math in a global, 21st century
world. Knowledge about
arts and creativity, physical
fitness, health, environment,
and technology are
given importance in the
curriculum.
16. Factory model of educa- 16. Global model - one that

tion - one that is based on is based on the needs of a
the needs of employers globalized, high-technology
for the Industrial Age of society.
the 19th century.
17. Learner Assessment: 17.Learner Assessment: Assess-
heavily standardized and ment “for” learning and as-
driven by national edu- sessment “as” learning, not
cational system require- just “of” learning; stand-
ments ardized testing is used pru-
dently; formative assessment
is emphasized as a tool of
learning, and educators have
more freedom in the delivery
of instruction; makes greater
use of authentic assessment.
Feedback
How many check marks did you put in Column A? How many check marks
did you put in Column B? Column A presents characteristics of classrooms
that are more traditional in nature and focus on the teacher and the subject
matter to be taught. Column B presents characteristics of 21st century class-
rooms. If you have more checks in Column A, it means that you are more
traditional in your approach and you are not yet in a 21st century classroom.
If you have most check marks in Column B, this means that your classroom
embodies the characteristics of the 21st century. Congratulations!
Based on the results of this activity, describe your own school now. Is it
more reflective of a traditional classroom or a 21st century classroom?
What made you say so? Write your answer on the lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
From earlier discussions, you now know more about the new teaching and
learning environment in the 21st century world, which is characterized by
fast-paced changes. You may have also realized that this new learning
environment in the 21st century requires changes in your teaching
approaches, strategies, and even your teaching philosophy.
What changes do you think are necessary in your daily life and in your life
as a teacher so that you can attain your goal of equipping yourself and your
students with knowledge, skills, attitudes, and values needed in the 21st
century and beyond? Write your ideas on the space below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Read on and see if your answer is correct.

Have you ever heard of the four pillars of learning in the 21st century? The
four pillars are listed in the table below. In the second column, try and de-
scribe what each pillar refers to.
Pillars of Learning Description

1. Learning to Know
2. Learning to Live Together
3. Learning to Do
4. Learning to Be
Read on and find out if your answers are correct.
Let’s Read
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 class-
room. 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
Four Pillars of Learning
LIVE TOGETHER
Learning to
to KNOW
Learning
Learning
Learning
to DO
to BE
Source: Graphics adapted from “Four Pillars of an Effective Sales Service (2011).
The following are brief descriptions 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 develop-

ment (body, mind and spirit), for an all-round ‘complete person.’ These in-
clude cultivating one’s self analytical and socials skills, creativity, personal
discovery and an appreciation of the inherent value provided by these pur-
suits. 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.
Did you notice the arrow that spans across the four pillars of learning?
What do you think does this arrow represent? If you mentioned “lifelong
learning,” you are correct! The framework takes into account that learn-
ing in the 21st century is a continuous building of skills and knowledge
throughout the life of an individual. It occurs through experiences encoun-
tered in the course of a lifetime.
What do the four pillars of learning mean to you? Do the following activity
and find out.

What do the four pillars of learning mean for an individual? Zhou ( 2006)
provided an answer to this question when he revisited the four pillars of
learning, stressing the development of all-rounded human beings through
the acquisition of fundamental skills, competencies, adaptabilities, and
values needed for a new century.
The following table provides Zhou’s descriptions for each of the four
pillars. The list shows some of the competencies and skills associated
with the four pillars. In the last column, place a check mark (√) against the
elements that you think you are already good at. Put a cross mark (X) if the
elements do not apply to you. This is not a test, so try to be as honest as you
can in completing this checklist.
Four Pillars of Learning
I think I am
Pillar Involves... good at this
(√ or X)
• mastering the skills and strategies of
knowing and understanding
• learning to learn and discover
• understanding about one’s environment
Learning • thinking in a coherent and critical way

to know • acquiring a knowledge of the scientific
method and instruments
• developing a scientific spirit and an
inquiring mind
• acquiring independence of judgement
• knowing oneself
• discovering others
• appreciating the diversity of the human race
Learning • being receptive to others and open to oth-
to live ers’ ideas during dialogues and debates
together • caring and sharing
• working toward common objectives in
cooperative undertakings
• managing and resolving conflicts
• shifting from skill and ‘practical know-
how’ to competence
• applying in practice what has been learned
• developing the ability to transform knowl-
edge into innovations and job-creation
• developing competence, a mix of higher
skills, of social behaviour, of an aptitude
Learning for team work, and initiative/readiness to
to do
take risks
• acquiring new types of skills, more
behavioral than intellectual
• learning that is no longer limited to work but
responds to participation in development
• communicating, working with others, and
managing and resolving conflicts
I think I am
Pillar Involves... good at this
(√ or X)
• developing the mind and body, intelli-
gence, sensitivity, aesthetic sense, person-
al responsibility, and spiritual values
• nurturing imagination and creativity

Learning
to be • being complete in oneself, in all the rich-
ness of one’s personality
• developing one’s full potentials and tap-

ping the hidden treasure within oneself
How did you fare in the activity? How is your profile as a teacher in
relation to the four pillars of learning? If you have many check marks in
the table, it means that you are as much an all-around learner as you are
a teacher fit for the 21st century. You have done well. If you only have a
few check marks in the table, do not feel bad; this module will help you
develop the competencies under each pillar. Once you have developed
these in yourself, you can help equip your students so that they will also be
prepared for the 21st century and beyond.
You will start by learning more about the first pillar, Learning to Know, in
the light of literacies expected or are required to be developed in you and
among your students in the 21st century.

Before you study the next section, have you ever considered what it means
to be literate in the 21st century? What should you teach your students
to enable them to become 21st century literate learners? Reflect on these
questions and write your insights on the lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your answer with your co-learners and Flexible Learning Tutor.
Then, read the following section to gain more understanding about
literacies needed for the 21st century.
Let’s Study
Learning to Know as a 21st Century Teacher
“What do I have to teach?” and “What do I have to cover?” are questions

foremost in many teachers’ mind when they enter the classroom. These
concerns mainly dwell on learning content. However, in this day and
age, it is not enough to teach for content alone. When one considers
that information can be easily accessed via the internet (e.g., Google or
Wikipedia) and from other sources, students may not appreciate the value
of going to school if content is the only thing that schools offer.
In the 21st century, there is more emphasis, not on “what there is to know,”
but on “learning to know.” The former implies acquisition of information
or factual knowledge, as is often stressed in traditional curriculum and in
‘rote learning’. Traditional curriculum, as you have learned in Activity
1.6 on pages 35-38, is characterized by a heavy emphasis on content and
oftentimes, it is not seen as relevant or responsive to students’ needs. Also,
traditional curriculum tends to encourage rote learning — studying facts
and recalling them at will.
In Learning to Know, emphasis is on the learning tools and processes used

for acquiring knowledge. This pillar focuses on developing an autono-
mous learner. An autonomous learner is one who has affective attributes
combined with a sense of self-worth and has developed skills and strat-
egies of operation and metacognition (Atkin, 1999). These attributes and
skills are discussed in detail as follows:
1. Affective attributes. This quality of autonomous learners include the

following characteristics:
a. Can relate well with others – tolerant, supportive, independent, and

interdependent.
b. Reflective and purposeful – purposeful in questioning, initiative,
open-minded, reliable, self-motivated, organised, risk-taker
c. Possesses a positive outlook – enthusiastic, curious, balanced
and with broad interests, loves learning
2. Sense of self-worth, which is associated with self-respect, refers to learn-
ers’ overall sense of value, worth, goodness, and deservedness. A sense
of self-worth enables learners to believe that they are capable of learn-
ing, doing their best with their talents, of contributing well in society,
and that they deserve to lead a fulfilling life.
3. Skills and strategies of –
a. Operation. This includes activities and behaviors such as

cooperation and collaboration, communication, adapting one’s
learning style, evaluation, using resources (physical, personal,
technical, temporal), organization and planning, and decision
making.
b. Metacognition. This involves the selection and use of appropriate

strategies for active learning, memory, concentration, problem-
solving, creative expression, and thinking.

1. Why do you think is it necessary for learners to possess all the three
attributes as part of the ability to “learn to know”? Write your reflection
on the space below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What do you think should students know for them to successfully adjust
to the demands of the 21st century? Write your answers on the lines
below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Compare your ideas with mine on the next page.
Let’s Read
21st Century Literacies
With the wealth of information that can be easily accessed through various
media - the Internet, TV, radio, printed materials, formal and informal
instruction - how do we guide our students in learning skills or competencies
that have great use for them to adjust to the demands of the 21st century?
As a 21st century teacher, you must be familiar with the new literacies, or
new areas of learning, that you have to emphasize and prioritize when
handling teaching and learning activities. But first, you need to develop
these literacies yourself before you can impart them to your students.
Do you know what literacies are required for the 21st century? Study the
diagram below and then read the discussion that follows to learn what
these are.
The Arts and

Creativity
Globalization
and Multicul- Ecoliteracy
tural Literacy
21st
Century
Social/Emotional Literacies Cyberliteracy/Digi-
Literacies tal Literacy (Infor-
mation and ICT
knowledge)
Media Financial
Literacy Literacy
Find out more about these literacies as they are described in the following
table.
21st Century Literacies
21st Century Literacies Description
The Arts and Creativity This literacy can be manifested in creative

ways of problem-solving and expressed
through the production of various art works.
Teachers and students need to be more adept
in the arts and manifest creativity in various
activities.
Ecoliteracy This entails acquiring knowledge about cli-
mate change, pollution, loss of natural habi-
tats and biodiversity as well as the impacts
of environmental problems on human lives.
Moreover, solutions on how these environ-
mental problems could be addressed must
also be practiced. Teachers and students need
to develop awareness of the environment.
Cyberliteracy/Digital This competency is based on the reality that
Literacy (Information societies and workplaces have now become
and ICT Knowledge) more information-driven. Workplaces of the
21st century rely heavily on electronic (digi-
tal) forms of data storage and management as
well as in the area of communications. Teach-
ers and students need to develop familiarity
and skills in the use of computers, the internet
and other information technologies.
Financial Literacy Teachers and students are expected to be
knowledgeable about the basics of economics
and financial management. This way, you as
a teacher, can extend the skill into livelihood
activities, entrepreneurship, and wise han-
dling of personal finances.
Media Literacy Teachers and students are expected to be
knowledgeable and skilled in the area of com-
munications particularly the media. Teachers
and students must learn how to discern news
and information based on the form and con-
tent as to how these information are transmit-
ted via various forms of media.
21st Century Literacies Description
Social/Emotional You and your students need to acquire social
Literacies skills that are attuned to the norms of your cur-
rent society. Emotional intelligence must also
be developed to be able to effectively manage
the stresses of a fast-paced 21st century society.
Globalization and Mul- You and your students need to develop a cul-
ticultural Literacy ture of respect for cultural diversity. There is
value in having a perspective as a global citi-
zen whose local actions can have an impact
on the wider global arena. You also have to
understand how world events may also affect
you and your community at the local level.

Do you now know more about all the literacies discussed in the table? Do
you already possess these literacies? In the following table, rate yourself
according to the literacies mentioned. Place a check mark on the appropriate
column that reflects your perception of your current state corresponding to
the literacy.
I do not I have some My literacy

have this literacy in in this area is
21st Century Literacy literacy yet this area but well-
still need developed
improvement
The Arts and Creativity
Ecoliteracy
Cyberliteracy
Financial Literacy
Media Literacy
Social/Emotional
Literacy
Globalization and Multi-
cultural Literacy
Feedback
All your responses will help you know your current state in terms of 21st
century literacies. As this is a self-evaluation exercise, there is no right
or wrong answer. It is possible that you are quite knowledgeable in some
literacies, but you are still weak in some areas. For the literacies where
you checked the column, “I do not have this literacy yet,” work harder
on acquiring those literacies. For those literacies where you checked the
column “I have some literacy but still need improvement,” it will be best for
you to work on further improvements that you need. Do not be discouraged
if you found out there are 21st century literacies that you are not familiar
with, or if you have not fully developed these in yourself. Remember that
this module is meant to help you achieve your goal of equipping yourself
with these literacies so that you can, in turn, teach these literacies to your
students and help them become ready for this century and beyond. If you
checked the last column for some of the literacies, congratulations! It means
that you are strong in those literacies.
You may discuss your answers with your co-learners and your Flexible
Learning Tutor and see if your responses are similar to them.
Of the seven literacies discussed earlier, two seem to have seen much
prominence in the 21st century. These are: cyberliteracy/digital literacy
and media literacy. Cyberliteracy or digital literacy refers to the ability
to locate, organize, understand, evaluate, and analyze information using
digital (electronic) technology. This type of literacy involves knowledge
of technology (computers, mobile phones, and other electronic/digital
devices) and how it can be used in one’s daily life and work. Cyberliteracy
can be expanded to include information literacy, forming what is known as
information and communication technology (ICT) literacy.
Read on to find out more about ICT literacy and media literacy and how
these will help you acquire KSAVs you need as a 21st century teacher.
Let’s Read
Study the vignette below.
Mrs. Keang and Mr. Villarin are science teachers in a community high
school. They are both attending a workshop on integrating information and
communication technology (ICT) in the classroom. Below is the discussion
that they had during coffee break.
Mrs. Keang: Isn’t this workshop just wonderful? I am glad that I can update
my skills especially in the use of computers since nowadays, my learners are all
computer- and internet-savvy.
Mr. Villarin: Indeed you are right Mrs. Keang. This workshop will really help
us harness the powers of technology and use it for instruction. However, I
have noticed that some of my learners now just download everything from the
web and then just copy it to complete their assignments.
Mrs. Keang: I agree with you. But you know, having access to technology
does not necessarily mean that they are ICT literate. As what our speaker here
discussed, we need to enhance their abilities to analyze, process, and evaluate
information they find on the internet.
Mr. Villarin: That part of the discussion wasn’t very clear to me. I’d like to
ask you about it but I think our coffee break is almost over. Let’s go back to the
plenary and further discuss this with our co-teachers and our resource person.
1. Based on the previous vignette, what ideas have you gathered about
information and communication technology (ICT) and ICT literacy?
Write your ideas on the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Like Mrs. Keang and Mr. Villarin, have you also experienced using ICT
in the classroom? What challenges did you encounter in using it? Share
your thoughts on the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
You may also compare your answers with mine below.
Feedback
How did you answer the first question? If you mentioned that ICT involves
the use of computers, the internet, and digital media in one’s daily life, then
you are on the right track. However, does knowing about ICT and its use
make you an ICT-literate person? You will learn later on that ICT literacy
involves more than being knowledgeable about computers and technol-
ogy. As a 21st century teacher, you might have found yourself in a situa-
tion similar to that of Mrs. Keang and Mr. Villarin. You must have viewed
technology as a tool that can help your learners become better prepared for
life and work in the 21st century.
However, you might also have identified some issues that can affect infor-
mation literacy. Some of these are difficulty in determining which infor-
mation is accurate or most appropriate, a tendency to encourage learners
to become dependent on easily downloadable web-based resources rather
than stimulating creative and critical thinking, and the addictive nature of
the internet which can waste valuable time, promote unhealthy lifestyle,
and expose users to the dangers of cyber-bullying and inappropriate con-
tent (e.g., pornography). These are very real threats resulting from today’s
ICTs.
Closely study the succeeding lessons on how ICT literacy can help prepare
you and your learners for life and work in the 21st century and beyond.
Recall the discussion between Mrs. Villarin and Mrs. Keang on page 52.
Do you agree with the idea that having a computer does not translate to
becoming “computer literate”? Similarly, knowing about ICT does not
necessarily mean one is “ICT-literate.”
It is important that you are not only familiar with ICT and its use in your daily
life and in your life as a teacher, but you must also keep in step with the fast
pace of changes that ICT undergoes. For example, computers nowadays
tend to be lighter, more portable, and more user-friendly, compared to the
bigger and bulkier computers in the past. In fact, nowadays, you are no
longer limited to computers with the advent of mobile phones that can be
used to surf the internet, take pictures, watch movies, play songs, and at the
same time maintain its primary use: for making phone calls and sending
short message service (SMS/text messages).
Given these gadgets, information seems to be at everyone else’s fingertips

but surely, you must have stopped somewhere and began to question
which among these sources of information is the most reliable, accurate,
and timely. How can you prepare your students with the skills they need
to access and use these various information sources wisely, creatively,
critically, and safely? If you have these questions, then continue reading
this lesson.
Let’s Study
Information and Communication Technology
(ICT) Literacy
By this time, you must have encountered the word ICT, or information
and communication technology, so many times. Perhaps, your basic
understanding is that ICT is the term used for covering the entire
gamut of technology that was brought by recent discoveries in the
field of engineering and science, all aimed to improve and make our
lives easier. Tinio (2003) defined ICT as a “diverse set of technological
tools and resources used to communicate, and to create, disseminate, store,
and manage information.” These technologies include computers, the
internet, broadcasting technologies (radio and television), and telephony.
ICT Literacy, on the other hand, is defined as “the interest, attitude
and ability of individuals to appropriately use digital technology and
communication tools to access, manage, integrate and evaluate information,
construct new knowledge, and communicate with others in order to participate
effectively in society.“ (OECD, PISA Framework for ICT Literacy, 2003).
Are these definitions similar to what you have written on page 52? If so,
well done! It is important for a teacher like you to make your learners
become familiar with ICT and how they can develop their ICT literacy skills
to prepare them for the challenges of life and work in the 21st century.
However, not only your students need to develop ICT literacy; you have to
equip yourself with these same skills so that you will be in a better position
to help them in this area.
Do you consider yourself an ICT-literate person? With technology growing

by leaps and bounds, and the information explosion in the 21st century,
it is important for you and your students to have the knowledge, skills,
attitudes, and values of an ICT-literate person. Gone are the days when
the city or university library alone held a trove of information that users
accessed usually only during weekdays from 8 AM to 5 PM. In fact, the
21st century has spawned so many sources of information to include,
newspapers, print, television, radio, books, e-books, tablets, netbooks,
laptops, and of course, the internet or the worldwide web. All these are
readily available and thus, perhaps you or your learners find it difficult to
sift through this deluge of data available for you to use, especially if these
sources give conflicting information.
What are the key competencies of an ICT-literate individual? Read on and

find out.
Let’s Read
According to the OECD PISA Framework for ICT Literacy (2003), for
someone to be considered ICT-literate, he or she needs to possess the
following key knowledge, skills, and values:
• Determine the extent of information needed. With the wealth of

information available for you as a 21st century teacher, you should
be able to process and determine both the quality and quantity of
data that you need for use in your class or in your daily life. For
example, you may want to know more about developing improvised
laboratory apparatus for use in your science class. What you can
do is to research on the kinds of laboratory equipment that lend
themselves well for crafting improvised versions. Then, you need to
know the types of materials, designs, and uses of these equipment.
After knowing all these things, you can then proceed to making the
improvised laboratory equipment.

Can you think of other examples in your daily life and in your life
as a teacher when you needed information to help you make a deci-
sion or solve a problem? How did you determine the quality and
quantity of the said info? Write your thoughts on the lines below.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
• Access needed information. An ICT-literate person knows how to

find, collect and/or retrieve information in digital environments.
For example, if an online library is available, you can fully utilize it
instead of commuting to the place where the library is located. You
can also check out pdf (portable document format) or uploaded
copies of journals if you have no time to visit the publisher or the
place where you can study the hard copies of journals or other
reference materials. Likewise, it is a good idea to ask if the materials
that you need have digital copies so that you can copy and paste
important information that you will put in your paper/research.
Of course, always remember to cite your references properly. Also
bear in mind that the internet has millions of information and if
you or your students are not careful, you would end up wasting so
much time looking for information that you need.
• Manage information. ICT literate individuals are able to apply an

existing organizational or classification scheme to information
gathered. He/She can conduct a rudimentary and preliminary
organization of accessed information for retrieval and future
application. Without the skill of managing information, you or
your students will be deluged with a lot of information available in
cyberspace. Learn to sort through these information, and put them
in categories for easy retrieval when you need them.
• Evaluate information and its sources critically. This refers to making
judgments about the quality, relevance, usefulness, or efficiency
of information as well as the currency, appropriateness, and
adequacy of information and information sources for a specific
purpose (including determining authority, bias, and timeliness of
materials). As a 21st century teacher, you need to make sure that the
information being offered by a source is accurate and updated. You
can do this by cross-checking other sources. You should be able to
know which information is more authoritative, i.e., a documentation
of a workshop proceeding by a university professor or a respected
expert in the field is definitely better than a blog or an online journal
of an internet user. Among students, the use of Wikipedia, an online
free-content encyclopedia where anyone can edit and contribute to,
is gaining ground. Some information may not be all that accurate
and reliable because anyone can edit and contribute to pages in
Wikipedia; thus, it is important to cross-check several sources to
ensure reliability and accuracy of information.
• Integrate selected information into his or her knowledge base. This

involves interpreting and representing information - summarizing,
comparing, and contrasting. To interpret and represent information,
you may use ICT tools to synthesize, summarize, compare, and
contrast information from multiple sources. With information
readily available from different media - print materials (books,
newspaper), electronic means (audio, video), and the internet, you
need to be able to critique and analyze the credibility of information,
and evaluate its appropriateness in meeting your needs or purpose.
This way you will not clutter your mind with pieces of information
that you may not have use of. Remember that the more you use the
information that you have gathered, the better are the chances that
these will form part of your knowledge base.
• Create. As a 21st century citizen, you are encouraged not only to

use information but to generate information by adapting, applying,
designing, inventing, or authoring information in ICT environments.
For example, you may want to describe an event, express an
opinion, or support a basic argument, viewpoint or position, using
computers or other ICT tools for these activities. You may perhaps
develop PowerPoint lesson presentations to share knowledge with
your students in an engaging way.
• Communicate. An ICT-literate individual is able to communicate
information persuasively to meet needs of various audiences
through the use of an appropriate ICT medium. In your daily
life and in your life as a teacher, you will encounter opportunities
to communicate information to a variety of audience using
different media in different ICT environments. For example,
you may want to create an online web log, or simply called
“blog” to share information on topics that interest you - e.g.,
your personal experiences, joys and challenges of being a teacher
- which may also prove useful to those who will read them.
In addition, an ICT-literate individual needs to be aware of poten-

tial dangers and risks posed by the internet and other ICT commu-
nication tools and how to protect oneself and others from potential
harm. This includes how to deal with cyber-bullying, protecting
sensitive information, issues of privacy and preventing risky be-
havior. In addition, one needs to be aware that the internet teems
with pornography, credit card frauds, scams, spams, and viruses.
Protecting your personal data is critical to avoid issues and threats
in using the internet. Your personal data includes information such
as your name, address, age, social security number, workplace,
phone numbers, and names of friends and family. Unscrupulous
individuals can use this information to commit fraud against you
or steal your identity. While email is a very convenient and efficient
way of communicating with your friends, colleagues, and your stu-
dents, be aware that safety also applies to its use. Some internet
criminals send official-looking emails in an attempt to con the user
into revealing details that may be used for identity theft. Emails
can also contain viruses; thus be wary of opening attachments or
emails from unknown persons.

After studying the key competencies of an ICT-literate individual, do you
think you have what it takes to be considered as one? Find out by assessing
yourself if you are ICT literate by completing the checklist on the next page.
Once done with your own assessment, you may also want to assess if your
students are ICT-literate. This will guide you in assisting your students to
become ICT-literate themselves.
I already I have I do not
have this but have this
this and I need to yet
ICT Literacy practice it further
regularly improve
on it
(1 ) (2) (3)
I can search, find, and retrieve in-
formation from various digital
sources.
I am able to organize accessed in-
formation for easy retrieval and
use.
I can use ICT tools to synthesize,
summarize, compare, and contrast
information from multiple sources.
I am able to evaluate digital infor-

mation gathered from varied sourc-
es, in terms of their appropriate-
ness, adequacy, authority, freedom
from bias, and timeliness.
I can adapt, apply, design, or invent
information from multiple sources
(to describe an event, express an
opinion, or support a basic argu-
ment, viewpoint or position).
I can communicate, adapt, and

present information properly for
various audiences and media.
I am able to identify potential risks/
issues in using the internet and pro-
tect myself and others from poten-
tial harm.
Feedback
How did your assessment go? If you have most check marks in the
“1” column, you are already doing well in the area of ICT literacy.
Congratulations! If you have some check marks under the “2” column,
it may be good for you to continue developing the ICT literacy skills that
you are still not very good at. If you have more check marks under the “3”
column, don’t get discouraged. You may want to go back and review the
previous pages on developing ICT literacy. Reflect on the areas that you
need improvement on so that you can work on them. For competencies
that you already exhibit, continue to enhance them, and, if there are
opportunities, share them with your learners and colleagues.
The checklist that you have completed can also be used to assess or profile
your learners if they exhibit these characteristics. For sure, you must have
noticed that some of your learners need to improve on their evaluation
skills in writing their assignments. There may be instances when you need
to call the attention of a learner because of a cited reference which appears
to be dubious or his/her total failure to cite the sources of information.
Given the copyright or intellectual property rules being enforced in many

countries, you should make sure that your learners are aware of these
policies. Plagiarism and intellectual piracy are serious offenses and students
need to be aware that copying and pasting information from websites and
passing it off as their own work is not acceptable.
If there are some learners who still need more time in appreciating and
evaluating the many sources of information available to them, then it is
your duty as their teacher to equip them with necessary skills but first, you
should be confident in all of these.
After the assessment, reflect on the activity that you have just completed.
As a school teacher, how will you help your students develop the
characteristics of an ICT-literate person? Write your reflections on the lines
provided below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your answer with your co-learners and Flexible Learning Tutor.
Feedback
How did your discussion go? I’m sure you were able to share with your
co-learners and Tutor some of the ways that you do in your classroom
to help your students develop their ICT-literacy skills. Perhaps you may
have mentioned that you try to expose them to the different ICT tools as
you integrate technology in the classroom so that they will become more
familiar with ICT. The more they apply ICT skills to their lives, the
more they become confident in using them. However, always remember
that before you help your students develop their ICT-literacy skills, you
must have these same skills first so that you will also be more confident in
guiding them.
Now that you know more about developing your ICT-literacy skills, the
next topic will introduce you to another set of skills important in your daily
life and in your life as a 21st century teacher.
What comes to your mind when you hear the phrase “media literacy”?
Write your ideas on the lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Read on to find out if your ideas are correct.
Let’s Study
Media Literacy
Together with technology, media has grown exponentially in the recent

years. The 21st century is an age when people get most of their information
from television, not textbooks, and from pictures, not print. Before,
textbooks were the primary sources of information. Newspapers and
magazines are also good sources of information but with the advancement
of technology, there have been lots of changes and media have been affected
by these changes. E-magazines and online versions of newspapers are now
available. There are also websites that upload and efficiently index books
to make research easier. Most students are exposed to a variety of media
in their everyday life. In many cases, they know more about media - i.e.,
they are more media literate than their teachers. But before continuing
discussion on media literacy, let us first define this phrase.
UNESCO defines media literacy as “the ability to access, analyze, evaluate,

and produce communication and information in a variety of forms and
means.” The various forms of media include print, visual, audio, and
digital formats. Like traditional literacy, media literacy includes the ability
to both read (comprehend) and write (create, design, produce). Further,
it moves from merely recognizing and comprehending information to the
higher order critical thinking skills implicit in questioning, analyzing and
evaluating that information (Considine, 1995).
Because your students are immersed in various forms of media, - print,
visual, or digital - your role as a teacher must be that of a facilitator and
a co-learner. You must help your students negotiate meaning, engage in
inquiry and research, identify patterns, and eventually develop their own
media creations or projects.
Have you noticed that the keywords in the definition above are access,
enjoy, interpret, analyze, produce and evaluate? Let us learn more about these
key elements of media literacy by doing the following activity.

Do you consider yourself as a media literate individual? Are you familiar with
the competencies of a media literate person? Do this activity and find out.
The table below presents the competencies of media literacy, as well as the
descriptions for each key element, and an example in a classroom setting. Try
to assess your media literacy competencies as applied in your classroom. Com-
plete the checklist below by placing a check mark in the appropriate column.

have this this have this
compe- compe- compe-
tency and tency but tency yet
Media Literacy Competencies
practice it I need to
regularly further
improve
on it
(1 ) (2) (3)
Access: I know where to find and
use information from a variety of
sources (e.g., print materials like
newspaper, magazines, books, and
non-print materials such us video,
audio, and digital media) for a vari-
ety of purposes.
For example, when I teach the effects of

global warming, I gather relevant infor-
mation on this topic from TV, the inter-
net, books, and other reference materials.
Media Literacy Competencies practice it I need to
regularly further
improve
on it
(1 ) (2) (3)
Enjoy: I understand that individu-
als have different choice of media.
For example, I use different types of

media that are engaging and appropri-
ate for the needs of my students.
Interpret: I am able to construct

personal meaning from media expe-
riences.
For example, when I show a film clip to

enhance my lesson, I am open to the dif-
ferent interpretations of my students on
how they receive the media message and
find meaning based on their personal
experiences.
Analyze: I understand the historical

and contemporary ways in which
the media constructs messages that
influence people’s personal and
public lives.
For example, I help my students become

familiar with how media elements -
symbols, images, and sounds - are used
to convey messages for various pur-
poses. I guide them in identifying the
influences of political, social, cultural,
economic, aesthetic, and educational
purposes on these media messages.
Media Literacy Competencies practice it I need to
regularly further
improve
on it
(1 ) (2) (3)
Evaluate: I use a variety of criteria to
evaluate media messages and pro-
ductions created by various people.
For example, when identifying media that

can be integrated in my lesson, I assess
media materials based on content (e.g.,
effectiveness, validity, reliability and
accuracy), and aesthetics (use of color,
form, and line, effective integration of
images and text) of the media messages.
Produce: I use a variety of media

and formats for different purposes
in communicating information and
ideas effectively to multiple audi-
ences.
For example, when creating Power-

Point presentations for my students, I
take into consideration the content and
format that interests them, and use
hardware and software efficiently and
effectively in producing the said media
lesson.
Discuss the results of your media literacy assessment with your co-learners
and Flexible Learning Tutor.
Feedback
From the checklist that you have just completed, do you consider yourself
as a media literate person? If you have more check marks in the first
column, you are doing very well in terms of having and using media
literacy skills and competencies. Congratulations! If you have more check
marks in the second column, study the items that you think you need to
improve on to develop your media literacy competencies. If you have most
check marks in the last column, take heart, and review the previous lessons
on media literacy. It would be good to discuss with your colleagues and
school head on how you can develop a concrete plan of action to enhance
media literacy competencies that are not yet evident in your daily life and
in your life as a 21st century teacher. It is your duty to ensure that you
have a complete comprehension of media literacy so that you can help your
students develop their own media literacy competencies.
You may have also been surprised to know that your co-learners and
you have different levels of media literacy. As a 21st century teacher, you
should be able to discuss and apply the key concepts related to media
literacy as this is a core competency that your learners need to have. Just
like in information literacy, the aim of media literacy is to ensure that your
learners will be guided especially in handling and appreciating various
forms of media as you facilitate the teaching-learning process in your
classroom using various forms of media.
Congratulations! You have successfully completed Lesson One of this

module that equipped you with knowledge, skills, attitudes, and values
for the 21st century.
Let’s Remember
In this lesson, you learned that:
The Southeast Asian Region has seen several social, technological,

ecological, economic and political (STEEP) changes that have affected
the way its societies have evolved and adapted. There are many
common cultural, political, and social forms that are shared across
Southeast Asian countries. Most Southeast Asian countries are faced
with two main problems: addressing inequalities in education (equity)
and enhancing the quality of the instructional process.
There are eight characteristics, or attributes, of 21st century education.

These are:
• Integrated and Interdisciplinary
• Technologies and Multimedia
• Global Classrooms
• Creating/Adapting to Constant Personal and Social Change,

• Student-Centeredness
• 21st Century Skills
• Project-based and Research-driven
• Relevant, Rigorous, and Real-world
The 21st century education is characterized by:
• New Environment of Learning,

• New Content of Learning,
• New Process of Learning,
• New Types of Learners, and
• New Spaces/Dimensions of Learning.
The Four Pillars of Learning conceptualized as a framework to address
the challenges of education in the context of the 21st century, are:
1. Learning to know;
2. Learning to live together;
3. Learning to do; and
4. Learning to be.
Learning to Know involves the acquisition and development of

knowledge and skills that are needed to function in the world. These
skills include literacy, numeracy, and critical thinking.
The Literacies for the 21st Century are:
1. The Arts and Creativity

2. Ecoliteracy
3. Cyberliteracy (Computer and ICT knowledge)
4. Financial Literacy
5. Media Literacy
6. Social/Emotional Literacies
7. Globalization and Multicultural Literacy
Information and Communication Technology (ICT) literacy is the interest,

attitude and ability of individuals to appropriately use digital
technology and communication tools to access, manage, integrate and
evaluate information, construct new knowledge, and communicate
with others in order to participate effectively in society.
An Information and Communication Technology literate, or ICT-literate

individual is able to: determine the extent of the information needed,
access the needed information effectively and efficiently, evaluate
information and its sources critically, incorporate selected information
into his or her knowledge base, use and communicate information
effectively to accomplish a specific purpose.
Media literacy is the ability to access, analyze, evaluate, and produce

communication and information in a variety of forms and means.
How Much Have You Learned From This
Lesson?
Let us now examine how much you have learned after completing Lesson
One.
Part I.
1. Read the critical incident below and answer the questions that follow:
Teachers in the student discipline committee were having a meeting with ten
students who were caught skipping their history class in order to play computer
games in a nearby computer shop. When asked for the reason for their truancy,
the students explained that although they knew the importance of going to
school, they found the lessons in their history class uninteresting and boring.
They just didn’t see the relevance of the lessons in their lives. The way their
teacher conducted lessons using the usual lecture and class discussions did not
appeal to them. When they raised issues they came across the internet about
aspects of history that were contestable, their teacher either got irritated or just
ignored what they were saying. The students wished that their teacher would
take them to the museum or to some actual places where the historical events
took place. They also think that the class could actually go on a virtual tour of
history with their teacher through the internet.
1. Which of the following parameters of 21st century school is reflected

in the abundance of computer games that distract students from their
studies?
a. New environment of learning
b. New process of learning
c. New content of learning
d. New types of learners
2. The students found the lessons in their history class uninteresting and
boring because these were mostly about dates, places, names of people,
and the like. As such, which parameter of 21st century teaching-learning
should the class work hard on to improve?

3. If you were the teacher, how would you improve the parameter in
question number 2 so that it fits 21st century learning?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. The students found the usual lecture and class discussion methods
boring and unappealing. What parameter of 21st century learning
needs to be improved?
a. New spaces/dimensions of learning

5. If you were the teacher, how would you improve the parameter in
question number 4 so that it fits 21st century learning?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
6. What parameter of 21st century learning was reflected by the students’
suggestion to conduct learning sessions in the museum or to some actual
places where the historical events took place, or for the class to go on a
virtual tour of history through the internet?

b. New environment of learning
7. What parameter of 21st century learning was shown when the students
raised issues they came across the internet about aspects of history that
were contestable?

Part II.
Read the situation below and answer the questions that follow. Write your
responses on the space after each question.
Sim just graduated from SEAMEO INNOTECH’s GURO21 Course,

Facilitating 21st Century Teaching and Learning. He wants to make sure that
his classroom manifests the eight critical attributes or characteristics of 21st
century classrooms listed below:

The following are some of the changes that Sim implemented in the classroom.
Each change corresponds to an attribute or characteristic of 21st century
classrooms. On the line after each situation, write which specific critical
attribute Sim is able to apply in his classroom.
1. In Mathematics, Sim gives students a computation problem to solve

and then asks them to write the steps they used to solve it in
complete English sentences. When students speak, he focuses on
their message rather than their grammatical skills and accuracy.
Also, he responds using the proper grammatical form rather than
overtly correcting students’ mistakes.
__________________________________________________________
2. Sim guides his students in designing and producing PowerPoint

presentations, public service announcements, mini-documentaries,
how-to pamphlets, and oral histories.
___________________________________________________________

3. Sim teaches students critical thinking skills, collaborative team
work, and scientific technology in all the subject areas.
___________________________________________________________
4. Sim takes the students to various offices and work stations in the
community to introduce them to the world of work. He processes
the experiences by relating them to various academic subjects.
___________________________________________________________
5. In his social studies class, Sim sometimes resorts to asking students

to individually think of topics or issues related to the lesson.
Students then post their topics on the board, read each of the topics
silently, and sign up for topics that interest them. The topic
owners then lead their respective group conversations on the topics
and, afterwards, present the conversation outputs to the class.
During the entire activity, Sim just quietly sits on his chair and
observes the students. His role is just to answer questions when the
students have some, and to ask one or two students to synthesize
the session at the end of the class period.
___________________________________________________________
6. Part of the conversation outputs mentioned in Number 5 is that
students have to come up with an activity, project or research work
about the topic or issue that they discussed. This ensured that the
conversations are effective in promoting student learning.
___________________________________________________________
7. Whenever appropriate, Sim asks his students to bring something

that belongs to another culture, explain its significance, and then
relate it to the lesson being discussed.
__________________________________________________________
8. In Sim’s math class, for example, to make the concept of linear

functions more concrete, he asks them to solve a problem near to
their hearts: choosing a cell phone plan. He offers data about the
monthly base rate and costs per minute of two calling plans. Then
he asks them to make a table, graph the two plans, and answer a
series of questions about them. Finally, he asks each student to
choose the best value, given his or her actual monthly cell phone
usage, and to write a simple proposal for his or her family about
which cell phone plan to choose and why.
__________________________________________________________
Part III.
1. Describe the “new learners” of the 21st century, based on the model of
Zhou (2006). What are the characteristics of these new learners?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Discuss the potential uses of the “four pillars of learning” in improving

teaching and learning activities.
______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Read the situation below and, then, perform the tasks that follow.
Udin is building a working 6-inch by 2-inch car model using her

knowledge of simple machines. She’s working with her two classmates
in an area in the classroom her science teacher has prepared. Together
they made a wooden chassis and placed wheels and axles on its four
points. This morning, they are conducting practice runs of their car
down an inclined plane, testing to see how adding weight to the car’s
chassis can improve the car’s performance. The critical question they
are asking themselves is, “Where is the best place to add weight to
the car to maximize its speed moving down the inclined plane?”
[Mackenzie (2005) in SEAMEO INNOTECH (2010)].
Based on the classroom situation presented, evaluate Udin and her

classmates in terms of the three attributes and skills under the pillar of
learning, Learning to Know. Place a check mark (p) on the space before
each attribute/skill that the leader and her classmates possess and
provide a brief explanation of your answer on the space provided.
Affective attributes _____

Explanation:
______________________________________________________________
______________________________________________________________
______________________________________________________________

Sense of self-worth _____

Explanation:
______________________________________________________________
______________________________________________________________
______________________________________________________________

Skills and strategies of operation and metacognition _____
Explanation:
______________________________________________________________
______________________________________________________________
______________________________________________________________
Part IV.
1. Match each 21st Century Literacy listed in the first column with the
correct application in the second column. Write the letter of the best
answer on the line before each number.
21st Century Situation

Literacy
___1. Arts and A. Teacher Duc facilitated his students’
Creativity understanding of how to spend money
Literacy wisely and to make informed and ef-
fective decisions through this under-
standing.
___2. Ecoliteracy B. Nuinda learned from her class the abil-

ity to recognize, understand, and ap-
propriately express her emotions, and
to relate well with others.
___3. Financial C. The students in Narath’s computer

Literacy class acquired the ability to use a com-
puter, surf the internet, and under-
stand the strengths and weaknesses of
online information.
___4. Media D. Together with his classmates, Hong

Literacy had great fun creating hand paintings
of their favorite heroes and viewing the
gallery of paintings that they put up.
___5. Social/ E. After a discussion about Earth as a

Emotional life-support system, Lee and her pu-
Literacy pils wrote a poem on the interconnect-
edness of various elements in the envi-
ronment.
___6. Globalization F. The students of Teacher Phung con-

and ducted research on different cultures,
Multicultural beliefs, appearances, and lifestyles. Af-
Literacy terwards, they prepared various pres-
entations showcasing their findings.
Literacy
___7. Cyberliteracy G. Mr. Pisit believed that with so many

films, television shows, radio pro-
grams, and print materials his students
have access to, he has the responsibility
to educate them on how to sift through
and analyze the messages that inform
and entertain them everyday.
2. Place a check mark on the blank line before each number if the following
teachers show the characteristics of an ICT-literate individual. Give a
reason for your answer on the lines provided.
____1. Ms. Hoa is doing a research on the effect of using multimedia in

instruction on students’ achievement and motivation. She first
conducted an exhaustive literature review to know the extent of
information available.
_________________________________________________________
_________________________________________________________
____2. Mrs. Sarah assigned her students to do a paper on global warm-

ing. She ably guided her students in doing an internet search
on their topic. This way, they did not get overwhelmed with the
wealth of information available to them and they obtained the
needed information effectively and efficiently.
_________________________________________________________
_________________________________________________________
____3. Mr. Zair forwarded to his friends an email he had received, which
promised him a laptop if he sent the message to 100 people. The
email claimed that it was a new promotional activity by a leading
computer company.
_________________________________________________________
_________________________________________________________
____4. Ms. Maria gathers information from a variety of sources, cross-
checking each one for accuracy and veracity, before using them
to accomplish her specific purpose.
_________________________________________________________
_________________________________________________________
____5. Mr. Chiu submitted a reaction paper on the use of mother tongue
in teaching the early grades. In his literature search, he came
across a similar study dated several years ago. Because he was
pressed for time, he copied this research, only changing some of
the details in the study.
_________________________________________________________
_________________________________________________________
3. Differentiate between media and ICT literacy.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Feedback
Compare your answers and views with the Key to Correction found on pages
185-198. If you have answered all the questions correctly, you already have
adequate knowledge about the characteristics and literacies required for the
21st century. You also have a good understanding of the four pillars of educa-
tion as a framework that can be used to anchor education in the 21st century.
If you missed some items, it is still alright, except that you should review
the items you overlooked. It would be good for you to go back to all the
sub-topics and discussions in this lesson, especially those that you’ve missed
in the test.
Now, the next question that you need to answer is “How can I improve my
KSAVs based on the other pillars of education”? Two of the pillars will be
the focus of Lesson 2, “Learning to Live Together and Learning to Do as a
21st Century Teacher.“
Are you excited to start? Let us proceed now to Lesson Two.
Learning to Live Together LESSON
and Learning to Do
as a 21st Century Teacher 2
“How do we adapt so that education can equip people to do the types of
work needed in the future?” This is a question posed in the book, Learning:
The Treasure Within (Delors, 1996), a report submitted to UNESCO by
the International Commission on Education for the Twenty-first Century.
Now, more than a decade has passed, but this question remains relevant to
us in the 21st century. How do we produce learners who have the personal
competence and skills that require them to apply greater intellectual skills,
and display the capacity to innovate and be creative in doing their tasks?
And, how can we nurture our learners so that they will be able to work well
and live peaceably with others once they leave the portals of our schools?
These questions will be addressed in this lesson, using the four learning
pillars framework, which, as you’ve learned in Lesson One, is the key
towards a successful 21st century education. Can you recall what these
four learning pillars are? You are correct if you mentioned Learning to
Know, Learning to Live Together, Learning to Do, and Learning to Be. In Lesson
One, you have learned about the first pillar, Learning to Know, and how you
can apply your knowledge, skills, attitudes, and values (KSAVs) related to
this pillar. In this lesson, you will know more about the second and third
pillars, Learning to Live Together and Learning to Do in the light of KSAVs
you and your students need for life and work in the 21st century. Can you
recall the brief descriptions of these two pillars?
If you mentioned that Learning to Live Together involves the development

of social skills and values such as respect and concern for others, social
and interpersonal skills and an appreciation of the diversity of people, then
you are right. On the other hand, Learning to Do involves the acquisition of
skills that would enable individuals to effectively participate in the global
economy and society.
As a teacher, you are given a special role to play so that your learners will
develop the life and career skills that they need to thrive as productive
members of 21st century societies and beyond. But, before you can develop
the knowledge, skills, attitudes, and values (KSAVs) in your students, you
must develop these within yourself. This lesson will be your first step in
achieving this goal.
Lesson Two will discuss how you can equip yourself with KSAVs related to
Learning to Live Together and Learning to Do pillars, which are important in
your daily life and in your life as a 21st century teacher. Under these two
pillars are the following life and career skills in the 21st century:
1. Social and Cross-Cultural Skills
2. Flexibility and Adaptability
3. Initiative and Self-Direction
4. Productivity and Accountability
5. Leadership and Responsibility
The first two sets of skills in the list are linked with the pillar Learning to
Live Together. After all, one needs to be flexible and should have a strong
capacity to adapt to the fast-paced changes in the 21st century if one is to
thrive in this environment. The diversity of people in communities and
nations also requires one to develop skills in relating with people across
cultures. The last three sets of skills are related to Learning to Do. These
skills will be needed by learners when they leave the confines of your
school and enter into the world of work later on in their life.
Read on and learn more about life and career skills in the 21st century, with
the pillars of learning as the framework for your study.
This lesson will focus on two pillars of education – Learning to Live Together
and Learning to Do. Specifically, at the end of this lesson, you should be
able to:
• Explain the pillars Learning to Live Together and Learning to Do and

how they relate with life and career skills you and your students
need in the 21st century.
• Promote peace and respect for cultural diversity as a 21st century

teacher.
• Identify ways to improve your knowledge, skills, attitudes, and

values (KSAVs) as a teacher on the following 21st century life and
career skills in support of the two pillars of learning - learning to live
together and learning to do:
- social and cross-cultural skills,
- flexibility and adaptability,
- initiative and self-direction,
- productivity and accountability, and
- leadership and responsibility.

Read the story below, then answer the questions that follow.
Suyen is a nine-year old student in a community elementary school. Having

been afflicted with polio when she was a baby, she now walks with a noticeable
limp. One afternoon, Suyen came home in tears. Her mother, Mrs. Feng, asked
her what happened. Suyen replied that some of her classmates bullied her and
made unkind remarks about her gait. Some even mockingly imitated the way
she walked. Suyen tried to approach her teacher to tell her classmates to stop
teasing her but she was simply ignored.
Answer the following questions.
1. If you were Suyen’s teacher, what would you have done?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What advice would you have given to the teacher who ignored Suyen’s
request for help?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Are her classmates justified in teasing Suyen? Why/Why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Did the situation reflect a respect for people’s individual differences?

Why/Why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Read on and compare your answers with mine below.
Feedback
Situations such as the one described in Suyen’s story are quite common
in and outside schools. Students like Suyen, who have different needs
and concerns, are part of the diverse set of a new generation of learners
in the 21st century. Sadly, some students, like Suyen’s classmates, don’t
treat others well because they are different from them in terms of physical
appearance. Diversity may also be in terms of abilities, gender, race,
religion, and culture. Lack of respect for these differences becomes a source
of conflict. Respecting individual and cultural differences is a value needed
by students in schools and in the world outside them. Suyen’s classmates,
and, sadly, her teacher, did not manifest respect for individual differences
and treated her badly because of her different needs.
If you were Suyen’s teacher, perhaps you might have listened and ad-
dressed her concerns better. You might have talked to Suyen’s classmates
and called their attention regarding their inappropriate behavior. Teachers
are supposed to be at the forefront in respecting and promoting diversity in
and out of the classroom. This is a challenge for you, as well as for all teach-
ers in the 21st century. How do you, as a teacher, equip yourself and your
students with knowledge, skills, attitudes, and values (KSAVs) so that they
will thrive successfully in a diverse and fast-changing 21st century envi-
ronment? Read on and find out the answers to these questions.
Let’s Study
Learning to Live Together in the 21st Century
As a teacher, you are expected to be an instructional leader in your

school, who, among other things, helps ensure that the school is a safe and
conducive venue for learning. Creating a safe and comfortable learning
environment in schools means that students feel accepted, respected, and
heard. They must also feel that they have a right to express themselves and
be respected for their opinions and for who and what they are.
Since the last decade, more and more educators are seeing classrooms that
have a diverse profile of students. Because of migration, social change,
globalization and other events, students in a single classroom may now
come from various backgrounds and culture.
As a 21st century teacher, you are challenged to provide a safe and
accepting learning environment for your students. The diversity inside
the classrooms also poses some difficulties to other students and school
personnel. Students may find it difficult to relate with classmates who come
from another country or cultural background, or who may have different
needs, such as Suyen in the story you read earlier. The school staff may also
have concerns in adjusting to the cultural differences of the students.
Coming from the Southeast Asian region, chances are, you live in a
community where cultural diversity exists. The term “cultural diversity”
pertains to differences in culture, gender and ethnicity, race, sex, socio-
economic status, language, religion, ideology, nationality, appearance
and body structure and other characteristics that individuals may have
difficulty in adjusting to when relating with others around them.
As a teacher, you are tasked to create a school environment that respects,

accepts, and celebrates cultural diversity. This way, students can learn
in a safe and accepting environment where all their learning needs are
addressed in the best way possible. Nevertheless, this poses a real challenge
to some people. Teachers may find it difficult to understand why some
of their students are absent from class during certain religious holidays.
Students, like the classmates of Suyen, may have difficulty understanding
why their peers look different, and resort to teasing or even violence as a
result of their failure to understand the source of diversity.
Addressing cultural diversity in schools and in communities is a real

challenge in the 21st century. How does one participate in and cooperate
with other people in all human activities in a multiculturally diverse world?
Among the four pillars of education, Learning to Live Together has been
given greater emphasis because this is the very foundation of education
(Delors, 1996). After all, isn’t it one of education’s aims to produce people
who will be able to work and live in environments characterized by peace,
tolerance, understanding, and respect?
There are two life and career skills related to the pillar, Learning to Live
Together. These are:
1. Social and Cross-Cultural Skills
2. Flexibility and Adaptability
Take a moment to reflect on your own level of appreciation for peace and
respect for diversity by answering the questionnaire below. Take note that
this questionnaire is not intended to evaluate or criticize, but to recognize
your tendencies, both negative and positive.
Peace and Diversity Appreciation Questionnaire for Teachers

[Adapted From Institute for the Promotion of Quality Education
(EDUCA), 2011]
Instructions: Rate the frequency in which you demonstrate appreciation

for diversity, peaceful conflict resolution, and encouragement for student
participation and collaborative decision-making. Place an “X” mark under
the appropriate column to show the frequency with which you show the
characteristics listed for each category.
A lot Often Some- Little Very

Behavior what little
(5) (4) (3) (2) (1)
A. Appreciation for Diversity
1. I show respect for students
regardless of their race, gender,
or physical appearance.
2. I know about the different cul-
tures that my students represent.
3. I treat both female and male
students in the same manner.
4. I am a role model of a respect-
ful and nonviolent person for
my students.
5. I am consistent in my behavior
toward all students.
6. I express my disagreement
upon witnessing acts of dis-
crimination or racism.
7. I teach my students about dif-
ferent cultures and ways of
living.
A lot Often Some- Little Very
Behavior what little
(5) (4) (3) (2) (1)
B. Peaceful Conflict Resolution

1. I commit to nonviolent lan-
guage.
2. I commit to nonviolent behavior.
3. I use a calm (can be stern) voice
with students even when I am
upset.
4. I give my students recognition
and praise.
5. I give constructive criticism.
6. I explain the value of tasks to
my students to get them to do
things.
7. I speak to students privately
when there is a problem.
C. Encouragement for Student Participation and Collaboration
1. I consult with and listen to my
students when a decision has
to be made which will affect
them.
2. I try to reach a consensus
among my students when mak-
ing decisions.
3. I delegate tasks and responsi-
bilities to the students.
4. My students learn by working
as a team.
5. My students work indepen-
dently.
6. I use cooperative learning strat-
egies with my students.
Scoring Key:
Add all your ratings for the items under A and divide by 7. The resulting
average is your score in terms of Appreciation for Diversity. Apply the same
process for B in order for you to obtain your average score in Peaceful Conflict
Resolution, and for C, so that you will know your score for Encouragement
for Student Participation and Collaboration. Add up your average scores for
the three areas and divide by three for you to come up with your over-all
score for Peace and Diversity Appreciation.
Example:
A. Appreciation for Diversity
- 3 responses under “A lot”
- 2 responses under “Often”
- 1 response under “Somewhat”
- 1 response under “Little”
Score:
3 x 5 = 15
2X4= 8
1x3= 3
1x2= 2
Total Score : 28 / 7
Ave. Score : 4.0
B. Peaceful Conflict Resolution


Score:
4 x 5 = 20
2X4= 8
1x3= 3
Ave. Score : 4.4
C. Encouragement for Student Participation and Collaboration
- 1 response under “Little”
Score:
2 x 5 = 10
2X4= 8
1x3= 3
1x2= 2
Ave. Score : 3.8
Total Score for A, B and C: 4.0 + 4.4 + 3.8 = 12.3 / 3

Ave. Score for A, B and C: 4.1
Score Interpretation:
Score Description
4.50 – 5.00 You consistently engage in behavior that shows appreciation

for peace and diversity.
3.50 – 4.49 You often behave in a way that demonstrates appreciation

2.50 – 3.49 You somewhat behave in a way that demonstrates

appreciation for peace and diversity.
1.50 – 2.49 You behave a little in a way that demonstrates appreciation

1.00 – 1.49 You behave very little in a way that demonstrates appreciation
Feedback
What scores did you obtain from the questionnaire? If you scored within
4.50 – 5.00, congratulations! It means that you manifest respect for peace
and cultural diversity in every way in your classroom! Being a living
example of the learning pillar Learning to Live Together, transmitting the
accompanying knowledge, skills, attitudes, and values to your students
will be easy for you.
If you obtained a score between 3.50 to 4.49, good work! Just work harder
to carry out the statements where you rated yourself 3 or lower.
If you scored 2.49 or lower, do not despair. This knowledge should make
you more determined to master the necessary knowledge, skills, attitudes,
and values that comprise the competence to appreciate peace and respect
for cultural diversity. Review all the items in the questionnaire and reflect
on how you will be able to carry them out. Also, read on for you to learn
more about how to learn to live together.
Let’s Study
Learning to Live Together — Life and Career Skill #1:
Social and Cross-Cultural Skills
The activity that you have just completed provides an indication of your
competence in appreciating and promoting peace and respect for diversity
in your school. Trying to live in peace and harmony with other people is
just one of the many challenges of living in the 21st century. Thus, you need
to equip yourself with life and career skills to enable you to live together in
a fast-changing and diverse 21st century environment.
Can you recall the life and career skills under the education pillar Learning
to Live Together? These are:
1. Social and Cross-cultural Skills, and
2. Flexibility and Adaptability.
Read on and learn about the first set of skills in the following pages.
Social and Cross-Cultural Skills

As a teacher in the 21st century, it is important for you to develop social
and cross-cultural skills, described as the ability to effectively interact with
others in diverse groups and situations. How do you develop these skills
within you and how do you, in turn, help equip your students with these
same skills?
Five ways to develop social and cross-cultural skills are mentioned in the
report, Partnership for 21st Century Skills (2009). These are the following :
1. Know when it is appropriate to listen and when to speak.
Communication skills play an important part in your daily life

and in your life as a teacher. Being able to listen well to your stu-
dents, colleagues, school head, friends, and family is necessary if
you want them to listen to you as well when you speak. In the
classroom, knowing when to talk and when to listen can provide
both you and your students with a harmonious relationship that
will lead to effective learning. However, not all teachers are able
to listen effectively to their students. This may be because they
consider themselves as the most knowledgeable person about the
given subject in the room. Thus, sometimes, teachers stop listen-
ing to their students’ observations and thoughts. This behavior
stifles students’ creative ideas and prevents them from voicing out
their opinions when the next opportunity to speak comes along.
You will learn more about how to better communicate with your
students for effective learning in GURO21 Module 2, Facilitating
21st Century Learning.
2. Conduct oneself in a respectable and professional manner.
Have you experienced an instance when someone was rude to you

and didn’t hold you with much regard? How did you feel? Share
your thoughts in the lines below.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
You may have mentioned that you felt bad about being disrespect-
ed. This is understandable, because like you, many people want
others to treat them with respect. But, do you know that how you
conduct yourself, your attitudes towards others and your actions,
determine the way people treat you? Remember that respect is
two-way: if you want others to respect you, you have to respect
them first. This adage goes for your students as well.
Conducting yourself in a professional manner also brings in respect

from your colleagues and students. This includes dressing appro-
priately, being well-mannered, using appropriate language, and
having social etiquette.
3. Respond open-mindedly to different ideas and values.
The 21st century is characterized by a rapid emergence of diverse

and new concepts and ideas. Thus, it is important for teachers not
only to be knowledgeable about new ideas, but also to be tolerant
and respectful of other ideas as well, even if these will run contrary
to what they believe in. This is what being open-minded means. One
who is open-minded is willing to take relevant evidence and argu-
ment into account when forming or revising one’s beliefs and values.
4. Leverage social and cultural differences to create new ideas and

increase both innovation and quality of work.
Cultural diversity is a source of richness and a catalyst of processes

of creativity and innovation (Intercultural Research and Training,
2008). This may be because different individuals bring into the
group resources, knowledge, and skills that are uniquely their own.
These variety of resources coming from different individuals may
be harnessed for the advantage of the group or to serve its specific
purpose. This is what leveraging means. For example, in your
classroom, you may have observed how diversity among members
of a group may lead to quality projects as a result of their teamwork
and collaborative effort. Each member contributes his/her own
unique knowledge, skills and talents, towards the successful com-
pletion of the task on hand. One may be skilled at data gathering,
another at doing illustrations, another may be adept at presenting
the results of the study, and so on.
5. Respect cultural differences and work effectively with
people from a range of social and cultural backgrounds.
Respecting cultural differences and working effectively with

people from different socio-cultural backgrounds have something
to do with how you work effectively in diverse groups and
diverse situations. Working effectively with your students, your
colleagues, family, and friends is very much tied up with respect.
One cannot work well and co-exist peaceably with one another
without respecting and being respected in return.
You have learned earlier that educators are expected to be role models for
their students and that they should treat all students with respect. This
will help encourage students to treat each other with respect and dignity
as well. However, this is not always the case. Sometimes, your own preju-
dices and stereotypes prevent you from accepting and appreciating others
as they are and encourage you to behave in hostile or defensive ways. The
21st century is a world where differences exist. Students belonging to mi-
nority groups are often present in school settings. As a teacher, you have to
ensure that these differences are accepted and that the needs of individual
learners are addressed to the best extent possible, regardless of their back-
grounds.

Read the following stories and answer the questions that follow.
Critical Incidents
Teacher Ching
Teacher Ching graduated at the top of her class and she is now teaching
mathematics at a community high school. She is a math wizard and her
students simply listen to her lecture. She doesn’t entertain questions. She gets
easily bored and impatient if her students are slow in solving math problems,
or if it takes them long to answer her questions. More often than not, she ends
up solving the math problem herself, or giving the correct answer, while her
students copy the solution written on the blackboard.
Teacher Shruti
Teacher Shruti attended a seminar on innovative teaching strategies. Her
teaching supervisor asked her to do an echo seminar at school. She excitedly
shared her new learning with her colleagues. She was exalting the advantages
of the new strategies and she kept on referring to the traditional ways of
teaching as outdated. A senior teacher commented that what she refers as
traditional ways of teaching still work well for them. Teacher Shruti dismissed
the comment and repeated that those who are still using this strategy will soon
face the fate of dinosaurs and become extinct themselves.
Teacher Ning
Teacher Ning is a candidate for promotion in her school. She is very much
qualified for the post, being an exemplary teacher and one who promotes
positive values in her students. However, a disgruntled colleague has been
spreading rumors that she is unprofessional in dealing with parents. Teacher
Ning simply ignored what her colleague was doing and continued to relate
with her in a professional manner.
Teacher Kho
Teacher Kho has been tasked to form a committee to address the growing
number of dropouts in their school. He selected representatives from both
male and female faculty members and teaching supervisors from different
subject areas. He also invited representatives from parents, students, and local
community leaders to be members of the committee. This way, he is assured
that all concerns will be represented, and all voices from different stakeholders
are heard. He facilitated a forum discussion to identify the root cause of the
dropout problem and solicited their opinions and suggestions on how to
address this issue.
1. Based on the critical incidents, identify the most dominant social and
cross-cultural issues faced by Teachers Ching, Shruti, Ning, and Kho.
What advice can you offer each teacher to address their concerns? Use
the table below to write your answers. The first row has been done for
you as an example.
Social and
Cross- Supporting
Teacher Advice
cultural Incidents
Issue
Ching Know Teacher She needs to listen more, and
when it Ching does not give enough wait time for her
is appro- listen to her students to process her ques-
priate to students. She tions and respond accordingly.
listen and does all the Being a teacher does not give
when to talking in the her the right to monopolize
speak. classroom and discussions and serve as the
stifles ques- sole dispenser of information
tions from her and source of knowledge in the
students. classroom.
Shruti
Ning
Social and
Cross- Supporting
Teacher Advice
cultural Incidents
Issue
Kho
2. Reflect on your personal experiences in life and in your life as a 21st

century teacher. On a scale of 1 to 5, with 1 as the lowest and 5 as the
highest score, rate yourself in terms of the characteristics presented in
the table below. Explain your rating by citing specific examples in your
daily life and in your life as a teacher.
Rating
Social and Cross-Cultural Skills Supporting Incidents
(1 to 5)
I know when it is appropriate to listen

and when to speak.
I conduct myself in a respectable and

professional manner.
I respond open-mindedly to different

ideas and values.
I leverage social and cultural differences

to create new ideas and increase both
innovation and quality of work.
I respect cultural differences and work
effectively with people from a range of
social and cultural backgrounds.
Feedback
For question #1, you may compare your answers with mine in the Key to
Correction on pages 199-200. Your words may not exactly be worded like
mine, but if our ideas are similar, consider your answers correct.
For question #2, if you rated yourself 4 or 5 in most, if not all, of the items,
you have done well. You are already equipped with social and cross-cul-
tural skills needed for 21st century life and work. You have a lot of things
to share with your co-learners, as well as with your co-teachers and school
head, about how to apply these skills in one’s life. More important, you
will also be able to help your students develop this skill in themselves so
that they will become open-minded to brave, bright, and new ideas of the
21st century. For the skills that you rated yourself 3 or below, seek advice
from your colleagues and teaching supervisor on how you can strengthen
yourself in these areas. You may also want to discuss your results with
your co-learners and Flexible Learning Tutor.

Respect for cultural diversity may not always be given adequate attention
in some schools. Think about your school environment. Do you think
your classroom manifests respect for cultural diversity? How about your
school? In what ways? Write your thoughts on the lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your reflection with your co-learners and Flexible Learning Tutor.
Continue reading to compare your answers with the ideas presented.
Let’s Study
He prayed—it wasn’t my religion.

He ate—it wasn’t what I ate.
He spoke—it wasn’t my language.
He dressed—it wasn’t what I wore.
He took my hand—it wasn’t the color of mine.
But when he laughed—it was how I laughed,
and when he cried—it was how I cried.
- Amy Maddox , In Teaching Tolerance (1995)
Reflect on the poem above, titled Underneath We’re All the Same, and
written by Amy Maddox when she was a 16-year old student at Franklin
Community High School in Indiana, United States of America. What does
the poem tell you about cultural diversity? Write your thoughts on the
lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
How did the poem make you feel? The quote speaks of different types
of diversity - religion, language, race, and culture. Yet, the statements
highlight not the individual differences of people, but what makes them
similar. For example, the emotions experienced by people, regardless
of how different they are from each other, are pretty much the same for
everyone. It is a fact of life that we are drawn to one another because of our
similarities. It is our differences that we must learn to respect.
How are people different from one another? According to the International
Bureau of Education of UNESCO, the following are the possible areas of
diversity-related problems (Pinderhuges, 1989). As a teacher in Southeast
Asia, a region characterized by a rich diversity, you need to be aware
and address diversity-related issues, such as race, religion, ideology,
nationality, ethnicity, appearance (e.g., body structure), socio-economic
class, age and gender. Southeast Asia is a region very rich in terms of
cultural diversity. There are hundreds of different languages and ethnic
groups and great diversity in the religious beliefs of its people. Islam,
Christianity, Buddhism, and Hinduism, for example, are among the major
religions practised in this region.
Because people are different and diversity exists among them, it is not
unusual for some to develop some prejudices. Prejudices are negative
feelings and attitudes towards members of a certain group without any
adequate basis. These prejudices are potential sources of diversity- related
problems. Castro and Galace (2008) provide the following types of
prejudices and their corresponding definitions:
• Racism - the belief that one’s own cultural or racial heritage is

innately superior to others
• Sexism- a system of attitudes, actions and instructional structures

that subordinates girls and women on the basis of their sex
• Heterosexism- negative attitudes towards lesbians and gay men
• Classism – distancing from and perceiving the poor as inferiors
• Linguicism- negative attitudes members of dominant language

groups hold against members of non-dominant language groups
• Ageism- negative attitudes held against the young and the elderly
• “Looksism” – prejudice against those who do not measure up to set

standards of beauty
• Religious intolerance – prejudice against those who are followers of

religions other than one’s own

Before moving on, try to recall prejudice-related problems that students
and educators have experienced in your own school. What type/s of
prejudices have you actually observed? Write them on the lines below and
their specific details.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your answers with your Flexible Learning Tutor, co-learners, and
your colleagues. Also discuss with them other possible ways in which
cultural diversity problems can be manifested and addressed.
To live together peaceably in the 21st century, you must be a teacher who
possesses certain qualities that help promote appreciation and respect for cul-
tural diversity. Read on and find out if you already have these characteristics.
Let’s Read
The Characteristics of Teachers who Promote
Appreciation and Respect for Cultural Diversity
In the story presented at the beginning of this lesson, do you recall how
Suyen’s teacher reacted to her concern about being teased because of her
physical appearance? Would you say that the teacher handled the situation
well? Apparently, no. The teacher merely ignored Suyen and did nothing
to help her. This behavior reflects a characteristic that is not conducive to
promoting respect for cultural diversity. As a 21st century educator, you
are expected to possess the qualities of teachers who promote appreciation
and respect for cultural diversity. In response to the challenge of promoting
respect for cultural diversity, educators must serve as models for the
qualities and skills they are helping students to develop within and outside
the classroom. Needless to say, a teacher who promotes peace and respect
for cultural diversity is a “teacher of peace.” To become one, educators
must work towards developing these characteristics (Reardon 2001 in
Castro and Galace, 2008).
Do you know what these characteristics are? Are you excited to know how
many of these attributes you possess and manifest in your life as a teacher
of the 21st century? Do the activity that follows and find out.

To assess if you have the qualities of a teacher who promotes peace and
respect for cultural diversity, fill out the questionnaire on the next page
adapted from Betty Reardon’s list of the attributes of a teacher of peace (in
Castro and Galace, 2008). Place check marks on the corresponding level of
knowledge, skills, attitudes, and values that you possess. Then, tally your
overall score after filling out the table.
Teacher of Peace Self-Evaluation Questionnaire
Adapted from Betty Reardon’s Attributes of a Teacher of Peace
(in Castro & Galace, 2008)
I have I may I do not

this /I am have this have
Characteristics this /I may be this/I am
this not this
(3 points) (2 points) (1 point)
1. I understand that education
should be a means towards
constructive change.
2. I am actively involved in the

community.
3. I am a lifelong learner who

continues to improve my own
learning abilities
4. I am aware of my own values

and live by them.
5. I nurture peace and a sense of

community.
6. I am gender-sensitive. I am alert
to any possibility of gender bias
in myself or in students.
7. I am constructively critical. I
use criticism as a tool towards
constructive change.
8. I intentionally develop in
learners their capacity to care.
9. I am an inquirer. I am more a
raiser of questions than a giver of
answers.
10. I have the skills of communica-

tion and conflict resolution.
I have I may I do not
this /I am have this have
Characteristics this /I may be this/I am
this not this
(3 points) (2 points) (1 point)
11. I have the skills of reflective
learning through which I
apply what is learned from my
teaching to deepen my own
understanding of the students
and the learning process.
12. I practice cooperative learning
by encouraging cooperative
learning tasks and discouraging
negative competition among
students.
13. I help students plan and act to
achieve a culture of peace.
Total Score:
Feedback
Add up all the scores according to the column checked. The perfect score is
29 (13 items x 3 – highest rating in the scale).
A score of 26 and above indicates that you already possess the attributes of
a teacher who promotes and respects cultural diversity – a teacher of peace.
A score of 20 to 25 indicates that you possess some of the attributes but still
need to do work towards developing your skills in promoting respect and
appreciation of cultural diversity.
If you scored lower than 20, you need to exert an extra effort in developing
your skills in promoting respect and appreciation for cultural diversity in
the school setting.
Based on the results of the assessment, do you now consider yourself as a

teacher of peace? If so, congratulations! Not only are you equipped to peace-
ably live together among your family, friends, and co-workers, but you are
also in a position to help your students become students of peace themselves.
What can you do as a teacher to further promote respect for cultural diver-
sity? Complete the following activity and find out.

The table below contains a list of activities that you can do to promote peace
and respect for cultural diversity. Check the column that corresponds to
your possible status as far as implementing the activities is concerned.
I am I can do this I can-

already but haven’t not do
Activities doing done it yet. this.
this.
1. Organize regular discussions on
peace and diversity-related issues.
2. Participate in regular discussions on

peace and diversity-related issues.
3. Arrange and conduct trainings on
understanding and appreciation
of peace and respect for cultural
diversity for students and teach-
ers, using actual cases from your
school.
4. Participate in trainings that pro-
mote peace and understanding of
cultural diversity.
5. Manage conflicts that arise in the
classroom.
6. Take appropriate action on peace
and diversity-related issues.
7. Document and discuss specific stu-
dent complaints arising from peace
and diversity-related issues.
8. Design learning activities that re-
flect the different backgrounds and
needs of the students.
9. Select learning materials that re-
flect the different backgrounds and
needs of the students.
I am I can do this I can-
Activities doing done it yet. this.
this.
10. Reach out to quiet or non-partici-
pative students.
11. Treat each student as an individual
deserving of respect and not as a
representative of a group.
(Source: PEACeXCELS Module 2, Promote Peace and Respect for Cultural

Diversity in Schools and Communities, SEAMEO INNOTECH)
Discuss your answers with your co-learners or Flexible Leaning Tutor. Fo-
cus on the activities that you cannot do and solicit their suggestions on
what you can do about it.
Feedback
How did you fare in terms of promoting peace and respect for cultural
diversity? If you have many check marks in the second column (I am al-
ready doing this), it means that your classroom promotes living together
peaceably. It also shows that respect for cultural diversity is evident. If
you have more check marks in the third and last columns (I can do this but
haven’t done it yet; I cannot do this), do not get frustrated. The succeeding
lessons will help you and your school to be better at promoting respect for
cultural diversity.
In addition to promoting respect for cultural diversity, you as a teacher of

the 21st century, need to develop other personal values and skills - like be-
ing flexible and adaptable to diverse and changing situations. Read on and
find out about the second set of skills that you need to develop under the
pillar, Learning to Live Together.
As a teacher, you have the responsibility to help your students develop
flexibility in themselves to allow them to adapt to the fast and diverse
changes in the 21st century. What do you understand about the terms flex-
ibility and adaptability? Write your ideas on the lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your thoughts with your co-learners and Flexible Learning Tutor.
You may also compare your answers with mine in the following section.
Let’s Study
Learning to Live Together – Life and Career Skill #2:
Flexibility and Adaptability
How do you develop flexibility and adaptability in your life as a 21st

century teacher? Find out by reading the critical incident below. Then,
answer the questions that follow.
Critical Incident
Teacher Lee, a high school teacher from a rural government school, transferred
to another school in the city. Teacher Lee encountered challenges in her new
school. For one, the class size was much larger. For another, while she handled
Algebra for many years in her former school, the only available teaching slot
in her new school was Geometry - a subject she hadn’t taught in a long while.
The students were also more diverse - coming from different nationalities and
cultures. On her first day of teaching, she was overwhelmed and amazed at the
availability of technological gadgets for teaching, such as computers, multime-
dia projector, access to internet-based learning resources, TV, and other audio
-video equipment.
The shift for her was rapid and she was both shocked and confused. She didn’t
know what to do, for she was not very much familiar with the use of the
technology in the classroom. While they had computers in her previous school,
these were mainly used for making reports and other administrative purposes.
She wanted to approach her co-teachers for help but they were all busy. Some
even seemed unfriendly to her as she heard them making comments about her
being “primitive.” The changes were just too many for her and these were
all happening at the same time. Teacher Lee had adjustments to make in her
personal and professional life as well.
If you were Teacher Lee, how would you address the challenges posed by
the new environment? Write your reflections on the lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your thoughts with your co-learners and Flexible Learning Tutor.
Read on and see if your responses are similar with mine.
Feedback
Like Teacher Lee, many people have faced situations that expose them to
new and challenging environments. This is particularly more true now in
the 21st century than in the previous centuries, due to the fast-paced changes
and the multicultural and diverse societies of the 21st century. Thus, if you
were in the situation of Teacher Lee, you surely would have recognized
the necessity and urgency of developing flexibility and adaptability in life,
at school, and at work.
What does it mean to be flexible and adaptable in life as a 21st century

teacher? Similar to what Teacher Lee needs, how do you develop these
skills in yourself and in your students?
Let’s Read
Adaptability
Partnership for 21st Century Skills (2009) describes `adaptability to change‘

as the ability to fit into varied roles, responsibilities, and contexts. In the
critical incident that you have read, Teacher Lee was exposed to new
students, new subject matter to teach, new school setting, which are all very
different from what she has been used to. For her to adapt, it is necessary
to adjust to the new roles and responsibilities required of her in the new
environment.
Being adaptable also implies working effectively even if you happen to

face new situations, new environments, and changing priorities. Even if
roles and tasks are ever-changing, a person who is adaptable will not stop
working but will be willing to make the necessary changes to achieve the
goal he/she has set. As a teacher, you must recognize that changes are
inevitable in this current generation. You must be able to adapt to these
changes if you want to thrive in the 21st century.

Now that you know how important the quality of adaptability is to a 21st
century teacher like you, how do you think can you develop the attribute?
Reflect about the quality for a while and write your answer on the lines
below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Share and discuss your reflection with your co-learners and Flexible
Learning Tutor, and then, read on to validate your thoughts.
Let’s Study
Guidelines for Developing Adaptability
So how do you become adaptable? Purnell (2011) shares the following

guidelines on how to develop adaptability.
1. Adapting to change should always be for your highest and best

benefit.
2. Assess what you are trying to achieve with your changes by

reviewing your current practices and implementing measures to
bring you into alignment with your new objectives.
3. Change your behavior - your negative emotions and way of

thinking, and try to retain your ability to remain optimistic.
4. Be more strategic. For example, see multiple scenarios, learn from

past experiences, understand and manage your emotions while
being sensitive to the emotions of others, and view change as an
opportunity rather than something to be feared or threatened by.
5. Be observant of the changes occurring around you and be prepared

to do what is necessary.
6. Listen to what is being said, appreciate others’ views, and respect

their needs. Plug all that information into your mind and find
solutions that match your situation.
What do you think about the tips presented? Remember, the usefulness of
such guidelines depends upon your initiative to try them out in your life as
an individual and a teacher.
Recall an incident in the past when you demonstrated adaptability; then,
answer the questions that follow.
1. Write the situation in which you demonstrated adaptability.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. How did being adaptable help you address the situation effectively?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Let’s Read
Flexibility
Now that you have learned about the importance of adaptability and how
you can demonstrate it, it’s time you know more about flexibility, another
important life and career skill under the pillar, Learning to Live Together.
Partnership for 21st Century Skills (2009) described flexibility as being

able to effectively incorporate feedback into one’s actions. It also implies
dealing positively with praises, setbacks, and criticisms.
As a teacher, you will often find yourself in situations that require a lot
of flexibility, creativity, and the ability to change plans at the drop of a
hat. Flexibility is an important skill for any teacher because anything can
happen in the classroom, in school, and even at home. In the classroom,
a flexible teacher responds to different classroom situations and adjusts
instruction to best serve the needs of students. Flexibility means being able
to use a variety of teaching techniques and strategies. This skill also comes
in handy in the classroom when, for a variety of reasons, the teacher needs
to adjust his/her plans for a particular day. A flexible teacher is able to
make modifications to the plan under specific circumstances.
How do you develop flexibility in your daily life and in your life as a
teacher? Here are some flexibility fundamentals adapted from Eder (2010)
to help you develop this important skill in your life.
1. Anticipate changes in your plans.
Since everything changes, your plans must change, too. For example,
typhoons, class suspensions, student assemblies and programs,
teachers’ meetings, computer crashes, internet failures and a host of
other things can leave you with a well thought out lesson plan that you
can not use anymore. Teachers like you have to be able to adapt to these
changes quickly.
2. Learn to prioritize well.
Teachers are often laden with tasks and responsibilities. These do

not only cover instruction-related work, but also other non-teaching
responsibilities such as coaching, mentoring new teachers, serving as
school paper advisor, and others. You cannot take on all tasks and be
effective in all of them. You must know what is essential to hang onto
and what you can let go. Do not take on more than what you can handle.
Setting your priorities right involves flexibility. This involves the skill
of being able to determine what is important and what is not. Your
priorities guide all your choices. When you prioritize, you:
• identify what needs to be done;
• rank what needs to be done first; and
• focus on what’s foremost or important in your daily life and in your

life as a teacher.
3. Keep things balanced.
Being flexible also means being able to give up one task or responsibility
for something that you value more. This way, you get to keep a good
sense of balance on what’s more important to you and your life as a
teacher vis-a-vis the less essentials. Keeping things balanced not only
refers to tasks and responsibilities, but also in balancing diverse views
and beliefs to reach workable solutions, particularly in a multicultural
environment. Being flexible means understanding these diverse views;
and when conflicts arise due to these differences, being flexible means
being able to negotiate to reach a peaceable resolution or compromise
acceptable to everyone.

Go back to the story of Teacher Lee on pages 104-105. If you were in her
situation where she encountered challenges in her new school, how would
you have manifested flexibility? Write your response in the lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Feedback
I’m sure that you learned much from your own reflections in the previ-
ous activity, and from your discussion with your co-learners and Flexible
Learning Tutor. This is because all of us have encountered situations such
as being in a new environment with different challenges similar to what
Teacher Lee has experienced. These situations call for flexibility and adapt-
ability - skills necessary in the light of the rapid changes in the 21st century.
Like Teacher Lee and as a 21st century teacher, you may be overwhelmed
by these changes. For example, you may have also experienced the changes
that Teacher Lee had in her personal life (e.g., new home and community
environment), and in her life as a teacher (e.g., new school, new students,
new colleagues). To adapt to these changes, you should realize and
accept that in life and at work, everything is in a constant state of change.
Interruptions and disruptions to one’s daily life, such as those experienced
by Teacher Lee in her personal life and in her life as teacher, are expected.
Therefore, an attitude of flexibility and adaptability is important to
successfully hurdle the challenges of life and teaching in the 21st century.
As a 21st century teacher, flexibility and adaptability are necessary skills

for you to develop within yourself since nothing, no matter how carefully
you have planned your lessons, is going to work as written down on paper.
Each of your students is unique and school days are different from each
other. Recall Teacher Lee’s story. Most probably, her new students would
have characteristics that are different from students in her former school.
Even the learning situations in her school would be different, and most
often, would not fit neatly into her schedule of things. Because of these, she
will need extra help from her colleagues and school head.
When you encounter similar situations, it would be good to listen to the

advice of your colleagues and school head to help you cope with the changes
and challenges in a new environment. Getting help should be no problem
once you have decided that you cannot do it alone. Have you experienced
that there are days when you even need the help and cooperation of
your students? Once you have developed the skill of being flexible and
adaptable, you can then pass these skills on to your students.
Let’s Remember
• The learning pillar Learning to Live Together involves the

development of social skills and values, and an appreciation of
diversity among people. These skills will enable you and your
learners to live in peace and harmony.
• To equip yourself with knowledge, skills, attitudes, and values

(KSAVs) and to live in peace and harmony in life and in work in
the 21st century, you must improve on the following 21st century
life and career skills related to the Learning to Live Together pillar:
- social and cross-cultural skills, and
- flexibility and adaptability
• There are five suggested ways to develop one’s social and cross-
cultural skills. These are:
- Know when it is appropriate to listen and when to speak.

- Conduct oneself in a respectable and professional manner.
- Respond open-mindedly to different ideas and values.
- Leverage social and cultural differences to create new ideas
and increase both innovation and quality of work.
- Respect cultural differences and work effectively with people
from a range of social and cultural backgrounds.
• A teacher of peace is someone who promotes and respects

diversity in the classroom and in the school. Some of the attributes
of a teacher of peace are:
- gender sensitive,
- intentionally develops in learners their capacity to care,
- a responsible, global citizen,
- service-motivated and active in the community,
- skilled at communication and conflict resolution, and so on.
• Flexibility implies one’s ability to effectively incorporate feedback

into one’s own actions, and to deal positively with praise, setbacks,
and criticisms.
• Adaptability means being able to change to fit into varied roles,

responsibilities, and contexts.
Now, you have learned more about two life and career skills – social and
cross-cultural skills, and flexibility and adaptability. These are needed to
live together peaceably in the 21st century. In addition to these skills,
you and your students must be able to learn work- or career-related skills
that you can use to thrive in work and in life. Are you excited to know
more about how you can do this? If your answer is yes, then continue
studying the next topic on life and career skills related to the Learning to Do
educational pillar.
Read the critical incident below and answer the questions that follow.
Critical Incident
Mrs. Pilar bumped into Gino, one of her former students in Community
High School. Read their conversation below.
Mrs. Pilar: Hi, Gino, it’s great to see you! My, I almost didn’t recognize
you! How long has it been since I last saw you?
Gino: It has been almost ten years since I graduated from high school.
It’s great to see you, after all these years, Mrs. Pilar.
Mrs. Pilar: So, how are you?
Gino: I’m fine, thank you. I have recently been promoted as a team
leader at an electronics company where I’ve worked for more
than six years now. You may have heard that I was not able to
pursue a college degree after graduation. Sadly, my parents
didn’t have the financial resources to send me to college. Thus,
I worked part time - as an apprentice in a motor shop - and
studied at night. I took up a technical course in electronics,
passed the certification examination, and now I am happily
working at my current job.
Mrs. Pilar: Great to hear that, Gino! I am very proud of you!
Gino: Thank you, Mrs. Pilar. You know, you were one of the teachers
who encouraged me to develop myself, not only in academics,
but in other aspects of my life as well. What you and my
teachers have taught me in school about relating and working
well with people and in continuing to pursue learning, have
helped me achieve success in work and in life.
Mrs. Pilar: I’d love to hear more, but I have to run. My children are
waiting for me at home. Come by and see us at school! I’m
sure your other teachers would love to see you again.
Gino: Thanks! I’ll try to visit the school one of these days. Bye!
1. Based on Gino’s experience, what do you think were his most important
learning in school?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. As a teacher, what are your most significant insights from the experience
of Gino? Write your thoughts on the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Share your reflections with your co-learners and Flexible Learning Tutor.
Then, compare your responses with mine on the next page.
Feedback
It is one of the biggest dreams of teachers to see their students succeed in
life and in work. As a teacher like Mrs. Pilar, you would have felt elated to
know that you contributed, in whatever small way, to developing the skills
necessary for your students to thrive well in work and in life. Gino seemed
to have been equipped and nurtured in his former community high school
with knowledge, skills, attitudes, and values (KSAVs) that he needed to
gain employment, even if he was not able to pursue a college degree.
Perhaps, like Mrs. Pilar, you may also have realized that students like Gino,
who took on a different career path, can also succeed in their work, provided
they are equipped with KSAVs needed in the fast-changing 21st century
environment and beyond. Perhaps this is also one of the realizations of
Gino in the story, that even if a formal tertiary degree has eluded him due
to financial difficulties in his family, he was still able to succeed in life and
at work because of the appropriate KSAVs that he gained while in high
school. He was indeed very grateful to his teachers for these!
Have you ever thought about how you can help your students have the
necessary KSAVs to help them succeed in life and at work in the 21st
century and beyond? However, bear in mind that, as mentioned earlier,
before you can develop these skills in your students, you must first equip
yourself with these same life and career skills.
Are you excited to know more about how you can do this? If your answer
is yes, then continue studying the next topic on life and career skills related
to the Learning to Do educational pillar.
Let’s Study
In Lesson One, you were introduced to the four learning pillars, where
you also learned in greater detail the first pillar - Learning to Know. Earlier
in this lesson, you learned more about the second pillar - Learning to Live
Together, and how this relates to your life as a 21st century teacher. Are you
ready to learn about the next pillar - Learning to Do? If so, continue reading.
Learning to Do as a 21st Century Teacher
Can you recall the description of Learning to Do found on page 42? If you recall
that Learning to Do was described as the acquisition and application of skills
that would allow individuals to effectively participate in the global economy
and society, you are correct. Moreover, Learning to Do is closely linked with
technical-vocational education, work skills training, and how one’s knowl-
edge can be applied or put into practice as one progresses through life - from
school to the world of work. Learning to Do means applying in practice what
one has learned. This is the skill that Gino exemplified in the critical incident
you read earlier. The skills he obtained from high school, reinforced by those
he gained from the technical course he took up after high school, enabled
him to succeed in life and at work in the 21st century.
In the 21st century, Learning to Do should go beyond work skills. In Learning:

The Treasure Within (Delors, 1996), Learning to Do “goes beyond narrowly
defined skills development for ‘doing’ specific things or practical tasks in
traditional or industrial economies.” The report further mentions that Learn-
ing to Do “calls for new types of skills, more behavioral than intellectual. The
material and the technology are becoming secondary to human qualities and
interpersonal relationship.”
Learning to do thus implies a shift from simply applying skills to develop-
ing competence, or a mix of higher-order skills specific to each individual.
Thus, ‘learning to do’ means, among other things, developing the follow-
ing life and career skills:
A. Initiative and Self-direction
B. Productivity and Accountability
C. Leadership and Responsibility
What are these life and career skills? Read on and find out more about
these in the following pages.

Below are important life and career skills that a 21st century teacher needs
to possess. Reflect about these skills and write a brief description about
each on the space provided.
A. Initiative and Self-direction
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
B. Productivity and Accountability
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
C. Leadership and Responsibility
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Check how well you have described the skills by comparing your answers
with the descriptions below.
Let’s Read
Learning to Do – Life and Career Skill #1:
Initiative and Self-Direction
How do you describe a person who has initiative and self-direction? Part-
nership for 21st Century (2009) describes initiative and self direction as :
1. Ability to work independently. Exercising initiative and self-direction

implies the ability to work without the assistance of others. While
working with other people and in teams is also important in life and
at work, there are occasions when you will need to be confident in
working independently and in no need of someone else’s help. This
also means being able to monitor, define, prioritize and complete tasks
without direct oversight.
2. Ability to manage goals and time. This includes setting goals with
tangible and intangible success criteria. It also involves balancing tactical
(short-term) and strategic (long-term) goals. Moreover, it implies being
able to utilize time and manage workload efficiently. It is common for
21st century workers to do multitasking - where one takes on different
work, roles, and responsibilities at the same time. This is even more true
in your life as a teacher. You are facilitator of learning in your classroom,
counselor for your students (and sometimes colleagues), while you do
administrative reports needed in your classroom and school. Alongside
these teaching roles, you also have a role to play in your family - as a
wife/husband, or a daughter/son. All these will eat up a chunk of your
time, and you must learn how to manage your time wisely - between
personal life and teaching life.
3. Ability to be self-directed learners. Self-directed learners have the
following skills:
• Go beyond basic mastery of skills and/or curriculum to explore

and expand one’s own learning and opportunities to gain expertise
• Demonstrate initiative to advance skill levels towards a professional

level
• Demonstrate commitment to learning as a lifelong process
• Reflect critically on past experiences in order to inform future

progress

Now that you know more about initiative and self-direction, how do you
demonstrate these skills in your life as a teacher? Write your ideas in the
space below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Let’s Study
Productivity and Accountability
The second set of Learning to Do skills for life and work in the 21st century
is productivity and accountability. Productivity involves being able to
deliver a specified task in a given period of time, using available resources.
Accountability, on the other hand, connotes being responsible to someone,
or for some activity.
How do you develop within yourself the skills of being productive and
accountable? As a 21st century teacher, you must realize that productiv-
ity and accountability involve setting the right priorities, careful planning,
and applying knowledge and skills to make wise decisions that create qual-
ity results in a fast-changing environment. You demonstrate accountability
through your efficient time management, appropriate resource allocation,
personal integrity, and self-monitoring to meet the demands of productivity.
There are two important skills for you to develop along the lines of produc-
tivity and accountability in the 21st century. These are:
1. Manage projects. This implies that you should be able to set and meet
goals, even in the face of obstacles and competing pressures. Also,
you should be able to prioritize, plan, and manage work to achieve the
intended result. Teachers like you are often given tasks in addition to
your usual teaching assignment and you must be able to manage these
additional work well. For example, you may be assigned to serve as
an advisor in investigatory research projects of students. This task will
require time and attention outside your instructional time and it is
important for you to plan out your strategy to handle both teaching and
this additional task well.
2. Produce Results. This does not simply mean having an output, but
producing one with high quality with the optimum use of available
resources. As a teacher, you may need to submit reports to your school
head. Your report output should always have the stamp of quality and
excellence.
This mark of quality and excellence produces good results. To do this,

you must be able to:
• Work positively and ethically;
• Manage time and projects effectively;
• Multi-task;
• Participate actively, as well as be reliable and punctual;
• Present yourself professionally and with proper etiquette;
• Collaborate and cooperate effectively with teams;
• Respect and appreciate team diversity; and
• Be accountable for results.
Increasing Productivity
How do you increase your productivity so that you will have high quality
results and facilitate the learning in your 21st century classroom? The fol-
lowing are some guidelines on how you can be more productive, not only
in school, but in your life as well. These tips are adapted from Katie-Anne
Gustafsson (2006).
1. Communicate simply and clearly
One of the most important skills in teaching is effective communication.

When you are communicating with your students, make sure that all
your instructions and information is understood the way you intend it
to be. For example, simply repeating the same questions or instruction
using different words during the teaching and learning process can
mean the difference between achieving your lesson objectives. In
communicating with your students, your number one objective is
clarity. It is best to use simple language to increase your chances of
being understood by your students. By speaking clearly, concisely, and
checking that the person you are communicating with understood what
you have said, you can save precious time.
You will learn more about effective communication techniques in the

second module of this GURO21 Course, Facilitating 21st Century
Learning.
2. Plan well
With all your activities and tasks as a 21st century teacher, the skill in
proper planning will come in handy. Planning is something that you
need for activities and projects in your daily life and your work life as a
teacher. You may find it helpful to keep a yearly planner on your desk
where you can record important dates and activities in school, such
as major tests (e.g., final exam, achievement test) and activities (big
projects), seminars, conferences, and other professional development
activities in and outside your school. This way, you can see at a glance
when you need to do these tasks/activities.
Sometimes, you have major activities that you need to do. This may
include coaching students for science fairs and helping them develop
their projects. It would be helpful if you plan the entire project at the
beginning of the school year. Break it down into smaller steps and assign
a date by which each step should be completed. Delegate some activities
that can be done by someone else, but keep them closely supervised as
to who is doing what and when it should be completed. Once you have
planned how you will do the project, you will find that you are less
likely to put it off until the last minute.
3. Prioritize
Have you ever experienced what some call as “tyranny of the urgent”?
This means that all your activities and tasks seem to call on your attention,
or that each task seems equally important as the rest. These tasks could
be papers to grade, students who need remediation or enrichment,
reports to write, and so on. While you may have the desire to do all
these things at one time, jumping around from one task to another will
have you feeling exhausted at the end of the day. More often than not,
you may find yourself having too many activities but accomplishing
little, sometimes none at all.
Thus, you need to work on a prioritzing strategy. How do you

accomplish this? You may find it helpful to have a schedule, which
you will go over daily. Determine the urgency of each task/activity.
Once you know what needs to be done, how urgently it is needed, and
how long it is likely to take to complete, add the tasks in the order of
importance to your work schedule for the day.
At the end of each day, take a look at the activities/tasks that you have
accomplished. Then, move those that you haven’t completed to your
priority for the next day.
4. Do not procrastinate
Have you ever found yourself putting off a task that can be done for the
day? If your answer is yes, you are like many people. Procrastination
may be considered as the biggest time thief of all! To be productive,
you need to identify the tasks you tend to put off. Once you know
which things you are likely to procrastinate about, consider why you
don’t want to do them. Perhaps they are too large, too boring, or just
seem like a waste of your time. By identifying the reasoning behind
your procrastination issues, you can find solutions, such as breaking
larger projects down into smaller pieces, scheduling the least-liked
tasks for first thing in the morning so they are done, and delegating any
tasks that are so routine they feel like a waste of your time. Eliminate
procrastination from your daily life and in your life as a teacher and be
amazed at how much more you can accomplish in your day!
5. Delegate
One of the joys of being a teacher is that your students usually love to
do things for you! Volunteers abound in the classroom who will help
you do your routine tasks. Delegate some of your routine tasks - like
checking attendance by placing push pins in an attendance chart on the
wall, or assigning leaders for each team to facilitate homeroom activities,
and so on. You would be surprised how quickly students take on these
tasks. In the process, you will also develop their sense of responsibility.
Remember to communicate the instructions clearly and ensure they are

understood before leaving the tasks to the students. Once you delegate
something, just a quick review to ensure it is done correctly and on time
is all that you should need to do.
How productive are you as a teacher in the 21st century? Complete the
following questionnaire and find out.
On a scale of 1 to 3, where will you place your skill about the traits
mentioned above? Place a check mark on the appropriate column.
I already have I have this trait I do not

this trait and but I need to have this
Productivity Traits practice it regu- further im- trait yet.
larly. prove on it.
(1 ) (2) (3)
I communicate simply
and clearly.
I plan well.
I prioritize my tasks and
responsibilities well,
based on their impor-
tance.
I do all activities and
tasks that I can do today
and do not put them off
for tomorrow.
I delegate some tasks
that my students can
easily do on their own.
Feedback
How did you fare in the checklist? If you have more 1’s and 2’s in your
answers, good for you! You are a productive teacher (or at least well on
your way to becoming one) and well-suited for 21st century life and work.
If you have more check marks in the 3’s column, do not be discouraged.
You may ask the advice of your colleagues, your co-learners, and Flexible
Learning Tutor to help you to further develop this skill.
Let’s Study
Accountability
You have learned that delegation is one way to increase your productiv-
ity as a teacher. This is also a great way to develop accountability - a skill
needed in life and at work in the 21st century - among your students. Can
you recall the definition of accountability on page 118? If you mentioned
that accountability refers to being responsible to someone or for some ac-
tivity, then you remembered well!
There are varied activities in the classroom where you can allow your stu-
dents to develop accountability and to take charge of their own learning.
The diagram below shows the various teaching-learning activities and the
levels of student and teacher accountabilities that they promote.
Study the figure below and then accomplish the activity that follows.
Teacher Accountability
“I do it.” Focus Lesson
Guided
“We do it.” Instruction
Collaborative “You do it
Learning together.”
Independent “You do it
Tasks alone.”
Student Accountability
Adapted from Frey, Nancy et al. (Productive Group Work, ASCD, 2009)
1. Study the figure on teacher and student accountability in the previous
page. Rank the level of teacher and student accountability, with 1 as the
lowest level of accountability, and 4, the highest. Use the table below
to record your responses. In the second column, write the level of
accountability of teachers for each instructional activity listed in the first
column. Do the same for the level of accountability of students in the
third column.
Teacher Student
Instructional Accountability Accountability
Activity (1=lowest; (1=lowest;
4=highest) 4=highest)
Focused lesson
Guided instructions
Collaborative learning
Independent tasks
2. What have you observed about the relationship between teacher and
student accountability from the filled-out table above?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Reflect on the most recent lessons and instructional strategies that you
used. Do you find yourself taking greater accountability for learning
that happens in the classroom compared with your students? Why is
this so? Explain your answer in the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. What are the advantages of developing accountability among your
students? How does this translate to better productivity in the
classroom? Write your ideas in the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Compare your answers with mine below. You may also discuss your re-
sponses with your co-learners and Flexible Learning Tutor.
Feedback
Looking at your filled-out table, have you observed that teacher account-
ability level goes down from Focus Lesson (4) down to Independent Tasks (1)?
The reverse is true for student accountability, with Focus Lesson having the
lowest rank (1) with Independent Tasks (4). If this is how you filled out the
table in question #1, then you are right!
Did you notice that there is a gradual release of accountability from teacher
to student from Focus Lesson down to Independent Tasks? This is a way to
build students’ confidence by allowing them to demonstrate their expand-
ing competence in what they are learning. For example, it is in Focus Les-
son where the teacher establishes the lesson’s purpose and show his/her
students how to approach the new learning material. This part shows huge
accountability on the part of the teacher and very little, if at all, on the part
of the students.
During Guided Instruction, the teacher strategically uses questions, cues, di-
rect explanations, and modeling to facilitate students‘ learning by completing
tasks according to the given guidance. In Collaborative Learning, the teacher
begins to delegate more accountability to the students as he/she designs
and supervises tasks that enable students to learn from one another. Finally,
during Independent Tasks, the teacher allows students to take center stage,
delegating most, if not all, accountability to students, as he/she designs and
supervises tasks that require students to apply their learning to their lives.
I am sure you gained new insights on accountability in the classroom in the
exercise you have completed and from your discussion with your co-learn-
ers and Flexible Learning Tutor. Like many teachers, you may find yourself
using instructional techniques and strategies that have varying levels of
accountabilities between you and your students. However, it is important
that you are always on the lookout for opportunities to share learning ac-
countability to your students as this will help them cope with the needs of
the 21st century. Remember that as you develop the skill of accountability
within yourself, you will be better equipped to help your students develop
the same skill within themselves.
Now, you have learned two of the three Learning to Do skills needed for work
and life in the 21st century. Can you recall what are these? If you say ini-
tiative and self-direction, and productivity and accountability, then you are
correct! Are you excited to learn about the last set of these 21st century skills,
namely, leadership and responsibility? If this is the case, then continue reading.

A school ready and fit for 21st century is characterized by respect for cul-
tural diversity and an environment that promotes the holistic development
of students, where students from varied backgrounds acquire learning
without fear of harm or prejudice. As a teacher of the 21st century, you
will certainly meet these challenges. How do you take on and successfully
hurdle these challenges?
First, read the following critical incident, a continuation of Suyen’s story

you have read on page 81. Then, answer the questions that follow.
Critical Incident
Ms. Nga, Suyen’s teacher, was bothered by the way she reacted to
Suyen’s concern. She felt bad because she knew that she did not
handle the situation properly. She went to Mrs. Rai, her mentor, for
advice. Mrs. Rai has been with the school for more than ten years,
while Ms. Nga is a recent education graduate. Like many teachers
in the school, Ms. Nga wanted the school to not only be a venue for
learning but also a haven for mutual respect, especially when it comes
to respecting individual differences.
Read the conversation below between Ms. Nga and Mrs. Rai.
Ms. Nga: Hello, Mrs. Rai. May I consult with you about an incident
that happened yesterday in my classroom? It involves Suyen,
one of my students.
Mrs. Rai: Of course, Ms. Nga. Please tell me what happened.
Ms. Nga: You see, I had an incident in my classroom yesterday. Some

students in my class were mocking their classmate, Suyen. I
saw Suyen crying because she was being teased for walking
with a noticeable limp. Her classmates were making fun
of her because of her different physical appearance. When
Suyen came to me for help, I ignored her. I felt really bad
about how I behaved.
Mrs. Rai: Why do you think did you act that way?
Ms. Nga: I really don’t know what came over me. I did not do
anything for Suyen simply because I did not know how to
properly respond to her concern. Ignoring her was the best I
could come up with yesterday because I was afraid I might do
or say something wrong.
Mrs. Rai: I see. Well, at least you recognize the problem and admitted
that you were at fault in this situation. That is the first step
towards solving your problem. You know that in our school,
we aim to promote the respect for cultural diversity. What
happened with Suyen yesterday runs contrary to this
principle. How do you plan to address the concern of Suyen?
Ms. Nga: First, I think I need to apologize to her for the way I reacted.
Then, I will talk to her classmates and emphasize to them the
need to respect one another. I hope to be able to make them
realize the wrong that they have done and apologize to Suyen.
Perhaps they will do better next time, like I will, too.
Mrs. Rai: Great, Ms. Nga! See, you were able to sort things out on your
own and come up with concrete solutions to your problem.
Ms. Nga: Oh, thank you, Mrs. Rai. You are really a good mentor.
1. What do you think of their conversation? Was Mrs. Rai effective in
helping Ms. Nga address her problem? Why/Why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What would you have said to Ms. Nga if you were Mrs. Rai? What other
advice would you have offered her?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Did Mrs. Rai manifest leadership as a co-teacher in addressing the

problem? Why/why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. How would being a leader help Mrs. Rai address the concern more
effectively? Provide examples of creative solutions that she can offer to
Mrs. Nga.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Compare your answers with mine on the next page to find out if your an-
swers are correct.
Feedback
From the story, it was clear that Mrs. Rai was able to help Ms. Nga solve
her problem. By simply listening to her, Mrs. Rai was able to influence
Ms. Nga towards addressing a concern and guiding her in contributing to
reaching the school’s goal of respecting and promoting diversity. If you
were Mrs. Rai, you could have also shared with Ms. Nga how you dealt
with similar situations in the past, and the concrete steps you took in solv-
ing these kinds of problems. You may have mentioned discussing respect
for cultural diversity in your classroom so that students will learn how to
appreciate and respect each other regardless of their differences. Mrs. Rai
could have also suggested that Ms. Nga attends professional development
workshops or seminars about respect for cultural diversity.
It was clear from their conversation that Ms. Nga appreciated Mrs. Rai’s
help in solving her problem. Being able to guide others towards coming
up with solutions to their problems is one trait of a leader, which Mrs. Rai
clearly manifested in the story. It seems that Ms. Nga looks up to Mrs. Rai
and she values her advice as her mentor. Thus, Mrs. Rai exerts influence
on her; if this is not the case, Ms. Nga would not have gone to her for help.
Do you want to be like Mrs. Rai - someone whom colleagues look up to, a leader
in her own right? If so, continue reading to learn more about leadership skills.
Let’s Read
Leadership and Responsibility
The last set of skills needed in life and at work in the 21st century is leader-
ship and responsibility. Let us discuss each of these skills in detail.
Leadership as a Learning to Do Skill
One of the many roles of teachers in the 21st century is that of a leader.
What comes to your mind when you hear the word “leader”? Write your
ideas on the lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Did you mention that leaders are considered people of influence or those
with the capacity to guide others towards a specific goal? If you did, then
you are correct! For example, in the story you read, Mrs. Rai was able to
influence Ms. Nga towards addressing a concern and guiding her in con-
tributing to reaching the school’s goal of respecting and promoting diver-
sity. That Mrs. Rai exerts influence on Ms. Nga is clear from the way Ms.
Nga came to Mrs. Rai for advice. This shows that Ms. Nga looks up to her
as her mentor and leader and values her opinions.
A leader is also characterized as one having the skill for a compelling vision
of the future, and the ability to inspire, encourage, and support members
of the group to perform their tasks with dedication and hard work, and to
lead by example. Above all, leaders demonstrate integrity and ethical be-
havior in using influence and power.
As a 21st century teacher, you are tasked to take on leadership roles not
only in your classroom and in your school, but in your family and commu-
nity as well. How do you develop leadership in yourself? More impor-
tant, how do you equip your students to become leaders themselves? As
you may know, the world of life and work in the 21st century requires you
and your students to exercise leadership in a variety of situations.
Do you know the qualities of a good and committed leader? Find out by
doing the following activity.

The table on the next page shows the characteristics of a good leader
(UNESCO-APNIEVE, 2005). Reflect on your own characteristics against
these leadership traits or attributes. Place a check mark under the column
which corresponds to your leadership skill - from very weak to very strong
- for each attribute.
Very Aver- Very
Leadership Trait Weak Strong
Weak age Strong
• Has a vision and the ability
to communicate it
• Has integrity
• Has the innate ability to
inspire, energize, and en-
courage his/her followers
• Empowers members
• Mentors potential leaders
who share his/her vision
and are committed to see-
ing it become a reality
• Leads by example
Answer the following questions.
1. Are you satisfied with your ratings? Why/Why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Which of the mentioned traits are your strong leadership attributes?
_______________________________________________________________
_______________________________________________________________
3. Which attributes do you need to develop more?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Can you identify some factors which may have hindered you from
developing some of these traits?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. Identify concrete ways by which you can develop your leadership in the
following situations:
In the classroom:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
At school:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
In your family:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Discuss your responses with your co-learners and Flexible Learning Tutor,
and compare them with mine below.
Feedback
How did the activity go? Were you able to identify the traits that you are
strong at? What about those that you are still weak at or those that you
don’t manifest at all? If you found yourself being strong in some traits -
like having integrity, or weak in some - like being able to empower mem-
bers, this is okay. Each of us has different levels of leadership skills and
it is up to us to develop these within ourselves. Perhaps you have not
fully developed these leadership traits because you don’t see yourself as a
leader. This may be a factor which may hinder you from fully developing
your leadership skills. You have to realize that anyone can be a leader - to
inspire and exert positive influence on others - regardless of one’s position
or status in life. By recognizing this, you will be well on your way to har-
nessing and developing your full leadership potentials.
Were you able to identify ways by which you can develop your leadership
in the classroom, at school, and in your family? The classroom is one of the
best areas to nurture and enhance your leadership because your students
naturally look up to you for inspiration, encouragement, and guidance,
among other things. At school, you can develop your leadership by taking
advantage of opportunities to mentor others, being a positive influence to
your colleagues, and inspiring others towards achieving the vision of your
school. You can develop your leadership skills in your own home, too. You
can inspire and encourage your family, and guide and empower your chil-
dren towards making the right decisions in life.
Remember that leadership skills are very important in your daily life and
in your life as a 21st century teacher. Always be on the lookout for oppor-
tunities to exercise and develop your leadership potentials, so that in turn,
you can also help your students become leaders themselves. However, be-
ing a leader comes with a great responsibility. Do you know what respon-
sibility means? Read on and find out.
Let’s Read
Developing Responsibility as a Learning To Do Skill
Earlier, you have learned about leadership, the first of the third set of skills
needed for life and work in the 21st century. Let us now learn about its
“partner skill,” responsibility.
What is your idea of a responsible teacher? Write your thoughts on the

lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Perhaps you mentioned that a responsible teacher is one who is account-

able. You may have also replied that he/she delivers the assigned task at
a given time. Your answers may not be worded exactly like these, but if
the thoughts are similar, consider your responses correct. Responsibility
is the ability to be personally accountable for an assigned task or course
of action in an organization or group. Someone who is responsible acts
with the best interests of the larger community in mind, more often forego-
ing one’s concerns. As a teacher, you have responsibilities that go beyond
merely passing on knowledge and disciplining your students. You are also
responsible for helping your students lead a fulfilling and successful life in
the 21st century and beyond. Indeed, a teacher like you is viewed as some-
one who does not only impart factual knowledge to your students, but one
who has the power and responsibility to shape a better world for them.
Why is responsibility an important skill to develop in your personal life

and in your life as a 21st century teacher? Responsibility is a necessary skill
for you to cope with the changing needs and tasks in the 21st century, and
to adequately prepare your students for life and work after they leave the
portals of the school. How do you develop an attitude of responsibility?
Here are some guidelines culled from the works of Tomkins (2006), and
LSU AgCenter (2010).
Guidelines in Developing an Attitude of Responsibility

[Tomkins (2006) and LSU AgCenter (2010)]
1. Accept the principle that everything that occurs in your life is the result of a
decision that you have made yourself. For example, you may have to stand
by a low grade that you have given to one of your students, even if that
student happens to be the son or a daughter of a person of influence in
the community.
2. Do not blame others for what is happening in your life. As a teacher, you
may sometimes be re-assigned, in the exigencies of the service, to
impoverished communities, which may not appeal well to you. It may
be easy to become bitter and blame your school head for his or her
decision to relocate you, but you may think of this as a new opportunity
for you to grow as a person and as a teacher.
3. Instead of blaming others, think of what led to the situation and what you can
do to address any challenge or improve the situation. In the example in item
2, you may welcome your school head’s move to transfer you to a school
that needs your services more as a new challenge to your professional
life and an opportunity to help those who have less in life.
4. Do not expect others to carry your burden. Do not pass on the responsibility
to anyone but yourself. Being responsible means owning-up to your
decisions and actions. For example, if you were given an additional role
in your school - perhaps as an advisor of the school paper - do this new
task justice by giving it your best shot and by performing to the best of
your talents and abilities. Do not look around for other people to whom
you may delegate the task assigned to you.
5. Before deciding to accept a responsibility, know the required standards, obtain

clear, careful directions for doing the task, and know whether you can complete
it within the given time frame. This will ensure that you can successfully
carry out the responsibility. Careful planning is part of being responsible.
For sure, you have to know what you are getting yourself into before
you take the plunge. For example, you may be given the post to serve
as the Head of your Department. Before you accept this new task, you
may want to discuss with your school head about the expectations that
he or she has with you as the Department Head. Also ask how long
this assignment will take so that you can also adjust your other plans
accordingly. This will help you to manage your time and balance your
work load and other responsibilities in your daily and personal life, and
in your life as a teacher.
6. Think of the consequences if you will not do the tasks that are your
responsibilities. Sometimes, you may have to decide if it’s worth taking
on more responsibilities in your life and work. Are there other people
who are willing and qualified to take on the new tasks? Don’t hesitate
to say no if your hands are already full with your current work load and
responsibilities. This way, you are sure that whatever tasks you take on
will be done with excellence and quality, instead of spreading yourself
thinly.
How do you find the guidelines in developing an attitude of responsibil-

ity? Let us find out how well you can apply the concepts as a 21st century
teacher by working on the following activity.
Read the following critical incident and, then, answer the questions that
follow.
Critical Incident
Teacher Myint was just about to start her class when her teaching
supervisor, Mr. Bunyamin, walked through the door to her room and
said, “Good morning!” Teacher Myint nervously said, “I thought I was
finished with observations this year.”
“Just dropping by,” said Mr. Bunyamin. “Nothing formal. What are
you teaching today?”
Teacher Myint said, “I’m teaching a lesson on the life of our national
heroes.”
Mr. Bunyamin said, “Mind if I stay a bit?”
Teacher Myint reluctantly nodded as she said, “I’m really not prepared
for this informal observation. If you came by yesterday, you would
have seen that my lesson was more interesting. Today’s lesson is a bit
dry.”
Teacher Myint then stood in front of the class and lectured about one
national hero whose picture she posted on the board. She asked students
questions every now and then. Mr. Bunyamin noticed that most of
Teacher Myint’s questions required lower-order thinking skills (LOTS)
from the students. For questions like this, many students’ immediately
raised their hands to answer. But on the two occasions that she asked
questions that required higher order thinking skills (HOTS), only two
students volunteered to give responses.
Mr. Bunyamin also noted that several students in the back of the class
were inattentive. Some were exchanging whispers with one another
while others looked immersed in their own thoughts and were hardly
aware of what was going on.
After Teacher Myint’s classes that day, Mr. Bunyamin held a post-
observation meeting with her. Below are the exchanges between the
two:
Mr. Bunyamin: Ms. Myint, before I share with you my observations,

would you like to tell me first what you think went well during your
class?
Ms. Myint: I think I was able to cover all the topics in my lesson plan
and the students participated well.
Mr. Bunyamin: I agree with you that you were able to cover all the
topics and most of your students participated well. Now, what do you
think were the areas for improvement?
Ms. Myint: Some students did not participate. Actually, those students
in the back behave that way in all the subjects.
Mr. Bunyamin: What could be the reason that they did not participate
well?
Ms. Myint: There are two possible reasons for that. One, they are not
interested in the subject matter because it is really dry and uninteresting.
Two, those students are really notorious for being unruly and lacking
the initiative to learn. I blame that on the kind of family they come
from. Their parents fail to provide them with proper guidance.
1. Does Ms. Myint demonstrate a sense of responsibility? Cite her

statements that lend support to your answer and explain.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. If you were Mr. Bunyamin, what advice would you give Teacher Myint
regarding the sense of responsibility (or lack of it) that you observed?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Share your answers with your co-learners and Flexible Learning Tutor. Then,
read the following Feedback to see how well you applied what you learned
about responsibility as an essential skill under the pillar Learning to Do.
Feedback
If you answered that Ms. Myint did not demonstrate a sense of responsibil-
ity, you are correct. The following statements show why this is so:
a. “I’m really not prepared for this informal observation. If you came by
yesterday, you would have seen that my lesson was more interesting.
Today’s lesson is a bit dry.”

Explanation:
A teacher who takes responsibility is prepared to do her tasks to the best
that she can every day. Not a single day is taken for granted. Also, a
responsible teacher does not attribute the success of a lesson to the topic
alone. He/She knows that she is responsible for making any subject
matter interesting through a well-planned manner of delivery.
b. “Those students are really notorious for being unruly and lacking the
initiative to learn. I blame that on the kind of family they come from.
Their parents fail to provide them with proper guidance.”
Explanation:
A teacher who takes responsibility does not blame his/her classroom
management concerns on his/her students. While recognizing the role
of family dynamics and other factors as contributory to the behavior of
students, the responsible teacher believes that it is his/her role to apply
his/her knowledge and skills in facilitating the learning of students
even if they come from diverse cultural and family backgrounds.
If you were Mr. Bunyamin, you may have advised Teacher Myint that as a
teacher, she is expected to demonstrate an attitude of responsibility. This
kind of attitude is manifested in thinking of what led to the situation and
what can be done to address the situation instead of blaming others. In the
story, it was the weak questioning skills of Teacher Myint that contributed
to her problems in the classroom. As a responsible teacher, perhaps she
can attend professional development seminars/workshops to improve her
area of weakness - questioning skills. This will help address her problems
and ensure that the teaching tasks for which she is responsible are carried
out more effectively.

Couros (2009) came up with following responsibilities of 21st century
teachers. Reflect on the paragraph below and answer the questions that
follow.
The 21st Century Statement of Teacher Responsibilities
In order to adequately prepare today’s students for their future,

teachers must effectively participate in professional learning networks,
share and model the use of current internet tools,
lead authentic, integrated project-based learning activities,
assist students as they establish their own learning networks
and digital footprint,
learn alongside our students as they create, collaborate, and share,
provide sufficient learning opportunities for students to become digitally
literate and fluent,
while also inspiring each child to be quality, digital, global citizens.
1. Which of the above-mentioned responsibilities are you most confident
about? Which ones are you least confident in and how do you plan to
improve on these skills?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Recall a situation in your life as a teacher when you exercised

responsibility - taking accountability for your own actions and acting
on the best interest of your students. Cite this specific instance and share
how you felt about this incidence. What challenges did you encounter
and how did you address them? Write your response in the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Feedback
Have you noticed that a teacher’s responsibilities go beyond simple classroom
instruction? A teacher is responsible to herself/himself, to his/her students,
family, and community. Among the 21st century teacher responsibilities
mentioned in the previous page, perhaps you are familiar with many and
are already skilled in those. If this is the case, congratulations! If not, then
you continue to develop these skills that will make you a responsible teacher
who is ready for the challenges of the 21st century and beyond.
I hope that you have learned new and significant insights from the activities,
your reflections, and from discussions with your co-learners and Flexible
Learning Tutor about Learning to Do knowledge, skills, attitudes, and values
needed for life and work in the 21st century. Remember that lifelong
learning - the key towards achieving success in life and work in the 21st
century - involves not only learning on your own, but from others as well.
Congratulations! You have just completed Lesson Two of this module. As

you studied the topics and completed the activities, I hope you acquired
the essential knowledge, skills, and competence that you need in your daily
life and life as a 21st century teacher. Your understanding of the third and
fourth pillars - Learning to Live Together and Learning to Do and how you will
apply them to your life as a teacher of the 21st century, will serve as a firm
foundation as you study the last of the four education pillars - Learning to Be.
Let’s Remember
• Learning to Do, like the other three education pillars (Learning

to Know, Learning to Live Together, and Learning to Be), involves
the acquisition and application of knowledge, skills, attitudes,
and values (KSAVs) that would enable individuals to effectively
participate at work and in life in the 21st century.
• To equip yourself with knowledge, skills, attitudes, and values

(KSAVs), and to live in peace and harmony in life and at work in
the 21st century, you must improve on the following 21st century
Learning to Do skills:
- initiative and self-direction,

- productivity and accountability, and
- leadership and responsibility.
• Initiative and self-direction involve being able to work independent-

ly, manage goals and time, and learn on one’s own.
• Productivity involves being able to deliver a specified task in a given

period of time, using available resources.
• Accountability, on the other hand, connotes being responsible to

someone, or for some activity.
• Leadership is a skill of a 21st century teacher. A leader is someone
who:
- has a vision and the ability to communicate it,

- has integrity,
- has the ability to inspire, energize, and encourage his/
her followers,
- empowers members,
- mentors potential leaders who share his/her vision and are
committed to seeing it become a reality, and
- leads by example.
• Responsibility is the ability to be personally accountable for an

assigned task or course of action in an organization or group.

Lesson?
Two.
1. Briefly describe the following education pillars a: Learning to Live

Together, and b. Learning to Do.
a. Learning to Live Together

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
b. Learning to Do
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
How do these two pillars relate to life and career skills of teachers
needed in the 21st century classroom?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Match the following situations in the first column with the corresponding
life and career skills listed in the second column. Write the letter of the
best answer on the line before each number.
Situation Life/
Career Skill
___ i. Mrs. Ming was assigned to coach students a. social and

for the regional history quiz. She is cross-
apprehensive because this task is an cultural
add-on to her already loaded schedule. skills
However, she checked her activities and
schedules, organized them, and she was
able to accommodate this new task.
___ ii. An angry parent came to Mr. Hoa’s b. flexibility

classroom loudly complaining of the and
low grades his son obtained in science. adaptability
Mr. Hoa, although taken aback by the
rude behavior of the parent, politely
explained why his son’s grades are low
and showed him his class record.
Situation Life/
Career Skill
___ iii. Ms. Soraya handles a class of more than c. initiative and
sixty fifth-grade students. Due to the self-
big class size, it is sometimes difficult to direction
even do routine tasks, such as checking
of attendance and assignments. Thus,
Ms. Soraya grouped the students into
five, and assigned team leaders from
each group to facilitate checking of
attendance and other routine tasks for
the day. This way, Ms. Soraya can devote
more time to class instruction.
___ iv. A new curriculum has been introduced d. productivity

in Mr. Musngi’s school. Most of the and
teachers have negative comments about accountabil-
the innovation, saying this will take ity
more adjustment and extra effort on
their part to implement. Besides, they
say that this will cause confusion among
the students. Mr. Musngi studies the
new curriculum and the implementation
guidelines. Then, he volunteered to
organize a brainstorming session among
the faculty members in his department
to talk about the pros and cons of the
new curriculum.
___ v. Teacher Mina is a mathematics major. e. leadership

Due to lack of teachers, she was asked and respon-
to temporarily teach civics to third year sibility
secondary students. Rather than be
discouraged by the new assignment, she
lost no time in reading about the subject
and prepared well for her class.
3. Ms. Vina is an excellent teacher who is recognized in school and in her
community for respecting and promoting cultural diversity. She lives
peaceably with her students, colleagues, friends, and family. As such,
the school district, in cooperation with the local government, gave her
the “Teacher of Peace Award. “ What do you think are her attributes that
made her bag the award? Write these on the lines below and provide a
brief description for each.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
For questions 4 to 5, read the following situation and answer the

questions that follow.

Teacher Karina attended a professional development training in
integrating Information and Communication Technology (ICT)
in the classroom. After the training, she went home thinking
about the possibility that her school will be at the forefront of
technology integration in their school district. She pictured in
her mind the students using computers and the internet to learn
on their own, and with their peers from different parts of the
world.
Teacher Karina shared her dream with her teaching supervisor

and colleagues. She volunteered to do an echo seminar for
the school to share what she has learned from the conference.
Her excitement was contagious; her colleagues felt with the
possibility of harnessing the powers of ICT in the classroom.
However, there were some teachers who had apprehensions

about using ICT in the classroom. They did not know how to
use technology for teaching. Teacher Karina volunteered to do
demonstration teaching on ICT integration for her less techno-
savvy colleagues. After some hands-on training and classroom
observations, her colleagues started using computers as teaching
aids in the classroom!
4. Which of the following leadership traits does Teacher Karina possess?
Place a check mark on the blank space before each leadership trait that
you think Teacher Karina displayed. You may check more than one
item.
_____has a vision and the ability to communicate it
_____has integrity
_____has the innate ability to inspire, energize, and encourage his/her
followers
_____empowers members
_____mentors potential leaders who share his/her vision and are
committed to seeing it become a reality
_____leads by example

5. If you were Teacher Karina, how would you have handled those who
were not very supportive of your dream/plans? Write your answer in
the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Feedback
To check your answers, please turn to pages 201-205.
If you have answered all the questions correctly, you already have adequate
knowledge, skills, attitudes, and values on Learning to Live Together and
Learning to Do as a 21st century teacher. If you missed some items, review
them and go back to the sub-topics that discussed these items. Then, think
of the correct answers for the items that you missed.
When you have completed this lesson, you may then proceed to Lesson Three.
This lesson discusses the last of the four learning pillars, Learning to Be, and
how it relates to your life as a 21st century teacher.
Are you excited to start? Let us proceed now to Lesson Three.
LESSON
3
Learning to Be

In the previous lessons, you have learned the critical attributes of 21st
century education and analyzed the new parameters for teaching and
learning in the 21st century. Likewise, the following three pillars of
education: Learning to Know, Learning to Live Together, and Learning to Do,
were exhaustively discussed, including the core themes, literacies, and
competencies of 21st century learners. In this lesson, you will learn more
about the final education pillar, Learning to Be.
Recall in Lesson 1 where you learned that these four pillars of learning
serve as the foundation of education and encompass the fundamental
types of learning in 21st century education. With all the new learnings
that you have just acquired, it is quite natural for teachers like you to
know more about how you can appreciate these KSAVs, core themes and
literacies, vis-à-vis developments that are happening in your school and in
the larger society outside it. How do you fully develop the potentials of
your learners? How will you, as a teacher, influence your learners and fully
equip them with 21st century knowledge, skills, attitudes and values?
The pillar ‘learning to be’ occupies an important focus in education which

would help you and your students to become better prepared for the
challenges of the 21st century. Among the four learning pillars that you
have learned, learning to be is like the central pillar, on which the other
three pillars are anchored. You will learn more about this by continuing to
study this lesson.
At the end of this lesson, you are expected to:
• Explain the education pillar, Learning to Be, as it relates to your daily

life and life as a teacher of the 21st century.
• Describe the competencies under the pillar Learning to Be.
• Apply the competencies of Learning to Be pillar in your daily life

and life as a 21st century teacher.

In Lesson 1, you have been provided with an overview of the fourth
education pillar, “Learning to Be.” What comes to your mind when you
hear this phrase? In your opinion, what is the importance of the Learning
to Be pillar in your daily life and in your life as a teacher? Write your
thoughts on the space below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your ideas with your co-learners and Flexible Learning Tutor. You
may also compare your answers with mine on the next page.
Feedback
If the words “developing full potentials,” “holistic education,” “total
personality development,” or “development of the complete person,”
cross your mind when you hear the phrase “learning to be,” then you are
on the right track. The pillar, learning to be, are all these, and more. Surely,
you all have these ideas every time you facilitate the teaching-learning
process in your classrooms: to tap and fully develop the potentials of all
your learners. Right now, you might be wondering: How will you fully
develop the potentials of your learners? How do you ensure that at the end
of each lesson, you are able to transcend or go beyond a mere instrumental
view of education? In the light of the rapid changes in the 21st century,
how will you help your students realize their full potentials?
Read on and find out the answer to these questions on how you and your
students can equip yourselves with the knowledge, skills, attitudes, and
values of the fourth educational pillar: learning to be.
Let’s Read
Learning to Be in the 21st Century
In Lesson 1, you have learned that the education pillar Learning to Be

involves activities that promote holistic personal development (body, mind
and spirit), for an all-round ‘complete person.’ Can you recall examples
of activities that promote the total development of an individual? If you
mentioned cultivating a person’s self-analytical and social skills, creativity
and personal discovery, or simply appreciating the value of pursuing these
activities, then you remembered well from Lesson 1. You may not be aware
of it but when you participate in professional development training and
workshops that enhance your knowledge and skills in the teaching-learning
process, you are equipping yourself with learning to be competencies.
Of the four education pillars, learning to be seems to be the most difficult to

define, much more achieve its related competencies. The pillar learning to be
was first used in the The 1972 Faure Report to UNESCO of the International
Commission on the Development of Education on the role of education in
developing all the dimensions of the complete person: physical, intellectual,
emotional and ethical integration of the individual into a complete human
being. The International Commission on Education for the 21st Century
picked up on this theme as it clearly set the following fundamental
principle that “education must contribute to the all-round development of
each individual - mind and body, intelligence, sensitivity, aesthetic sense,
personal responsibility and spiritual values.” It further describes learning to
be as “the complete fulfilment of man, in all the richness of his personality,
the complexity of his forms of expression and his various commitments - as
individual, member of a family and of a community, citizen and producer,
inventor of techniques and creative dreamer” (Delors, 1996).

The table below shows some descriptions of the learning to be education
pillar taken from Lesson One. Complete the table by providing concrete
examples or activities of how each of these descriptions are applied to your
daily life and in your life as a teacher. The first one has been done for you
as an example.
Learning to Be Example (life as a 21st

Example (daily life)
involves: century teacher)
• developing the • I attend classes • I participate in
mind and body, in- that interest me professional devel-
telligence, sensitiv- and develop my opment activities
ity, aesthetic sense, talents, such as such as seminars
personal responsi- painting or pho- and workshops on
bility and spiritual tography. current trends in
values instruction.
• nurturing imagina-
tion and creativity
• being complete in
oneself, in all the
richness of one’s
personality
Learning to Be Example (life as a 21st
involves: Example (daily life) century teacher)
• developing one’s
full potentials and
tapping of the
hidden treasure
within each indi-
vidual
You may identify another example for the first description as you deem
fit. Then, once you have completely filled in the table, you may discuss
your response with your co-learners and Flexible Learning Tutor. Continue
studying to find out if your answers are correct.
Let’s Study
Learning to Be Competencies
Take a look at the last row of the learning to be table you completed in
Activity 3.1. Isn’t it good to know that, in developing your competencies
related to the learning to be pillar, you, as well as your students, will be
able to unearth the hidden treasure within you, to discover your talents
and potentials, which may be untapped and buried deep within you?
This is learning that goes beyond the formal curriculum and the confines
of the classroom, as well as the view that equates education with simply
an accumulation of knowledge. Learning to Be, as proposed in the Delors
Report (1996), involves a “broad, encompassing view of learning that aims
to enable each individual to discover, unearth and enrich his or her creative
potential, to reveal the treasure within each of us.”
Do you know the competencies related to the education pillar, learning to

be? How do we develop these competencies within us and in our students?
Read on and find out.
Let us learn about the first two competencies under the education pillar,
Learning to Be (Faure, 1972), namely, using science and technology to
improve lives, and developing creativity.
1. Appreciating the use of science and technology to improve lives.
One of the competencies under the pillar learning to be involves the
appreciation of scientific endeavours that are used to make lives in the
21st century better. This competency also includes fostering scientific
discovery/experimentation/thinking in oneself as a teacher and among
students. As a teacher, you are in the best position to inspire your
learners to become familiar with updates and recent trends in the field
of science and technology to improve peoples’ lives. For example, you
may want to subscribe to scientific journals and magazines that feature
recent breakthroughs in the field of science and technology. This way,
you learn more about topics that you can share with your students in
the classroom. You may also help your students develop a thirst for
scientific pursuits by encouraging them to learn more about science and
technology from books, magazines, and the internet.
2. Developing creativity. A 21st century teacher makes sure that his/her

creative talents, as well as those of his/her learners, are harnessed by
creating opportunity for aesthetic and artistic experimentation. Art and
poetry should be given an important place, alongside the more academic
disciplines. In the classroom, you can help develop creativity among
your students by encouraging them to generate ideas and solutions
to a given problem and to develop their imaginations. The classroom
environment for generating ideas must be relatively free of criticism, and
that the students will always feel that all ideas are welcome. However,
remember that the most powerful way to develop creativity in your
students is to be a role model. Thus, it would be good if you yourself
will take every opportunity to practice creativity in your daily life, as
well as to develop your imagination as an element of creative thinking.
Developing creativity also involves maximizing the use of your five

senses. The following activity is an exercise on how to develop your
creativity. You may also try this activity with your learners so that, they,
too, will experience a simple way to enhance creativity in themselves.
Identify a place in your school or community where you can have a short
walk, preferably one that has greenery. Try to focus and have a greater
awareness of your five senses – sight, sound, smell, taste and touch as you
take a nature walk. Then, pause for a few minutes, reflect upon your ex-
perience, and express your experience into words. You may write a poem,
compose a song, or simply write your feelings and experiences in a journal.
You may use the space below to write your output.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Share your creative expression outputs with your co-learners and Flexible
Learning Tutor. Then, continue reading to learn more about the remaining
competencies under the pillar learning to be.
Let’s Read
Learning to Be Competencies: Having Social
Commitment and Pursuing Balance
and Completeness
Are you excited to learn more about the two remaining learning to be com-
petencies? These are : having social commitment and pursuing balance
and completeness.
3. Having social commitment. This competency involves preparing

yourself and your students for life in the 21st century, realizing that you
do not live in isolation but are, in fact, a part of a larger community. In
your daily life, you should actively participate in community activities
that promote freedom of thought, judgment, feeling, and imagination to
help yourself as well as other people. To develop social commitment
among your students, you yourself must also display social commitment.
As a teacher, you are a role model to your students. For example, as a
teacher, you must be actively involved in the community and have it
readily seen by the students. For example, when your students see you
doing volunteer work in the community, the students will start to see
that socially committed adults act in this way. More often than not, they
will attempt to emulate you - their adult role model - and start taking on
adult social responsibilities.
Have you experienced being involved in activities that promote social

commitment in your school or community? What are these? How did
participating in these activities make you feel? Write your reflections in the
space below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your reflections with your co-learners and Flexible Learning Tu-
tor. Read on and learn about the last of the four learning to be competencies:
pursuing balance and completeness.
4. Pursuing balance and completeness. A 21st century teacher should

appreciate and respect the many facets of personality that each
individual possesses as this is part of “completing” and maximizing the
potentials of all learners. This also necessitates the “search for a balance
“ among the four dimensions of one’s persona:
• Physical – includes your physical body and health.
• Mental – includes your intelligence, mindset, and growth as

individual,
• Emotional – includes your feelings, maturity, and relationships

with other people, and
• Spiritual – includes your faith, traditions, religions, and beliefs.
Pursuing balance and completeness in your daily life and in your life as a
teacher requires developing to the fullest the four dimensions described
above. How do you know that you are living a balanced and complete
life, and are competent in this aspect of the learning to be pillar? Do the
following activity and find out.
Study the table below, which lists some of the indicators of having a bal-
anced and complete life. On a scale of 1 to 3, where will you place your
level of competence about the indicators mentioned? Place a check mark on
the appropriate column.
Some indicators of a I already have I have this but I I do not

balanced and complete this and practice need to further have
life it regularly improve on it this yet
(1 ) (2) (3)
I have a diverse knowl-
edge of a wide range of
subjects.
I am in excellent physi-
cal shape.
I have a solid relation-
ships with myself, fam-
ily, and friends.
I enjoy my work/career.
I have hobbies and skills
that I practice regularly
and am competent at.
1. On a scale of 1 to 3 (1: not balanced and complete; 3: balanced and

complete), and based on your responses in the given table, how would
you rate yourself in terms of living a balanced and complete life? Then,
briefly explain your answer in the space provided below.
Rating: ______________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What are other ways that will tell you that you have a balanced and
complete life?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What are some ways you could further enhance balance and complete-
ness in your life?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Feedback
From your self-assessment in the activity you have just completed, would
you consider yourself as having a balanced and complete life? If yes, con-
gratulations! You may have shared with your co-learners and Flexible
Learning Tutor that you consider yourself as having a complete and bal-
anced life because you enjoy your work as a teacher, that you engage in
hobbies and continue to develop your interests in a variety of activities.
However, if you rated yourself low on some of the indicators, do not feel
discouraged. You will have many opportunities to develop balance and
completeness in your life, as long as you are willing to learn. You may also
ask the help of your colleagues and friends for advice and practical tips on
how to live a more balanced and complete life.
Can you recall the Learning to Be competencies? If you thought that these
are: using science and technology to improve lives, developing creativity,
having social commitment, and pursuing balance and completeness, you
have learned well! Taken together, all these four competencies mentioned
in the Faure Report (1972) summarize the essential pointers that a teacher in
the 21st century should observe in order to ensure that he/she achieves the
pillar on Learning to Be. Once the teacher has achieved this, he/she can guide
the learners in his/her class in developing these essential competencies as
well. As you have noticed, this pillar focuses on the responsibility of the 21st
century teacher to prepare his/her learners to fully develop and harness
their potentials. It also gives a holistic view of how 21st century education
drifts away from the conventional belief that learners should excel only in
the academic subjects, i.e., mathematics, sciences, languages, and practical
arts. It emphasizes that learning should go beyond all these as learners are
also expected to excel in personal relations, in culture and the arts, and
even emotional balance to make them a “complete” and responsible 21st
century citizen. Through the excellent assistance of teachers like you who
have full grasp and understanding of the pillar Learning to Be, these are all
possible.
Take a moment to reflect on your classroom teaching practices. Do you

think your teaching contributes to the complete development of your
students and prepares them to become responsible 21st century citizens?
Why or why not? Write your thoughts on the lines below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Now that you have learned about the Learning to Be competencies, do you
think you manifest them in your daily life and work as a teacher? Complete
the following activity and find out.
Read the critical incident below and answer the questions that follow.
Mr. Widiani, School Head of a community school, encourages the teachers in

his school to enrich the curriculum. This move is appreciated by his teachers,
especially, Zaida, who handles social studies and has always wanted to do
much more than what the core curriculum in this subject allows. To her, this
is an opportunity to improve her craft as a teacher, and as a result, improve
her students’ lives and her life in general. Believing that her students have
valuable ideas on the enrichment activities they believe they can benefit from,
she engages her students in a dialogue where they freely share their ideas
and feelings about various possible enrichment activities. One enrichment
curriculum that Zaida and her students come up with is the creation of an
online community that will link together her students and those of another
school, preferably one with a predominant culture that is different from theirs.
For this to take place, she and her students started thinking outside the box
to draw up a plan and strategy on how they will be able to do this. She and
her students know that this will call for technological knowledge on their part
but they believe that they can accomplish it. They are motivated by a desire
to broaden their horizon and, in the process, understand others’ lives and
perspectives. Based on this understanding, they will learn to respect diversity
among people.
1. Does Zaida manifest the Learning to Be characteristics of a 21st century

teacher? _____________
2. If your answer is “No,” explain your answer using the space below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. If your answer is “Yes,” fill out the table below. On the column
“Manifestation,” write evidence or pieces of evidence from the critical
incident that manifest/s the characteristics.
Characteristic Manifestation
1. Science and Technology to
Improve Lives
2. Creativity
3. Social Commitment
4. Balance and Completeness
4. In your daily life and life as a teacher, do you, like Zaida in the story,
manifest the Learning to Be competencies? In what characteristics are
you strong at? In what characteristics are you weak at? Explain your
answers on the lines below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Read on to check if your ideas are similar to mine.
Feedback
Compare your answers with mine below. Your response may not be
worded exactly like mine, but as long as the ideas are similar, consider
your answers correct.
As a 21st century teacher, Zaida has indeed manifested Learning to Be

characteristics. She is very much aware that through her teaching, she has
a great opportunity to help improve the lives of her students and others
around them. Her creativity as a teacher in the use of information and
communications technology by building an online community among
her students and their peers in other parts of world, is a manifestation
of characteristics #1 and #2 in the table above. Social commitment,
characteristic #3, is evident in the way Zaida aims to instill positive values
and improve the lives of her students. Finally, characteristic #4, balance
and completeness, is shown in the way she opens her eyes and those of her
students to different view points by engaging her students in collaborative
projects with learners who may come from different cultures.
In your reflection, perhaps you may have also manifested the characteristics
shown by Zaida in some of your dealings with your students, colleagues,
family, and friends. You may be strong in all four Learning to Be
characteristics listed in the table. If this is the case, you are doing well
in terms of manifesting the Learning to Be competencies. If you are weak
in some of these competencies, do not be discouraged and continue to
develop these competencies in your daily life and work as a teacher.
Let’s Study
Learning to Be and Quality Education
Now that you have learned about the four competencies under the learn-
ing to be education pillar, let us learn more about how these competencies
will help you in providing quality education to your learners.
Study the quote below:
An education that is holistic, integrated and humanistic retains the essential

meaning of “quality” - the discovery and development of the talents of every
individual, the full flowering of the human potential, learning to be a complete
human person. After all, the root word of education, “educare,” means to bring
forth the wholeness in each person.
UNESCO-APNIEVE (2002)
In the light of this quotation, how does Learning to Be contribute to quality
education? Write your answer in the space below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your ideas with your co-learners and Flexible Learning Tutor. You
may also compare your response with mine below.
Feedback
Perhaps you may have mentioned that reading UNESCO’s discussion on
quality education is like reading the definition of Learning to Be. Clearly,
both terms - quality education and Learning to Be - are very much related and
interlinked with one another. Quality education is education that ensures
the full development of the human personality, and this is the very essence
and goal of the education pillar, Learning to Be. Thus, by equipping learners
with Learning to Be knowledge, skills, attitudes, and values, we are assured
that they are provided with quality education: one that ensures the devel-
opment of all aspects of their life - mind, body, intellect, spiritual values.
Let’s Read
Many teachers believe that education should provide all children an op-
portunity to develop their fullest potentials and prepare them for a pro-
ductive life in the 21st century and beyond. This can only happen through
quality education - one that is holistic, integrated, and humanistic, as men-
tioned in the quote on page 161. While this may seem to be a difficult task
for teachers, UNESCO-APNIEVE (2002) reports that this quality education
can be met.
The report provides the guidelines on the next page to achieve quality
education through the education pillar, Learning to Be.
• Veer away from rigid compartmentalization to a more multidisci-
plinary and interdisciplinary teaching content. For example, if you
are teaching social studies, you don’t need to focus on that subject
alone. You can include a bit from the language subject, for example
in defining words. Or you may ask students to apply knowledge
from their music class in discussing musical instruments played
and songs sung by various cultural groups throughout history.
• Encourage democratic, participatory, interactive learning methods

rather than an authoritarian teacher-centred teaching strategies. For
example, instead of writing notes on the board and asking students
about the concepts you wrote, ask them to form groups, discuss
among themselves, and share their discussion results with the class.
• Focus on a holistic cognitive-affective-behavioural teaching-learn-

ing cycle rather than one that is mainly focused on content. You can
do this by asking students how they feel about specific learning,
their reflections, and how they can apply what they learned to real
life.
• Encourage the use of flexible and adaptable guides to teaching and

learning, rather than using prepared and fixed modules. In addition
to the textbook and modules you use, bring other learning objects
to the classroom, such as newspapers, toys, and other objects you
can relate to the lesson. You may also ask students to bring other
learning objects.
• Avoid providing mere information, but focus on formation and

transformation of learners. In addition to the content that you
provide as inputs to your students’ minds, ensure that you are able
to provide questions that will help your students form ideas and
change the way that they think and behave.
As you have learned, the Learning to Be pillar is closely linked with quality
education - one that provides holistic, integrated, and humanistic develop-
ment in learners. Based on UNESCO-APNIEVE’s guidelines to achieve
quality education through a holistic, integrated, and humanistic approach,
assess your level of competency in each of the activities listed in the table.
Check the column that corresponds to your possible status as far as imple-
menting the activities is concerned.
Activities I am I can do this I can-

doing done it yet. this.
this.
1. I veer away from rigid compart-
mentalization of content, but focus
more on multidisciplinary and in-
terdisciplinary teaching content.
2. I encourage democratic, participa-

tory, and interactive learning meth-
ods rather than an authoritarian
teacher-centred teaching strategies.
3. I focus on a holistic cognitive-affec-

tive-behavioural teaching-learning
cycle rather than one that is mainly
focused on content.
4. I use flexible and adaptable guides

in my class, rather than prepared
and fixed modules.
5. I avoid overly spoonfeeding infor-

mation to my learners and focus
more on their formation and trans-
formation.
Discuss your answers with your co-learners or Flexible Leaning Tutor. Fo-
cus on the activities that you cannot do and solicit their suggestions on
what you can do about it.
Feedback
How did you fare in the activity and how did your discussion with your co-
learners and Flexible Learning Tutor go? If you have many check marks in
the second column (I am already doing this), it means that your classroom
promotes quality education through a holistic, integrated, and humanistic
way. It also shows that what you do in the classroom contributes towards
the development of Learning to Be competencies that you have learned ear-
lier. If you have more check marks in the third and last columns (I can do
this but haven’t done it yet; I cannot do this), do not get frustrated. Review the
guidelines on page 163 and always be on the lookout for opportunities to
exercise these activities in your classroom.

Now that you have finished the third lesson — on the Learning to Be
pillar — of this GURO21 module, it is hoped that, together with the three
other pillars of learning you have learned, you are already equipped with
knowledge, skills, attitudes, and values that you and your learners need for
the 21st century and beyond.
Study the diagram below to help you remember the four pillars of learning
as a framework for a holistic, integrated, and humanistic education fit for
the 21st century and beyond.
rning to Know
Lea
Holistic, Integrated,
e
Humanistic, and
Learning to B
Lear
Quality
Education
ning to Do
YOU and
YOUR STUDENTS
r Le
g et he a rn
ing to Live To
Source: SEAMEO INNOTECH (2011)
Reflect on the diagram in the previous page and the lessons you have
learned on the four learning pillars. How do the KSAVs in the four
education pillars help you and your learners become better equipped to
face the changes and challenges in the 21st century and beyond? Write
your ideas on the space below.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Discuss your response with your co-learners and Flexible Learning Tutor,
and then, read on to compare your reflections with mine.
Feedback
Interrelatedness of the Four Pillars of Learning
From your discussion with your co-learners and Flexible Learning Tutor,
you may have gained new insights on how the four education pillars –
Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be
– help you and your learners become better prepared for the 21st century
and beyond.
You may have mentioned that these four pillars support and build on one
another and help you recognize that learning is not just an intellectual
process, but one that encompasses all aspects in your and your learners’
life, including your role in school, in your family, and in the community.
Learning to Know enables you to Learn to Do. As you Learn to Do, you Learn
to Live Together with others, and in your relationship with others, you Learn
to Be. As you Learn to Be, then you Learn to Know, Do, Live Together, and so
on. All the pillars indeed interpenetrate one another. Knowing this, you
need to apply the four pillars as basic principles, cross-cutting themes, and
competencies that need to be integrated in all subject areas.
Let’s Remember
• Learning to Be involves the complete fulfilment of a human

being, in all the richness of his/her personality, the complexity
of his/her forms of expression and his various commitments –
as individual, member of a family and a community, citizen and
producer, inventor of techniques and creative dreamer.
• The Learning to Be pillar includes:

- developing the mind and body, intelligence, sensitivity, aesthetic
sense, personal responsibility, and spiritual values
- nurturing imagination and creativity
- being complete in oneself, in all the richness of one’s personality
- developing one’s full potentials and tapping of the hidden
treasure within each individual
• The competencies under the pillar Learning to Be include:

- appreciating the use of science and technology to improve lives,
- developing creativity,
- having social commitment, and
- pursuing balance and completeness.
How Much Have You Learned From This Lesson?

Three by answering the following self-assessment test.
1. Briefly describe the Learning to Be education pillar.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Briefly explain each of the following Learning to Be competencies:
a. appreciating the use of science and technology to improve lives
___________________________________________________________
___________________________________________________________
___________________________________________________________
b. developing creativity
___________________________________________________________
___________________________________________________________
___________________________________________________________
c. having social commitment
___________________________________________________________
___________________________________________________________
___________________________________________________________
d. pursuing balance and completeness
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Read the vignettes of four teachers below. Then, tell who among them
best demonstrates Learning to Be skills. Explain your answer.
• Ms. Lian loads up her students with facts, which she believes will
help them cope with the information explosion characteristic of the
21st century.
• Mr. Salleh prepares his students for the world of work by

encouraging those who cannot pursue a college degree to take up
technical and vocational training instead.
• Ms. Ria, a teacher who is about to retire, still actively seeks

opportunities to better herself, aiming to be fit in all aspects of her
life - mind, body, intelligence, and spiritual values.
• Mr. Bono teaches his students to be independent, to work by
themselves, and refrain from asking help from anyone at all times.
He believes that this will help his students become more equipped
to live in a highly competitive 21st century world.
Explanation:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. How do the Learning to Be competencies contribute towards bringing

about quality education in the classroom? Explain your answer in the
space below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Feedback
To check your answers, please turn to pages 205-207.
If you correctly answered all the questions, you have done well! It means
that you are already equipped with learning to be knowledge, skills, atti-
tudes, and values (KSAVs). If you missed some items, do not get discour-
aged. It is best that you go back to the lesson topics and discussions once
more. Then, write out the correct answers for the items you missed.
After going through the final education pillar, Learning to Be, in this lesson,
you should now be familiar with the KSAVs needed in your daily life and
work as a 21st century teacher. These competencies include the ability to
be imaginative and creative, to acquire universally shared human values,
to develop your potentials, and to develop personal commitment and
responsibility.
Congratulations! You have just completed Module 1 of this GURO21 Course
1, Facilitating the Development of 21st Century Skills for Southeast Asian
Teachers. What you have learned in this Module will serve as a foundation
for Module 2, Facilitating 21st Century Learning, which will explore in
more detail strategies for enhancing the teaching-learning process in the
classroom in support of the development of 21st century learning skills in
your students.
Now, we shall proceed to the final stage of the Module, that is, the sum-
mary of key concepts, the Module post-test, and the Module Assignment.
Let’s Sum Up
This module provided you with information about the knowledge, skills,
attitudes, and values (KSAVs) to help you prepare yourself better to be an
effective teacher in the 21st century.
• In Lesson 1, you learned about the changes and challenges of 21st

education, particularly in the Southeast Asian context. You also
studied the critical attributes of 21st century education. Based on
these contexts, you became familiar with the new parameters in the
teaching and learning process. This lesson also introduced you to
UNESCO’s four pillars of learning as a framework on which 21st
century education is anchored. These are: 1.) Learning to Know; 2).
Learning to Live Together; 3.) Learning to Do; and 4.) Learning to Be.
This lesson focused on the first pillar, Learning to Know. It also
identified the core themes, literacies, and competencies of the 21st
century. In addition, this lesson also introduced you to Information
and Communication Technology (ICT) literacy in the 21st century,
where you also learned the characteristics of ICT-literate individu-
als. You also became familiar with the differences between media
and Information and Communications Technology (ICT) literacies.
• Lesson 2 focused on the education pillars, Learning to Live Together
and Learning to Do. You learned about the five life and career
skills under these pillars, namely: Social and Cross-cultural
Skills, and Flexibility and Adaptability under the pillar Learning
to Live Together; and Initiative and Self Direction, Productivity
and Accountability, and Leadership and Responsibility, under
the pillar Learning to Do. You also familiarized yourself with the
characteristics of teachers of peace who promote appreciation
and respect for cultural diversity, and assessed your own traits
against these characteristics. Finally, you also learned about the
leadership attributes of a 21st century teacher, and assessed your
leadership skills vis-a-vis these traits.
• Lesson 3, on the other hand, focused on the last of the four learning
pillars, Learning to Be, as it relates to the complete development of a
person in all aspects of his/her personality - mental, physical, emo-
tional, and spiritual. Finally, you also learned about how learning to be
competencies help contribute to the attainment of quality education.
• Together, these three lessons equipped you with knowledge,

skills, attitudes, and values (KSAVs) needed in your personal life
and in your life as a teacher of the 21st century.
Module?
Would you like to find out how much you have learned from this module?
Try and complete the following module post-test.
1. Who among the following teachers are NOT in tune with 21st century
education? Encircle the best answer. Briefly explain your choice in the
space provided below.
a. Ms. Amina, a science teacher, taught a unit on medicinal plants.

She brought her students to a nearby community herbal garden,
where the students became more familiar with the different kinds
of herbs and their uses for various ailments.
b. Mr. Tum helped his fourth grade students to set up a simple

Webquest on how people from different countries say common
phrases like “hello,” “thank you,” or “good day” in their own
language. This way, his students were able to connect with students
from different races and cultures and learn from them.
c. Mrs. Singh is very knowledgeable about the subject matter that she
is teaching. This is the reason her students sometimes refer to her
as a “walking encyclopedia.” Thus, in the classroom, she usually
serves as the primary dispenser of information and knowledge to
her students.
d. Mr. Boon collaborates with his co-teachers on a thematic unit about

water. In science, the students learned how water forms and the
importance of the water cycle. In math, they tried to convert units
used to measure liquid, e.g., from milliliter (mL) to liter (L). In
English class, they composed a poem about water. The students
had fun learning about water!
Explanation:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. The situations in column A exemplify the new parameters of teaching
and learning in the 21st century. Select the situation in column A that
matches the new parameter of teaching and learning in column B. Take
note that an item may have more than one correct match, since the new
parameters of teaching and learning in the 21st century are closely
interlinked with one another. Write the letter(s) of your choice on the
blank space before each number.

A B
___1. Mrs. Reyes observed that her students are a. new envi-
very adept at using computers in the class- ronment of
room. Some of them are even more techno- learning
savvy than she is.
___2. Ms. Duyen enrolled in an online course to b. new content

complete her graduate degree in educa- of learning
tion. This way, she gets professional de-
velopment opportunities, even without
attending a regular, face-to-face class.
___3. Mr. Sing uses computer-based simula- c. new process

tion games in his Social Science class. This of learning
strategy enables his students to design
various real-life scenarios and experience
them through games and realize various
possible results of different actions.
___4. Ms. Sheba brought her third grade class d. new types of
to a nearby zoo. Since their science les- learners
son is on mammals, she asked them to
list all the mammals in the zoo. Beyond
helping them gain more knowledge
about mammals, she facilitated the
students’ learning on the importance of
protecting and preserving them.
___5. Mr. Gam helped his students set up e. new spaces/

an e-group where they can collaborate dimensions
on their research project. The students of learning
share references and materials useful for
their study by uploading them in their e-
group. Here, they also discuss questions
and get feedback from Mr. Gam.
3. Identify what pillar of learning is demonstrated in the following
situations. Write your responses on the blank line after each item.
Briefly explain your answers.

a. Teacher Ali encourages her students to engage in after-school
activities that develop all aspects of their life. These include
engaging in sports, creative arts, and other activities that promote
their mental, physical, or spiritual well-being.
Learning Pillar: _____________________________________________

Explanation:
___________________________________________________________
___________________________________________________________
b. Teacher Tina, a teacher in an international school, started a “Let’s
Learn More About You” session in her homeroom class. Each
student shares information about their culture - their unique
celebrations, customs, and traditions. This way, her students learn
to appreciate and respect cultures other than their own.
Learning Pillar: _____________________________________________

Explanation:
___________________________________________________________
___________________________________________________________
c. Students at the Community High School benefit from an innovative

curriculum that integrates career and life skills in the major
academic subjects. Teachers provide opportunities for students to
enhance such skills as leadership, self-initiative, responsibility, and
accountability, among others. These skills can be used by students
for life and work when they leave the school.
Learning Pillar: _____________________________________________

Explanation:
___________________________________________________________
___________________________________________________________

d. Teacher Gloria encourages her students to analyze issues, think
critically, and sift through information given them to determine
which ones are useful for them and which ones to discard. She does
not spoonfeed her students but helps them develop skills to learn
on their own, from their peers, and from other information sources,
such as the internet, newspaper, TV, and radio.
Learning Pillar: _____________________________________________
Explanation:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Part II.
1. Compare and contrast traditional and 21st century classrooms. Which
do you prefer? Explain your answer in the lines below.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. According to the UNESCO report (1996), the pillars of learning serve as

a good framework to anchor teaching and learning in the 21st century.
Do you agree with this statement? Why/Why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Briefly describe the 21st century skills illustrated by the following
teachers:
a. a teacher of peace who promotes respect for cultural diversity
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
b. a 21st century teacher who demonstrates leadership skills
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
c. an information-literate teacher
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. How do the four pillars of learning - UNESCO’s framework on

which 21st century education is anchored - contribute to the holistic
development of an individual? Write your answer in the space below.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Feedback
In order to check how well you have performed in the Module post-test,
compare your answers with those in the Key to Correction on pages 207-
213. If you answered all the questions correctly, then you have a clear
understanding of how to equip yourself with knowledge, skills, attitudes,
and values (KSAVs) of the 21st century.
If you missed some items, you still have difficulty understanding the
concepts, and you need to review the parts you missed. Go back to these
sections and study them again.
Congratulations! You have done well in completing this module, Equipping

Teachers with Knowledge, Skills, Attitudes, and Values for the 21st
Century. I am confident you have gained many insights from studying the
module readings and activities. Remember the learning you have gained in
this module as you move on to the next module in this Course, Facilitating
21st Century Learning. You will have more opportunities to apply the
KSAVs that you have gained here when you tackle the next module.
How Do You Rate Yourself Now?

For a final review of how much you have learned from this module, I
would like to invite you to return to the Self-Rating Competency Checklist
on pages 10-12 to check to what extent you have achieved your goals
and learning outcomes. Go through the list of competencies again and
place another check mark (√ ) in the appropriate “Post” column that best
describes your level of mastery of each competency at this time. Compare
your competency level before and after studying the module and reflect on
how much you have learned.
Good luck as you endeavour to equip yourself and your students with
knowledge, skills, attitudes, and values (KSAVs) for the 21st century!
Let’s Apply What You’ve Learned
(Module 1 Assignment)
This module assignment has to be completed and submitted to your

Flexible Learning Tutor for review and feedback.
Go back to Activity 1.8 on 21st century literacies on page 50. Identify the
literacy areas which you are strong, good, or weak at. Then, develop a
personal lifelong program to address the areas where you are still weak at,
and enhance those that you are already good or strong at. You may use the
template on page 179 as a guide in writing your Personal Lifelong Learning
Plan (PLLP), which includes the following:
• The seven 21st century literacies
• Your level of competency for each literacy
• Activities that will help improve or enhance literacy
• Time Frame
• Support/Resources Needed
• Barriers/Challenges
• Solutions/Action Points
Discuss your lifelong learning plan with your teaching supervisor for
feedback and recommendations for improvement. Use his/her feedback
to further improve your action plan.
Also write a 300 to 400 word reflection paper on the PLLP that you have
developed. In your essay, include your insights and experiences in writing
your PLLP, and the challenges that you foresee in implementing it.
Submit your module assignment with supporting documentation to your

Flexible Learning Tutor for review and feedback.
Personal Lifelong Learning Plan
21st Century Level of Activities to Time frame Support/ Barriers/ Solution/Action

Literacy Competency Improve/ Resources Challenges Point
(Strong, Good, Enhance Literacy Needed
Weak)
The Arts and
Creativity
Ecoliteracy
Cyberliteracy
(Computer and
ICT)
Financial Literacy
Media Literacy
Social/Emotional
Literacy
Globalization and
Multicultural
Literacy
Equipping Teachers with Knowledge, Skills, Attitudes, and Values for the 21st Century
179
Key to Correction
What Do You Already Know? pages 7-9
1. Identify at least three attributes or characteristics of 21st century

education.
Below are some of the critical attributes of 21st century education.
i. Integrated and Interdisciplinary. Education in the 21st century

is characterized by effective linkages among various subjects or
disciplines to enhance students’ learning experience.
ii. Technologies and Multimedia. This involves the full use of avail-
able Information and Communication Technology, or ICT (e.g.,
computers and the Internet) as well as multimedia (e.g., using au-
dio- and video-based instruction) to improve teaching and learning
activities.
iii. Global Classrooms. Education in the 21st century exposes students

to the concerns of the region and other countries. Thus, teachers
need to include current global issues, such as peace, respect for cul-
tural diversity; global concerns such as climate change and global
warming, in classroom discussions.
iv. Creating/Adapting to Constant Personal and Social Change,

and Lifelong Learning. In the 21st century, learning does not only
happen inside the school and during one’s schooling years and it
can take place anywhere, anytime, regardless of one’s age.
v. Student-Centered. Education in the 21st century is focused on stu-

dents as learners; the teacher simply acts as a facilitator of learning
— not as “sages on the stage” but as “guides on the side.”
vi. 21st Century Skills. Education in the 21st century promotes skills
needed to be productive members of today’s society, such as crea-
tive thinking skills, problem solving and decision making, and ICT
literacy and skills.
vii. Project-Based and Research-Driven. Education in the 21st century
education emphasizes data, information, and evidence-based deci-
sion making. Thus, teachers of the 21st century need to be knowl-
edgeable about research to guide their students’ learning through
self directed activities, such as learning projects within and outside
their classrooms.
viii. Relevant, Rigorous and Real-world. Education in the 21st century

is rooted in real life, day-to-day activities of learners. Thus, teachers
should teach topics using current and relevant information.
2. As a teacher, why is it important to acquire the knowledge, skills, attitudes,

and values needed to adjust to the demands of the 21st century?
As a teacher, you must equip yourself with knowledge, skills, attitudes,

and values (KSAVs) for the 21st century because these will help
you cope with the changes and challenges of 21st century living,
such as using digital technology in daily life. As a teacher, you
also have to develop these KSAVs within yourself first before you
can pass these on to your students so that they will be successful in life
and at work and become productive members of 21st century societies.
3. What are the characteristics of teaching and learning in the 21st

century? Describe each.
i. New Environment of Learning. Education in the 21st century

is characterized by, among others, innovative and modern
instructional methods, such as the use of Information and
Communication Technology (ICT) in teaching. The new learning
environment in the 21st century also entails more student-centered
than teacher-centered instruction and teaching that goes beyond
rote memorization.
ii. New Content of Learning. Education in the 21st century

is characterized by a shift from individual learning towards
cooperative learning; from subject knowledge towards intellectual
abilities; from separate subjects towards integration of subjects; and
from supply-driven to demand-driven curriculum.
iii. New Process of Learning. Learning in the 21st century is no longer
confined to formal academic settings; acquiring knowledge and
skills becomes a lifelong endeavor through informal and non-
formal means, such as online learning modalities and hands-on
experiential learning like internships.
iv. New Types of Learners. The 21st century has a new generation of
learners characterized by different sets of values, languages, and
pop-cultures, and different ways of thinking, reacting, responding,
and getting motivated. They are technology-savvy, with ICT skills
and competencies oftentimes better than those of their teachers.
They come from more diverse backgrounds and cultural identities
(age, ethnicity, language, economic status, religion, work experience,
etc.), and possess new traits of independence, creativity, open-
mindedness, and enterprising minds.
v. New Spaces/Dimensions of Learning. The 21st century offers

learning opportunities outside the confines of the classroom.
Learning can happen horizontally (from schools to work-places,
communities, mass media, and other social learning environments);
longitudinally (from early childhood through adulthood to post-
retirement years); and vertically (from real to digital and virtual
learning environments).

4. What are the four pillars of learning? Provide a brief description for each.
The following are the four pillars of learning - a UNESCO framework

for reshaping 21st century education:
i. Learning to Know, which involves the development of knowledge

and skills that are needed to function in the world. These skills in-
clude literacy, numeracy and critical thinking.
ii. Learning to Do, which involves the acquisition of skills that are often
linked with occupational success, such as computer training, mana-
gerial training, and apprenticeships.
iii. Learning to Live Together, which involves the development of social

skills and values such as respect and concern for others, social and
interpersonal skills, and an appreciation of individual and cultural
diversity.
iv. Learning to Be, which involves activities that foster personal devel-
opment (body, mind, and spirit) and contribute to creativity, per-
sonal discovery, and an appreciation of the inherent value provided
by these pursuits.
5. Identify and briefly describe some of the core literacies of the 21st century.
i. The Arts and Creativity, manifested in creative ways of problem solv-

ing and expressed through the production of various art works.
ii. Ecoliteracy, which entails acquiring knowledge about climate

change, pollution, loss of natural habitats and biodiversity, their
impact on human lives, and ways to address them.
iii. Cyberliteracy/Digital literacy (Computer and ICT Knowledge), which

generally refers to the use of computers, the internet and other in-
formation technologies.
iv. Financial Literacy, which refers to knowledge about the basics of

economics, financial management, livelihood activities, entrepre-
neurship, and wise handling of personal finances.
v. Media Literacy, which refers to knowledge in communications par-

ticularly the media.
vi. Social/Emotional Literacies, which refers to the acquisition of social

skills and development of one’s emotional intelligence.
ix. Globalization and Multicultural Literacy, which refers to developing

respect for cultural diversity and having a perspective of being a
global citizen whose local actions can have an impact on the wider
global arena.
6. Why should cultural diversity be respected and promoted in schools and in
communities?
Below is a sample answer.
Cultural diversity should be respected and promoted in schools and

communities in order to eradicate all forms of prejudice and negative
stereotypes. Respect for people from different cultures, races, religions
and ability levels should be taught and encouraged in schools in such
a way that it becomes a way of life for students. This creates friendlier
and safer schools, and more peaceful communities, where people live
in harmony with one another.
7. Identify three attributes of a teacher who is a leader in 21st century

schools. Briefly explain each attribute.
You may have any three from the list below.
i. Has a vision and the ability to communicate it. A leader is

characterized by a compelling vision for the future, and he/she
is able to effectively share this with others, so that they also “see”
what he/she sees.
ii. Has integrity. A leader adheres to a strict moral or ethical code, and
he/she is open, honest, and direct in his/her dealings with others.
iii. Has the innate ability to inspire, energize, and encourage his/her
followers. Through his/her own example, a leader actively in-
spires and motivates others to reach their greatest potential.
v. Mentors potential leaders who share his/her vision and are com-
mitted to seeing it become a reality. A leader knows how and when
to let others shine. He/She can quickly see the potential in people
and create environments where those potentials can be fully real-
ized.
vi. Leads by example. A leader serves as a role model; he/she exem-

plifies “actions that speak louder than words.” He/She stands up
for what he/she thinks is the right thing, and encourages others to
do the same.
8. Describe a person who is:
A. information and communications technology (ICT) literate
An ICT-literate individual is someone who can determine the ex-
tent of the information needed, access the needed information effec-
tively and efficiently, evaluate information and its sources critical-
ly, incorporate selected information into his or her knowledge base,
and use and communicate information effectively to accomplish a
specific purpose.
B. media literate
A media literate person has the ability to access, analyze, evalu-
ate, and produce communication and information in a variety of
forms and means.
Lesson 1: Learning to Know as a 21st Century Teacher
How Much Have You Learned From This Lesson, pages 69-77
Part I.
1. Read the critical incident below and answer the questions that follow:
Teachers in the student discipline committee were having a meeting with ten
students who were caught skipping their history class in order to play computer
games in a nearby computer shop. When asked for the reason for their truancy,
the students explained that although they knew the importance of going to
school, they found the lessons in their history class uninteresting and boring.
They just didn’t see the relevance of the lessons in their lives. The way their
teacher conducted lessons using the usual lecture and class discussions did not
appeal to them. When they raised issues they came across the internet about
aspects of history that were contestable, their teacher either got irritated or just
ignored what they were saying. The students wished that their teacher would
take them to the museum or to some actual places where the historical events
took place. They also think that the class could actually go on a virtual tour of
history with their teacher through the internet.
1. Which of the following parameters of 21st century school is reflected in the
abundance of computer games that distract students from their studies?
This is the best answer. Computer games and other electronic
media are all part of the new environment of learning in the 21st
century.
This is not the best answer. While computer games can be used for
instruction as part of the new process of learning in the 21st century,
the critical incident presented does not reflect that computer games
are used for teaching.
This is not the best answer. There was no indication in the critical
incident that the abundance of computer games is part of the new
content of learning.
This is not the best answer. The focus of the question is about
the abundance of computer games distracting the students from
learning, not the students; hence, new types of learners is not the
best answer to this question.
2. The students found the lessons in their history class uninteresting and boring
because these were mostly about dates, places, names of people, and the like. As
such, which parameter of 21st century teaching-learning should the class work
hard on to improve?
This is not the best answer. The focus in the question is primarily
on the history lesson being boring and uninteresting - this does not
deal primarily with the new environment of learning; hence, this is
not the best answer.
This is not the best answer. Again, while the critical incident dis-
cussed the traditional lecture-discussion method used rather than the
learner-centered, constructivist approaches, this question does not
highlight the process used to facilitate learning, but on the content.
This is the best answer. Learning content in the 21st century is rel-
evant to the lives of students, especially if integrated with other
disciplines. It also seeks to enhance creative and critical thinking
skills not just memory recall of data. The history class of the stu-
dents with its emphasis on memorization of facts and dates doesn’t
show this characteristic of new learning content in the 21st century.

This is not the best answer. Clearly, the learners described in the
story already belong to the new generation of learners. As such,
there is no need to improve on this parameter of learning; hence
this is not the best answer for this question.
3. If you were the teacher, how would you improve the parameter in question
number 2 so that it fits 21st century learning?

I would ensure the history topics that I teach were relevant to the lives
of my students by relating the lessons to issues and activities that they
were familiar with in their daily lives. Also, I would encourage them to
exercise their creative and critical thinking skills while having history
lessons and not just focus on rote learning of facts and dates.
4. The students found the usual lecture and class discussion methods boring and
unappealing. What parameter of 21st century learning needs to be improved?
This is not the best answer. The focus of the question is on the
process used to facilitate learning and not on where the activity is
being held.
This is the best answer. Instruction that relies solely on lecture-

discussion is not in alignment with the new process of learning in
the 21st century. The learning process in the 21st century classroom
should include activities that actively engage and motivate stu-
dents to investigate, analyze, reflect and construct new knowledge
and meaning. These are not evident in the critical incident.
process used to facilitate learning, not on the concepts that the
students have to learn.
process used to facilitate learning; not the characteristics of learners.
5. If you were the teacher, how would you improve the parameter in question
number 4 so that it fits 21st century learning?
Below are sample answers.

a. One way to improve the process of learning in the critical incident
would be by assigning the students a history research project,
where they would have an opportunity to do collaborative work
and learn from one another. I would ask them to select a topic that
was closest to their hearts and have a special meaning to their lives.
For example, they may choose to work on a local hero, research on
his life and works, as well as their relevance to the current times.
This way, they would get to find meaning and connection between
stories of the past and the lives of people in the present times.
b. Another way to improve the process of learning in the story would

be through the use of technology to make teaching more fun,
engaging, and meaningful for learners. I would ask the students to
develop a webquest project on any history topic of their choice. I
would guide them in identifying useful sites in the internet, where
they could get information for their project. To cap the learning
activity, I would have them present their project in class.
You may have identified other strategies to enhance the teaching-

learning process to make it more interactive, differentiated, and
effective in promoting knowledge construction rather than just
listening and memorization.
6. What parameter of 21st century learning was reflected by the students’
suggestion to conduct learning sessions in the museum or to some actual places
where the historical events took place, or for the class to go on a virtual tour of
history through the internet?

This is the best answer. Learning in the 21st century does not only
happen within the confines of the classroom. It can take place
anywhere (e.g., museums, parks) and in whatever modality (e.g.,
computer-based, learning in a virtual classroom)

This response is not the best answer. Although it is partially correct
since conducting learning sessions is a process, the situation given
focuses more on the different places where learning can take place,
such as in a museum or in historical sites, and the modality of learning.

This is not the best answer. The situation does not specifically
mention what new learning the students are going to have.

This is not the best answer. The situation does not provide any
description that would show that the students have different sets of
values and new traits.
7. What parameter of 21st century learning was shown when the students
raised issues they came across the internet about aspects of history that were
contestable?

This is not the best answer. The focus of this question is not about
exploring learning outside the confines of the classroom.

This is not the best answer. The focus of this question is not on the
new ways that students learn, such as through the use of multi-
media, self-help graphics, and online simulations.
This is not the best answer. The focus of this question is not on the
content of education such as a balanced, scientific-technological
and social-humanistic cultural content.

This is the best answer. The learners in the 21st century
are able to use technology to enhance their learning. Also,
21st century learners are critical and analytical thinkers and they
know how to gather and use information to serve their specific
purpose.
Part II.
Read the situation below and answer the questions that follow. Write your re-
sponses on the space after each question.
Sim just graduated from SEAMEO INNOTECH’s GURO21 Course,

Facilitating 21st Century Teaching and Learning. He wants to make sure that
his classroom manifests the eight critical attributes or characteristics of 21st
century classrooms:

The following are some of the changes that Sim implemented in the classroom.
Each change corresponds to an attribute or characteristic of 21st century
classrooms. On the line after each situation, write which specific critical
attribute Sim is able to apply in his classroom.
1. In Mathematics, Sim gives students a computation problem to solve
and then asks them to write the steps they used to solve it in
complete English sentences. When students speak, he focuses on
their message rather than their grammatical skills and accuracy.
Also, he responds using the proper grammatical form rather than
overtly correcting students’ mistakes.
Integrated and Interdisciplinary. Providing learning opportunities to

develop English skills and competencies in a lesson in math shows that
Sim is using an integrated and interdisciplinary approach in teaching.
2. Sim guides his students in designing and producing PowerPoint presentations,

public service announcements, mini-documentaries, how-to pamphlets, and
oral histories.
Technologies and Multimedia. Using a variety of instructional tools

such as PowerPoint, pamphlets, etc., shows that Sim is applying
the critical attribute of adapting technologies and multimedia in his
teaching.
3. Sim teaches students critical thinking skills, collaborative team

work, and scientific technology in all the subject areas.
21st Century Skills. Critical thinking, collaborative work, and using

scientific technology in all disciplines are skills needed by students in
the 21st century.
4. Sim takes the students to various offices and work stations in the community to
introduce them to the world of work. He processes the experiences by relating
them to various academic subjects.
Relevant, Rigorous and Real-world; Integrated and Interdisciplinary.

Provision of learning experiences outside the confines of the classroom,
just like what Sim did in this situation, shows that his teaching approach
is relevant to the real-life experiences of his students. Also, the learning
experiences of his students are linked not only to one discipline, but to
a variety of subject areas; this is why the situation described here shows
that Sim’s classroom is integrated and interdisciplinary.
5. In his Social Studies class, Sim sometimes resorts to asking students
to individually think of topics or issues related to the lesson.
Students then post their topics on the board, read each of the topics
silently, and sign up for topics that interest them. The topic
owners then lead their respective group conversations on the topics
and, afterwards, present the conversation outputs to the class.
During the entire activity, Sim just quietly sits on his chair and
observes the students. His role is just to answer questions when the
students have some, and to ask one or two students to synthesize
the session at the end of the class period.
Student-Centered. The situation clearly shows that Sim is a facilitator

of learning, a guide on the side, instead of the sole dispenser of knowl-
edge in the classroom. The students play the “lead roles” in his class.
6. Part of the conversation outputs mentioned in Number 5 is that

students have to come up with an activity or project or research work
on the topic they discussed about. This ensured that the
conversations are effective in promoting student learning.
Project-Based and Research-Driven. Collaborative tasks that help stu-

dents apply their knowledge by doing group researches/projects, such
as those described in the situation are characteristics of 21st century
classrooms.
7. Whenever appropriate, Sim asks his students to bring something

that belongs to another culture, explain its significance, and then
relate it to the lesson being discussed.
Global classrooms. Exposure to different cultures and recognizing that

learners are connected to other learners across the globe, as exemplified
in this situation, is a mark of a 21st century classroom.
8. In Sim’s Math class, for example, to make the concept of linear
functions more concrete, he asks them to solve a problem near to
their hearts: choosing a cell phone plan. He offers data about the
monthly base rate and costs per minute of two calling plans. Then
he asks them to make a table, graph the two plans, and answer a
series of questions about them. Finally, he asks each student to
choose the best value, given his or her actual monthly cell phone
usage, and to write a simple proposal for his or her family about
which cell phone plan to choose and why.
Relevant, Rigorous and Real-world. Relating lessons to students’ daily

experiences makes learning more meaningful and engaging; this is a
mark of a 21st century classroom as shown in Sim’s math class.
Part III.
1. Describe the “new learners” of the 21st century, based on the model of
Zhou (2006). What are the characteristics of these new learners?
The new learners in the 21st century have different values, languages,
and pop cultures, and have different ways of thinking, reacting,
responding and getting motivated. They are ‘growing digital on the
net,’ with skills and competencies oftentimes better than those of their
teachers in using ICT as powerful learning tools. They come from
more diverse backgrounds and ‘cultural identities’ (age, ethnicity,
language, economic status, religion, work experience, etc.). Finally, the
new generation of learners have new traits of independence, creativity,
open-mindedness, and enterprising minds.
2. Discuss the potential uses of the “four pillars of learning” in improving teaching
and learning activities.
The four pillars of learning provide a holistic framework on which

to anchor enhancements in the teaching and learning process to help
learners reach their fullest potentials. Learning to know provides the
content and competencies needed by learners in the 21st century.
Learning to live together helps learners develop social skills and values
such as respect and concern for others, and appreciation of diversity
among people - these are skills and competencies needed for life and
work in the 21st century. Learning to do helps prepare them to become
productive, working citizens after they leave the portals of the school.
Finally, learning to be, allows them to develop all aspects of their being -
body, mind, spirit.
3. Read the situation below and, then, perform the tasks that follow.
Udin is building a working 6-inch by 2-inch car model using her knowledge
of simple machines. She’s working with her two classmates in an area in the
classroom her Science teacher has prepared. Together they made a wooden
chassis and placed wheels and axles on its four points. This morning, they
are conducting practice runs of their car down an inclined plane, testing to
see how adding weight to the car’s chassis can improve the car’s performance.
The critical question they are asking themselves is, “Where is the best place
to add weight to the car to maximize its speed moving down the inclined
plane?” [Mackenzie (2005) in SEAMEO INNOTECH (2010)].
Based on the classroom situation presented, evaluate Udin and her classmates
in terms of the three attributes and skills under the pillar of learning, Learning
to Know. Place a check mark (p) on the space before each attribute/skill and
provide a brief explanation of your answer on the space provided.
__p__ Affective attributes
Explanation:
Affective attributes refer to the ability to relate well with other people, to
reflect and purposively act, and to see things and situations positively.
Udin and her classmates demonstrated all these attributes as they
enthusiastically worked well together during their Science class. They
reflected on what they were doing and purposively carried out various
tests using the car and the inclined plane in order to learn.

__p__ Sense of self-worth

Explanation:
The actions of the students in the situation showed that they believed
they were capable of learning and contributing to group effort through
the use of their talents.

__p__ Skills and strategies of operation and metacognition

Explanation:
The students manifested the behaviors of cooperation and collaboration,
communication, use of resources, planning, and decision making as
they tried to find answers to the question they raised. The ability for
metacognition was also manifested through the students’ ability to
learn by doing, concentration, problem-solving, creative expression,
and analytical thinking.
Part IV.
Match each 21st Century Literacy on the first column with the correct applica-
tion on the second column. Write the letter of the best answer on the line before
each number.

Literacy
D 1. Arts and A. Teacher Duc facilitated his students’ un-
Creativity derstanding of how to spend money wise-
Literacy ly and to make informed and effective
decisions through this understanding.
E 2. Ecoliteracy B. Nuinda learned from her class the abil-

ity to recognize, understand, and ap-
propriately express her emotions, and
to relate well with others.
A 3. Financial C. The students in Narath’s Computer Class

Literacy acquired the ability to use a computer,
surf the Internet, and understand the
strengths and weaknesses of online
information.
G 4. Media D. Together with his classmates, Hong

Literacy had great fun creating hand paintings
of favourite heroes and viewing the
gallery of paintings that they put up.
B 5. Social/ E. After a discussion about Earth as a life-

Emotional support system, Lee and her pupils
Literacy wrote a poem on the interconnectedness
of various elements in the environment.
F 6. Globalization F. The students of Teacher Phung conducted

and research on different cultures, beliefs,
Multicultural appearances, and lifestyles. Afterwards,
Literacy they prepared various presentations
showcasing their findings.
Literacy
C 7. Cyberliteracy G. Mr. Pisit believed that with so many
films, television shows, radio programs,
and print materials his students have
access to, he has the responsibility to
educate them on how to sift through
and analyze the messages that inform
and entertain them everyday.
2. Place a check mark on the blank line before each number if the following teachers
show the characteristics of an ICT-literate individual. Explain your answer.
_p_1. Ms. Hoa is doing a research on the effect of using multimedia in instruc-
tion on students’ achievement and motivation. She first conducted an
exhaustive literature review to know the extent of information available.
Explanation:
Knowing where to get relevant information and determining the
extent of information needed is a characteristic of an ICT-literate
individual. This is what Ms. Hoa did, indicating that she is an
ICT-literate person.
_p_2. Mrs. Sarah assigned her students to do a paper on global warming.

She ably guided her students in doing an internet search for their topic.
This way, they do not get overwhelmed with the wealth of information
available to them and they get the needed information effectively and
efficiently.
Explanation:
An ICT-literate individual knows how and where to find, col-
lect and/or retrieve information in digital environments. This is
clearly demonstrated by Mrs. Sarah in the above situation.
____3. Mr. Zair forwarded to his friends an email he had received, which prom-
ised him a laptop if he sent the message to 100 people. The email claimed
that it was a new promotional activity by a leading computer company.
Explanation:
Mr. Zair is not an ICT-literate person because he does not know
how to critically assess and filter information that he gets from
the internet.
_p_4. Ms. Maria gathers information from a variety of sources, cross-check-

ing each one for accuracy and veracity, before using them to accomplish
her specific purpose.
Explanation:
Cross-checking sources, and making sure that information be-
ing offered by a source is accurate and updated are marks of an
ICT-literate person, as demonstrated by Ms. Maria in the above
situation.
____5. Mr. Chiu submitted a reaction paper on the use of mother tongue in
teaching the early grades. In his literature search, he came across a simi-
lar study dated several years ago. Because he was pressed for time, he
copied this research, only changing some of the details in the study.
Explanation:
Plagiarism – copying someone else’s work and passing it off as
one’s own – clearly shows that Mr. Chiu is not an ICT-literate
person.
3. Differentiate between media and ICT literacy.

Media literacy is “the ability to access, enjoy, interpret, analyze, pro-
duce, and evaluate messages in all varieties and combinations of print,
visual, and digital formats. ICT Literacy is using digital technology,
communication tools and/or networks to access, manage, integrate,
evaluate, create and communicate information in order to function in a
knowledge-based society.”
Lesson 2: Learning to Live Together and Learning to Do
Let’s Try This (Activity 2.3), pages 92-95
Social and
Teacher Cross-cul- Supporting Incidents Advice
tural Issue
Ching Know Teacher Ching does not She needs to listen
when it is listen to her students. more, and give enough
appropri- She does all the talking wait time for her stu-
ate to listen in the classroom and dents to process her
and when stifles questions from questions and respond
to speak. her students. accordingly. Being a
teacher does not give
her the right to monop-
olize discussions and
serve as the sole dis-
penser of information
and source of knowl-
edge in the classroom.
Shruti Respond While it is commenda- Teacher Shruti should

open- ble that Teacher Shruti have entertained ques-
mindedly is excited to learn more tions and clarifications
to different about innovative teach- from her co-teachers.
ideas and ing strategies, she is Her colleagues may
values. not very open to ideas simply be expressing
and opinions that are their apprehensions
contrary to what she about the new strategy
believes in. Openly that she is sharing with
criticizing what she them. Teacher Shruti
calls “outdated” teach- should have patiently
ing methods shows responded to their
lack of respect to other queries and explained
people’s viewpoints to them the advantages
and practices. and disadvantages of
the innovative strate-
gies she has learned.
Ning Conduct Teacher Ning exempli- Teacher Ning’s at-
oneself in a fied professionalism titude towards work,
respectable at its best. She did not her students, and her
and pro- let the rumor pull her colleagues are simply
fessional down, but continued exemplary. However,
manner. doing her tasks in a it would also be good
manner befitting a for her to talk to her
teacher. colleague and try to
come up with a peace-
able solution to this
issue.
Kho Leverage Teacher Kho knows Teacher Kho should

social and how to harness avail- continue involving
cultural able resources, knowl- different stakeholders
differences edge, and skills from in the community to-
to create different stakeholders, wards coming up with
new ideas to solve a problem. solutions to school-re-
and in- It seems that he also lated problems. What
crease both works well with people he is doing should
innovation from different social serve as an example
and quality and cultural back- to his colleagues in
of work; grounds. This mix of school.
respect ideas from different
cultural sources contributes
differences towards creative and
and work innovative solutions.
effectively
with peo-
ple from
a range of
social and
cultural
back-
grounds
How Much Have You Learned from this Lesson? pages 143-147
1. Briefly describe the following education pillars a: Learning to Live Together,

and b. Learning to Do.

a. Learning to Live Together involves the development of social skills and
values, and an appreciation of diversity among people. These skills
will enable you and your learners to live in peace and harmony.
b. Learning to Do involves the acquisition and application of

knowledge, skills, attitudes, and values (KSAVs) that would enable
individuals to effectively participate at work and in life in the 21st
century. These skills are often linked to occupational success, such
as vocational and technical skills, apprenticeships, and leadership
and management competencies.
How do these two pillars relate to life and career skills of teachers needed in the
21st century classroom?
Learning to Live Together serves as an anchor to two life and career skills
of teachers needed in the 21st century classroom. These are social and
cross-cultural skills and flexibility and adaptability. In the classroom, a
teacher needs to be flexible and should have a strong capacity to adapt
to the fast-paced changes in the 21st century classroom to effectively
facilitate learning. The diversity of students in 21st century classrooms
would also require teachers to develop skills in relating with different
types of learners, with equally diverse needs and interests.
On the other hand, Learning to Do is tied up with three sets of life and career
skills - initiative and self-direction, productivity and accountability, and
leadership and responsibility. These skills will be needed by learners
when they leave the confines of the school and enter into the world of
work later on in their life.
2. Match the following situations in the first column with the corresponding life
and career skills listed in the second column. Write the letter of the best answer
on the line before each number.
Situation Life/
Career Skill
C i. Mrs. Ming was assigned to coach students for a. social and

the regional history quiz. She is apprehensive cross-
because this task is an add-on to her already cultural skills
loaded schedule. However, she checked her
activities and schedules, organized them,
and she was able to accommodate this new
task.
A ii. An angry parent came to Mr. Hoa’s classroom b. flexibility and

loudly complaining of the low grades his son adaptability
obtained in science. Mr. Hoa, although taken
aback by the rude behavior of the parent,
politely explained why his son’s grades are
low and showed him his class record.
D iii. Ms. Soraya handles a class of more than c. initiative and

sixty fifth-grade students. Due to the big self-
class size, it is sometimes difficult to even do direction
routine tasks, such as checking of attendance
and assignments. Thus, Ms. Soraya grouped
the students into five, and assigned team
leaders from each group to facilitate checking
of attendance and other routine tasks for the
day. This way, Ms. Soraya can devote more
time to class instruction.
Situation Life/
Career Skill
E iv. A new curriculum has been introduced d. productivity
in Mr. Musngi’s school. Most of the and
teachers have negative comments about accountability
the innovation, saying this will take more
adjustment and extra effort on their part
to implement. Besides, they say that this
will cause confusion among the students.
Mr. Musngi studies the new curriculum
and the implementation guidelines. Then,
he volunteered to organize a brainstorming
session among the faculty members in his
department to talk about the pros and cons of
the new curriculum.
B v. Teacher Mina is a mathematics major. Due to e. leadership and

lack of teachers, she was asked to temporarily responsibility
teach civics to third year secondary students.
Rather than be discouraged by the new
assignment, she lost no time in reading about
the subject and prepared well for her class.
3. Ms. Vina is an excellent teacher who is recognized in school and in her

community for respecting and promoting cultural diversity. She lives peaceably
with her students, colleagues, friends, and family. As such, the school district, in
cooperation with the local government, gave her the “Teacher of Peace Award. “
What do you think are her attributes that made her bag the award? Write these
on the lines below and provide a brief description for each.
A teacher of peace is someone who promotes and respects diversity in

the classroom and in the school. Some of the attributes that Ms. Vina
may have as a teacher of peace are: gender sensitivity, a caring attitude
towards learners, a sense of responsibility as a global citizen, a strong
motivation to share, actively participating in the community, and skilled
at communication and conflict resolution, among others.
For questions 4 to 5, read the following situation and answer the questions that
follow.

Teacher Karina attended a professional development training in
integrating Information and Communication Technology (ICT)
in the classroom. After the training, she went home thinking about
the possibility that her school will be at the forefront of technology
integration in their school district. She pictured in her mind the
students using computers and the internet to learn on their own, and
with their peers from different parts of the world.
Teacher Karina shared her dream with her teaching supervisor and
colleagues. She volunteered to do an echo seminar for the school to
share what she has learned from the conference. Her excitement was
contagious; her colleagues felt with the possibility of harnessing the
powers of ICT in the classroom.
However, there were some teachers who had apprehensions about using
ICT in the classroom. They did not know how to use technology for
teaching. Teacher Karina volunteered to do demonstration teaching
on ICT integration for her less techno-savvy colleagues. After some
hands-on training and classroom observations, her colleagues started
using computers as teaching aids in the classroom!
4. Which of the following leadership traits does Teacher Karina possess? Place
a check mark on the blank space before each leadership trait that you think
Teacher Karina displayed. You may check more than one item.
_p__ has a vision and the ability to communicate it

_____ has integrity (not evident in the story)
_p__ has the innate ability to inspire, energize, and encourage his/her
followers
_p__ empowers members
_____ mentor potential leaders who share their vision and are committed
to seeing it become a reality (not evident in the story)
_p__ leads by example
5. If you were Teacher Karina, how would you have handled those who were not
very supportive of your dream/plans? Write your answer in the lines below.

Below is a sample response.
If I were Teacher Karina, I would have been patient in explaining the

innovative teaching strategy to those who did not support this move. I
would have encouraged them to come and see me teaching with the use
of technology. Also, I would have allowed them to freely express their
opinions and apprehensions about ICT integration and, to the best of my
knowledge, help them when they would be ready for this innovation.
Lesson 3: Learning to Be as a 21st Century Teacher
How Much Have You Learned From This Lesson?, pages 167-169
1. Briefly describe the Learning to Be education pillar.

Learning to Be involves the total development of all aspects of one’s
persona - mind and body, intelligence, sensitivity, aesthetic sense,
personal responsibility, and spiritual values. It also includes nurturing
imagination and creativity.
2. Briefly explain each of the following Learning to Be competencies:
Below are sample responses.

a. appreciating the use of science and technology to improve lives
This competency includes fostering scientific discovery/experi-
mentation/thinking in oneself as a teacher and among students.
This competency also involves inspiring learners to become famil-
iar with updates and recent trends in the field of science and tech-
nology to improve peoples’ lives.
b. developing creativity
Developing creativity involves creating opportunities for aesthetic
and artistic experimentation, and maximizing the use of one’s
senses. For example, creativity can be developed in the classroom
by encouraging students to generate ideas and solutions to a given
problem.
c. having social commitment
This competency involves actively participating in community
activities that promote freedom of thought, judgment, feeling,
and imagination to help yourself as well as other people. This
also includes preparing you and your students for life in the 21st
century, as a member of a global community.
d. pursuing balance and completeness

Pursuing balance and completeness involves appreciating and
respecting the all aspects of one’s persona - mind, body, emotion,
spirit and finding a “balance “ among these four dimensions. It
involves developing one’s total personality to achieve one’s fullest
potentials in life and at work.
3. Read the vignettes of four teachers below. Then, tell who among them best
demonstrates Learning to Be skills. Explain your answer.
• Ms. Lian loads up her students with facts, which she believes will help
them cope with the information explosion characteristic of the 21st century.
• Mr. Salleh prepares his students for the world of work by encouraging those
who cannot pursue a college degree to take up technical and vocational
training instead.
• Ms. Ria, a teacher who is about to retire, still actively seeks opportunities
to better herself, aiming to be fit in all aspects of her life - mind, body,
intelligence, and spiritual values.
• Mr. Bono teaches his students to be independent, to work by themselves,

and refrain from asking help from anyone at all times. He believes that this
will help his students become more equipped to live in a highly competitive
21st century world.
Answer/Explanation: Ms. Ria best demonstrates the Learning to Be

skills. Developing the complete person - mind, body, intellect, and
spiritual values - the essence of Learning to Be, is clearly demonstrated
by Ms. Ria. Ms. Lian demonstrates Learning to Know skills, while
Mr. Salleh exemplifies Learning to Do competencies. Mr. Bono, on
the other hand, does not teach his students how to Learn to Live
Together in the 21st century.
4. How does the learning to be competencies contribute towards bringing about
quality education in the classroom? Explain your answer in the space below.
Quality education and Learning to Be are closely linked with one another.
Quality education is education that ensures the full development of the
human personality, which is the very essence and goal of the education
pillar, Learning to Be. Equipping learners with Learning to Be knowledge,
skills, attitudes, and values, helps ensure that they are provided with
quality education: one that ensures the development of all aspects of
their life - mind, body, intellect, and spiritual values.

How Much Have You Learned From This Module?, pages 172-176
1. Who among the following teachers are NOT in tune with 21st century
education?
a. Ms. Amina, a science teacher, taught a unit on the medicinal plants. She
brought her students to a nearby community herbal garden, where the
students became more familiar with the different kinds of herbs and their
uses for various ailments.
This is not the best answer. Ms. Amina’s teaching approach is aligned
with the new learning environments of the 21st century, where
learning does not only happen within the confines of the classroom.
b. Mr. Tum helped his fourth grade students to set up a simple Webquest
on how people from different countries say common phrases like “hello,”
“thank you,” or “good day” in their own language. This way, his students
were able to connect with students from different races and cultures and
learn from them.
This is not the best answer. Mr. Tum uses technology in his class
to engage his students in meaningful learning activities. The use of
computers and the internet is part of the new process of learning in
the 21st century.
c. Mrs. Singh is very knowledgeable about the subject matter that she
is teaching. This is the reason her students sometimes refer to her as a
walking encyclopedia. Thus, in the classroom, she usually serves as the
sole dispenser of information and knowledge to her students.
This is the best answer. Mrs. Singh is still overly relying on the
traditional teacher-centered approach and rote learning, which
is not attuned with 21st century teaching and learning process.
Mrs. Singh’s teaching approach - where she serves as the “sage on
the stage” and the sole dispenser of knowledge, will not help her
students to think critically and construct their own knowledge.
These skills are needed for the 21st century.
d. Mr. Boon collaborates with his co-teachers on a thematic unit about water.
In science, the students learned how water forms and the importance of the
water cycle. In math, they tried to convert units used to measure liquid,
e.g., from milliliter (mL) to liter (L). In English class, they composed a
poem about water. The students had fun learning about water!
This is not the best answer. Mr. Boon’s use of an integrated and
interdisciplinary approach to teaching is in tune with the new
learning content of the 21st century.
2. The situations in column A exemplify the new parameters of teaching and

learning in the 21st century. Select the situation in column A that matches the
new parameter of teaching and learning in column B. Take note that an item
may have more than one correct match, since the new parameters of teaching
and learning in the 21st century are closely interlinked with one another. Write
the letter(s) of your choice on the blank space before each number.

A B
D 1. Mrs. Reyes observed that her stu- a. new environ-

dents are very adept at using comment of learning
puters in the classroom. Some of
them are even more techno-savvy
than she is.
A B
E 2. Ms. Duyen enrolled in an online b. new content of
course to complete her graduate learning
degree in education. This way, she
gets professional development op-
portunities, even without attending
a regular, face-to-face class.
C 3. Mr. Sing uses computer-based sim- c. new process of

ulation games in his Social Science learning
class. This strategy enables his stu-
dents to design various real-life sce-
narios and experience them through
games and realize various possible
results of different actions.
B 4. Ms. Sheba brought her third grade d. new types of

class to a nearby zoo. Since their learners
science lesson is on mammals, she
asked them to list all the mammals
in the zoo. Beyond helping them
gain more knowledge about mam-
mals, she facilitated the students’
learning on the importance of pro-
tecting and preserving them.
C 5. Mr. Gam helped his students set e. new spaces/

up an e-group where they can col- dimensions of
laborate on their research project. learning
The students share references and
materials useful for their study by
uploading them in their e-group.
Here, they also discuss questions
and get feedback from Mr. Gam.
3. Identify what pillar of learning is demonstrated in the following situations. Write
your responses on the blank line after each item. Briefly explain your answers.

a. Teacher Ali encourages her students to engage in after-school activities
that develop all aspects of their life. These include engaging in sports, in
creative arts, and other activities that promote their mental, physical, or
spiritual well-being.
Learning Pillar: Learning to Be

Explanation:
The holistic development of a person is the essence of the pillar
Learning to Be.
b. Teacher Tina, a teacher in an international school, started a “Let’s Learn

More About You” session in her homeroom class. Each student shares
information about their culture - their unique celebrations, customs, and
traditions. This way, her students learn to appreciate and respect cultures
other than their own.
Learning Pillar: Learning to Live Together

Explanation:
Appreciation and respect for different cultures is embodied in the
Learning to Live Together pillar.
c. Students at the Community High School benefit from an innovative

curriculum that integrates career and life skills in the major academic
subjects. Teachers provide opportunities for students to enhance such
skills as leadership, self-initiative, responsibility, and accountability,
among others. These skills can be used by students for life and work when
they leave the school.
Learning Pillar: Learning to Do

Explanation:
Developing leadership, self-initiative, responsibility and
accountability among students to prepare them for life and work
after they leave the portals of the school is part of the Learning to Do
pillar.
d. Teacher Gloria encourages her students to analyze issues, think critically,
and sift through information given them to determine which ones are useful
for them and which ones to discard. She does not spoonfeed her students
but helps them develop skills to learn on their own, from their peers, and
from other information sources, such as the internet, newspaper, TV, and
radio.
Learning Pillar: Learning to Know

Explanation:
The development of critical thinking and acquisition of knowledge,
skills, and literacies of the 21st century is part of the Learning to
Know pillar. In addition, ICT and media literacies are all part of the
Learning to Know pillar.
Part II.
1. Compare and contrast traditional and 21st century classrooms. Which do you
prefer? Explain your answer in the lines below.
Below is a sample answer. Responses of the learners to the second part

of the question, on classroom preference, may vary.

Traditional classrooms are characterized by, among other things, being
teacher-centered, focusing on rote learning, and mere memorization
of facts, where students are passive recipients of knowledge while
the teacher serves as the sole dispenser of information: In contrast,
21st century classrooms are learner-centered, and students are active
participants in the learning process. Teachers in 21st century classrooms
serve as facilitators of learning.

2. According to the UNESCO report (1996), the pillars of learning serve as a good
framework to anchor teaching and learning in the 21st century. Do you agree
with this statement? Why/Why not?

Yes, I agree that the pillars of learning serve as a good framework to
anchor 21st century education. In a way, the four pillars of learning
address different aspects of a learner’s life; taken together, they
contribute to the holistic development of individuals and prepare them
for life and work in the 21st century and beyond. The four pillars of
learning also comprehensively address the changing needs of the 21st
century. For example, Learning to Know provides learners with the
cognitive tools required to better understand 21st century environments
and provide them with appropriate and adequate foundation for future
learning. Learning to Live Together enables individuals to live in peace
and harmony. Learning to Do takes on technical and vocational skills
to enable individuals to effectively participate in the global economy
and society. Finally, Learning to Be helps individuals develop their
fullest potential psycho-socially, affectively as well as physically, for an
“all-round, complete” person. Thus, the pillars of learning is a good
overarching framework responsive to the needs of 21st century learners
and learning environments.
2. Briefly describe the 21st century skills illustrated by the following teachers:
a. a teacher of peace who promotes respect for cultural diversity
A teacher of peace who promotes respect for cultural diversity is

someone who is gender-sensitive, intentionally develops in learners
the capacity to care, is a responsible, global citizen, service motivated
and active in the community, and skilled at communication and conflict
resolution, and so on.
b. a 21st century teacher who demonstrates leadership skills
A 21st century teacher who has leadership skills is someone who has
a vision and the ability to communicate it, has integrity, has the innate
ability to inspire, energize, and encourage his/her followers, empowers
members, and mentors potential leaders who share his/her vision and
are committed to seeing it become a reality, and leads by example.
c. an information-literate teacher
An information-literate teacher is someone who is able to determine

the extent of the information needed, access the needed information ef-
fectively and efficiently, evaluate information and its sources critically,
incorporate selected information into his or her knowledge base, use in-
formation effectively to accomplish a specific purpose, and understand
the economic, legal, and social issues surrounding the use of informa-
tion, and access and use information ethically and legally.
4. How do the four pillars of learning - UNESCO’s framework on which 21st

century education is anchored - contribute to the holistic development of an
individual? Explain your answer in the space below.
The four pillars of learning – Learning to Know, Learning to Do, Learning

to Live Together, and Learning to Be – contribute to the holistic or total
development of an individual by:
- developing the mind through the Learning to Know pillar, which

takes care of the knowledge and skills needed to function in the
world, including skills literacy, numeracy and critical thinking ;
- enhancing acquisition of skills that are often linked to occupational

success, such as computer training, managerial training and ap-
prenticeships, under the Learning to Do pillar;
- developing one’s socio-emotional aspect through the Learning to

Live Together pillar, which involves the development of social skills
and values such as respect and concern for others, social and inter-
personal skills and an appreciation of individual and cultural diver-
sity; and
- fostering personal development (body, mind and spirit) and con-

tributing to creativity, personal discovery and an appreciation of
the inherent value provided by these pursuits through the Learning
to Be pillar.
Taken together, all the four pillars of learning ensures that a person
fully develops his/her own potentials in all aspects of his/her per-
sonality.
Suggested Readings and Websites
Jerald, C.D. (2009). Defining a 21st Century Education. Available at http://

www.centerforpubliceducation.org/Learn-About/21st-Century/gm-
node/270.aspx
Partnership For 21st Century Skills. Available at www.p21.org
Trilling, Bernie and C. Fadel. 2009. 21st Century Skills: Learning for Life in
our Times. John Wiley and Sons, Inc.
What is 21st Century Education? Available at http://

www.21stcenturyschools.com/What_is_21st_Century_Education.htm
Welcome to the 21st Century. Available at http://edorigami.wikispaces.

com/21st+Century+Learners
Glossary
21st Century skills – a critical attribute of 21st century education, which

refers to such skills as creative thinking skills, problem solving and
decision making, and ICT literacy and skills
Accountability – being responsible to someone, or for some activity
Active learning – an instructional approach where students are encouraged

to learn and think on their own; teachers are facilitators and guides in
the learning process
Adaptability – being able to change to fit into varied roles, responsibilities

and contexts
Ageism – negative attitudes held against the young and the elderly
Autonomous learner – one who has affective attributes combined with a

sense of self-worth and has developed skills and strategies of operation
and metacognition
Classism – distancing from and perceiving the poor as inferiors
Collaborative learning – instructional strategy where learners work
in groups on the same task simultaneously, thinking together over
demands and tackling complexities
Creating/Adapting to constant personal and social change, and lifelong

learning – a critical attribute of 21st century education, which refers
to learning that does not only happen inside the school and during
one’s schooling years and that it can take place anywhere, anytime,
regardless of one’s age.
Critical attributes – crucial or significant characteristics
Cyberliteracy (Computer and ICT Knowledge) - a 21st century literacy,

which generally refers to the use of computers, the internet and other
information technologies
Ecoliteracy - a 21st century literacy, which entails acquiring knowledge

about climate change, pollution, loss of natural habitats and biodiversity,
their impact on human lives, and ways to address them
Factory model of education – education that is based on the needs of

employers for the Industrial Age of the 19th century
Financial literacy - a 21st century literacy, which refers to knowledge about

the basics of economics, financial management, livelihood activities,
entrepreneurship and wise handling of personal finances
Flexibility - one’s ability to effectively incorporate feedback into one’s

own actions, as well as dealing positively with praise, setbacks, and
criticisms
Focus Lesson – part of the lesson where the teacher establishes the lesson’s
purpose and shows his/her students how to approach the new learning
material
Four Pillars of Learning – the four domains of learning – learning to know,

learning to live together, learning to do, and learning to be – that form the
underlying basis for reorganizing educational content in 21st century
education
Fragmented curriculum – refers to the curriculum that is discretely divided

according to subject areas
Global classrooms – a critical attribute of 21st century education, which
refers to students being exposed to the concerns of the region and other
countries. Thus, teachers need to include current global issues, such as
peace, respect for cultural diversity; global concerns such as climate
change and global warming, in classroom discussions.
Global model of education – education that is based on the needs of a

globalized, high-technology society
Globalization and multicultural literacy - a 21st century literacy, which

refers to developing respect for cultural diversity, and having a
perspective of being a global citizen whose local actions can have an
impact on the wider global arena
Guided instruction – instructional approach where students are given

opportunities to practice under the teacher’s guidance and coaching
Horizontal dimension of learning – learning that happens in any place -

from schools to work-places, communities, mass media, and other
social learning environment
ICT literacy – using digital technology, communications tools and/or

networks to access, manage, integrate, evaluate, create and communicate
information in order to function in a knowledge society
Independent tasks – instructional strategy where the teacher allows

students to take center stage and simply supervises tasks that require
students to apply what they have learned
Information literacy – the ability to identify what information is needed,

understand how the information is organized, identify the best sources
of information for a given need, locate those sources, evaluate the
sources critically, and share that information. It is the knowledge of
commonly used research techniques.
Information-literate – someone who is able to determine the extent of the

information needed, access the needed information effectively and
efficiently, evaluate information and its sources critically, incorporate
selected information into his or her knowledge base, use information
effectively to accomplish a specific purpose, and understand the
economic, legal, and social issues surrounding the use of information,
and access and use information ethically and legally.
Initiative and self-direction - being able to work independently, manage
goals and time, and to learn on one’s own
Integrated and interdisciplinary - a critical attribute of 21st century

education, where education in the 21st century is characterized by
effective linkages among various subjects or disciplines to enhance
students’ learning experience
Learning to Be – a pillar or learning, which involves activities that foster

personal development (body, mind and spirit) and contribute to
creativity, personal discovery and an appreciation of the inherent value
provided by these pursuits
Learning to Do - a pillar or learning, which involves the acquisition of

skills that are often linked to occupational success, such as vocational
training, managerial training and apprenticeships
Learning to Know - a pillar or learning, which involves the development

of knowledge and skills that are needed to function in the world. These
skills include literacy, numeracy and critical thinking
Learning to Live Together - a pillar or learning, which 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
Lifelong learning - all learning activities carried by teachers both formally

(pursuing an undergraduate or post-graduate degree) and informally
(learning for self-enrichment and to better prepare oneself to face life’s
challenges)
Linguicism - negative attitudes members of dominant language groups

hold against members of non-dominant language groups
Longitudinal dimension of learning – learning that happens at any stage in

one’s life: from early childhood through adulthood to post-retirement
years (lifelong)
Looksism – prejudice against those who do not measure up to set standards

of beauty
Media literacy – the ability to access, enjoy, interpret, analyze, produce,

and evaluate messages in all varieties and combinations of print, visual,
and digital formats.
New Content of Learning – a parameter of learning in the 21st century
characterized by a shift from: individual learning towards cooperative
learning; from subject knowledge towards intellectual abilities; from
separate subjects towards integration of subjects; and from supply-
driven to demand-driven curriculum
New Environment of Learning – a parameter of learning in the 21st century

that refers to innovative and modern instructional methods, such as the
use of information and communication technology (ICT) in teaching.
The new learning environment in the 21st century also entails more
student-centered than teacher-centered instruction and teaching that
goes beyond rote memorization.
New literacies – new areas of learning, such as The Arts and Creativity,
Ecoliteracy, Cyberliteracy (Computer and ICT knowledge), Financial
Literacy, Media Literacy, Social/Emotional Literacies, and Globalization
and Multicultural Literacy
New Process of Learning – a parameter of learning in the 21st century,

described as learning that is no longer confined to formal academic
settings; acquiring knowledge and skills becomes a lifelong endeavor
through informal and non-formal means, such as online learning
modalities and hands-on experiential learning like internships
New Spaces/Dimensions of Learning – a parameter of learning in the 21st

century, described as learning opportunities that can happen outside
the confines of the classroom. Learning can happen horizontally (from
schools to work-places, communities, mass media, and other social
learning environments), longitudinally (from early childhood through
adulthood to post-retirement years); and vertically (from real to digital
and virtual learning environments).
New Types of Learners – a parameter of learning in the 21st century, where

the new generation of learners is characterized by different sets of val-
ues, languages, and pop-cultures, and different ways of thinking, re-
acting, responding, and getting motivated. They are technology-savvy,
with ICT skills and competencies oftentimes better than their teachers.
They come from more diverse backgrounds and cultural identities (age,
ethnicity, language, economic status, religion, work experience, etc.),
and possess new traits of independence, creativity, open-mindedness,
and enterprising minds.
Passive learning – the use of “chalk and talk” technique, where teachers
provide information and students simply absorb them
Productivity – being able to deliver a specified task in a given period of

time, using available resources
Project-Based and Research-Driven – a critical attribute of 21st century

education, where emphasis is given on data, information, and evidence-
based decision making. Thus, teachers of the 21st century need to
be knowledgeable about research to guide their students’ learning
through self directed activities, such as learning projects within and
outside their classrooms.
Racism – the belief that one’s own cultural or racial heritage is innately
superior to others
Relevant, Rigorous and Real-world – a critical attribute of 21st century

education, where education is rooted in real life, day-to-day activities of
learners. Thus, teachers should teach topics using current and relevant
information.
Religious intolerance – prejudice against those who are followers of

religions other than one’s own
Responsibility – the ability to be personally accountable for an assigned

task or course of action in an organization of group
Sexism – a system of attitudes, actions and instructional structures that

subordinates girls and women on the basis of their sex
Social and cross-cultural skills – the ability to effectively interact with

others in diverse groups and situations
Social/Emotional literacies - a 21st century literacy, which refers to

the acquisition of social skills and development of one’s emotional
intelligence
Spoon-feeding - refers to a manner of teaching in which the teacher provides

all the information and materials to the learners, oftentimes in an overly
simplified way. This way of teaching discourages independent thought
or initiative by learners.
STEEP – an acronym that refers to the Social, Technological, Economic,

Ecological, and Political changes that have a significant impact on
individuals in the 21st century and beyond
Student-Centered – a critical attribute of 21st century education, where
focus is on students as learners; the teacher simply acts as a facilitator
of learning — not as “sage on the stage” but as “guide on the side”
Teacher-centered – teacher is the focus of attention and sole provider of

information (”sage on the stage”)
Teacher of peace – someone who promotes respect for cultural diversity,

characterized by being gender-sensitive, intentionally develops in
learners the capacity to care, a responsible, global citizen, service
motivated and active in the community, and skilled in communication
and conflict resolution, and so on
Technologies and Multimedia – a critical attribute of 21st century

education, which refers to the full use of available Information and
Communication Technology, or ICT (e.g., computers and the Internet)
as well as multimedia (e.g., using audio- and video-based instruction)
to improve teaching and learning activities.
The Arts and Creativity – a 21st century literacy, manifested in creative

ways of problem solving and expressed through the production of
various art works
Vertical dimension of learning – learning that happens across various media:

from real to digital and virtual learning environments (computer-based
or online learning via the internet)
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GURO21

Equipping Teachers with Knowledge,

Southeast Asian Ministers of Education Organization

Lesson 1: Learning to Know as a 21st Century Teacher 13

What Is This Lesson About? .............................................................................13

Lesson 2: Learning to Live Together and Learning to Do

What Is This Lesson About? .......................................................................... 79

Lesson 3: Learning to Be as a 21st Century Teacher 148

What Is This Lesson About? ............................................................................ 148

Let’s Sum Up .......................................................................................................... 170

Imagine this – a classroom filled with students, seated in groups of fours

Have you experienced or observed a classroom situation such as the

As a teacher, you have the special responsibility to guide your learners

What Will You Learn?

Specifically, you should be able to:

• Describe the critical attributes of education in the 21st century.

• Explain UNESCO’s four pillars of learning as a framework for 21st

• Identify the core themes, literacies, and competencies of the 21st

• Relate UNESCO’s four pillars of learning – (1) Learning to Know; (2)

• Equip yourself with knowledge, skills, attitudes, and values

• Assess your leadership skills as a 21st century teacher.

• Explain the characteristics of information and communication

• Evaluate your level of competency in integrating ICT in the

Lesson 1 : “Learning to Know” as a 21st Century Teacher

Lesson 2 : “Learning to Live Together” and

Lesson 3 : “Learning to Be” as a 21st Century Teacher

as a 21st Century critical attributes Changing Landscape

• Explains the four • The Four Pillars of

• Discusses the first • Learning to Know as a

themes, literacies, Literacies

• Explains issues • Media Literacy

• Assesses one’s level

• Discusses 21st • Learning to Live

• Assesses one’s • The Characteristics

• Discusses 21st • Learning to Do Life

• Assesses one’s • Leadership At-

• Describes the com-

• Applies the com-

1. Identify at least three attributes or characteristics of 21st century

2. As a teacher, why is it important to acquire the knowledge, skills,

6. Why should cultural diversity be respected and promoted in schools

7. Identify three attributes of a teacher who is a leader in 21st century

8. Describe a person who is:

If you answered all questions correctly, congratulations! It shows that you

Before you proceed to Lesson 1, evaluate your current level of competency

Directions: The following checklist contains a list of competencies covered

I cannot I am I can do this I can

2. Discuss the new

Pre Post Pre Post Pre Post Pre Post

Pre Post Pre Post Pre Post Pre Post

What Is This Lesson About?

What Will You Learn?

• Describe the critical attributes of 21st century education.

• Explain UNESCO’s four pillars of learning as a framework for 21st

• Discuss the first pillar of learning, learning to know, in relation to the

• Identify the core themes, literacies, and competencies of 21st century

• Describe critical attributes of information and communications

• Explain issues pertaining to media and ICT literacy that affect

• Assess one’s level of competency in integrating Information and

Let’s Try This (Activity 1.1)