Chapter 4: Integrating New Literacies in the Curriculum

Learning Outcomes:
a. Discuss the concept of integrated curriculum
b. Identify lessons or course disciplines that may be appropriate for curriculum
integration
c. Make a lesson plan with thematic integration across related disciplines.s

The Concept of Integrated Curriculum

In retrospect, the introduction of an integrated curriculum gained greatest
support in the 1960s. Based on the essential organization of content, the design
emphasizes the role of diverse entities called academic disciplines clearly defined in
terms of knowledge, skills and values.

Thus, an integrated curriculum...

✔ focuses on basic skills, content and higher-level thinking;

✔ encourages lifelong learning;

✔ structures learning around themes, big ideas and meaningful concepts;

✔ provides connections among various curricular disciplines;

✔ provides learners opportunities to apply skills they have learned;

✔ encourages active participation in relevant real-life experiences;

✔ captivates, motivates and challenges learners;

✔ provides a deeper understanding of content;

✔ offers opportunities for more small group and industrialized instruction; and

✔ accommodates a variety of learning styles/theories (i.e., social learning

theory, cooperative learning, intrinsic motivation, and self-efficacy) and
multiple intelligences. (http://onlinesch0017.blogspot/2016/04/components-of-
integrated-curriculum.html)

Approaches to Integration
The Association for Supervision and Curriculum Development (2004) presents three
approaches to integration and these are multidisciplinary, interdisciplinary and
transdisciplinary.

Multidisciplinary Approach. A multidisciplinary approach focuses primarily

on different disciplines. Teachers, who employ this approach, may create standards
from the disciplines within a theme. There are many different ways to create a
multidisciplinary curriculum, and they tend to differ in the level of intensity of the
integration effort. It can be recalled that the previous Restructured Basic Education
Curriculum (RBEC) is a best depiction of a multidisciplinary approach. The four
disciplines (Araling Panlipunan, Values Education, and TLE) were integrated along
with a theme termed Makabayan as an integrated subject served as a laboratory of
life. Makabayan was a learning area that stressed the development of social
awareness, empathy and commitment for common good. Grades in these four
disciplines were usually computed to comprise the general grade in Makabayan as a
discipline. At the end of the week, the four disciplines collaborated to design a
culminating activity along with the given theme that connected, these four discipline
areas: The following is the structure of Makabayan that used the multidisciplinary
approach centered on a given theme.

Araling
Panlipunan

MAPEH Makabayan TLE

Values
Education

When a teacher integrates subdisciplines within a subject area, he/she is practicing

intradisciplinary approach. For example, one integrates reading, writing and oral
communication in the English subject. Likewise, teachers often integrate Philippine
history, world history, geography, economics and government in an intradisciplinary
social studies program. Likewise, science integrates subdisciplines, such as earth
science, biology, chemistry and physics that responds to spiral curriculum approach.
This connection is presented in the structure below.

Earth Science

Biology

Chemistry

Physics

Through this integration,

SCIENCE teachers expect
students to
understand the
connections
between the
different subdisciplines and
their relationship to the real world. In fact, this approach brings a positive impact on
the achievement of students.

In using the multidisciplinary integration approach, there is a need to organize a list

of standards from various disciplines around one common theme. Likewise, come up
with a list of standards from related disciplines, such as earth science, biology,
chemistry and physics to focus on a common intradisciplinary science program.
Another way of doing it is by fusing skills, knowledge and attitudes into the school
curriculum or utilizing technology across the curriculum. In this way, students 'learn
other subjects while enhancing their computer skills. Additionally, schools can utilize
service-learning projects in the classroom (www.theclassroom.com).

Interdisciplinary Approach. In this approach to integration, teachers organize and

capsulize the curriculum around common learning across disciplines to emphasize
interdisciplinary skills and concepts. The disciplines are identifiable, but they assume
less importance than in the multidisciplinary approach. For example, in teaching
Filipino as a discipline, the teacher hones students' language skills while resorting to
content and topics in Araling Panlipunan. Below is an illustration of interdisciplinary
structure. Therefore, there are times that a teacher in Filipino teams up with a
teacher in Araling Panlipunan to teach a lesson in Araling Panlipunan while she
teaches the needed skills in the Filipino 1 subject.

Skills Content
FILIPINO ARALING PANLIPUNAN

FILIPINO

In addition, in using the interdisciplinary integration approach, there is a need to

structure the curriculum around common learning areas across disciplines. For
example, incorporate 'interdisciplinary skills, such as thinking skills, problem solving
and analytic skills in teaching Science, Math and English. The purpose is to learn the
skills and concepts that are beyond the immediate lesson (www.theclassroom. com).

Transdisciplinary Integration. In the transdisciplinary approach to integration,

teachers design a curriculum within student needs and concerns. Students develop
life skills as they apply disciplinary and interdisciplinary skills in a real-life context.
Two routes lead to transdisciplinary integration, namely: project-based learning and
negotiating the curriculum.

Subject Areas

Themes and Concepts

Life Skills
Real World Context
Career Prospects
Community Integration
Social Problems and Dilemmas
 In using the transdisciplinary integration approach, there is a need to plan out
the curriculum around student needs and concerns. Transdisciplinary integration is
utilized through project-based learning, which involves allowing the students present
a problem. Project- based learning allows students to make connections among
different subjects by solving social problems and answering open-ended questions. It
can also be done by utilizing student' questions as a basis for curriculum design.
Learning how to solve problems and to ask questions enables students to apply the
skills in real-life situations.

Interconnecting the Three Approaches

These approaches offer an excellent fit for standards through a backward

design process as teachers integrate standards-based planning with effective
teaching and learning practices. Thus, the multidisciplinary, interdisciplinary, and
transdisciplinary perspectives offer different maps to begin the design process.
Teachers can use any of the approaches at any level of education in a single
classroom or in a team approach.

Despite some differences in the degree and the intent of integration, the three
approaches share many similarities. As such, the centrality of standards and the
need for accountability bring the three approaches closer together in practice
(ASCD, 2004).

Comparing and Contrasting the Three Approaches to Integration

(Association for Supervision and Curriculum Development, 2004)

Aspect Multidisciplinary Interdisciplinary Transdisciplinary

Organizing
● Standards of ● Interdisciplinary ● Real life
Center
the disciplines skills and context
organized concepts
● Student
around a embedded in
theme disciplinary questions
standards
Conceptualizatio
● Knowledge ● Disciplines ● All knowledge
n of Knowledge
best learned connected by interconnected
through the common and
structure of the concepts and interdependent
disciplines skills
● Many right
● A right answer ● Knowledge answers
considered to be
● One truth ● Knowledge
socially
constructed considered to
be
● Many right indeterminate
answers and ambiguous
Role of
● Procedures of ● Interdisciplinary ● Disciplines
Disciplines
discipline skills and identified if
considered concepts desired, but
most important stressed real-life context
emphasized
● Distinct skills
and concepts
of discipline
taught
Role of Teacher
● Facilitator ● Facilitator ● Co-planner

● Specialist ● Specialist/ ● Co-learner

generalist
● Generalist/
specialist
Starting Place
● Disciplinary ● Interdisciplinary ● Student
standards and bridge questions and
procedures concerns
● Know/Do/Be
● Real-world
context
Degree of
● Moderate ● Medium/Intense ● Paradigm shift
Integration
Assessment
● Discipline- ● Interdisciplinary ● Interdisciplinary
based skills/ concepts skills/ concepts
stressed stressed
Learning to know Concepts and essential understandings across disciplines
Learning to do
● Disciplinary ● Interdisciplinary ● Interdisciplinary
skills as the skills as the focal skills and
focal point point disciplinary
skills applied in
● Interdisciplinar ● Disciplinary skills
real-life context
y skills also also included
included
Learning to be
● Democratic value

● Character education

● Habits of mind

● Life skills (e.g. teamwork, self-responsibility)

Planning Process
● Backward design

● Standards-based

● Alignment of instruction, standards, and assessment

Instruction
● Constructive approach

● Inquiry

● Experiential learning

● Personal relevance

● Student choice

● Differentiated instruction
Assessment
● Balance of traditional and authentic assessments

● Culminating activity that integrates discipline taught

Methods of Curriculum Integration

Anchored on approaches to integration, there are methods that are processed
and devised for this purpose.

1. Project-Based Learning. It engages students in creating knowledge while

enhancing their skills in critical thinking, creativity, collaboration, communication,
reasoning, synthesis and resilience (Barron and Darling-Hammond, 2008 in Corpuz,
2014). As such, it entails an output which involves accomplishing a complex task,
performing a presentation and producing a project, a craft or an artifact. Here,
students start by defining the purpose of creating the end-product; identify the
audience; do research on the topic; design the product; implement the design; solve
the problems that arise; and come up with the product guided by a plan or a model. It
usually culminates with product presentation, and product evaluation while reflecting
on the entire production process (Schneiderman, et. al, 1998 in Corpuz, 2014).

Implementation Outcome. As a result, Curtis (2002) revealed that project-

based programs show that students go far beyond the minimum effort, make
connections among different subject areas to answer open-ended questions, retain
what they have learned, apply learning to real-life problems, have fewer discipline
problems, and have lower absenteeism. Student assessment considered teamwork,
critical thinking skills, problem-solving, and time management.

1. Service Learning. It refers to learning that actively -involves students in a wide

range of experiences, which often benefit others and the community, while also
advancing the goals of a given curriculum. Community-based service activities
are paired with structured preparation and student reflection. What unique about
service learning is that it offers direct application of theoretical models. As such,
the real-world application of classroom knowledge in a community setting allows
students to synthesize course material in more meaningful ways. It impounds
integrative reflective, contextualized, strength-based, reciprocal, and lifelong
learning (Clavenger-Bright, et. al, 2012).

Implementation Outcome. As a result, Glenn (2001) found that more than 80

percent of the schools that integrate service learning into the classroom report an
improvement in grade point average of participating students. On the other
programs foster lifelong commitment to civic participation, sharpen "people skills,"
and prepare students for the work force. Students also gain a deeper
understanding of the course/curricular content, a broader appreciation of the
discipline and an enhanced sense of civic responsibility (ASCD,

3. Learning Centers/Parallel Disciplines. A popular way to integrate the

curriculum is to address a topic or theme through the lenses of several subject
areas. In an elementary classroom, students often experience this approach at
learning centers. As students move through the learning centers to complete the
activities, they learn about the concept being studied through the lenses of
various disciplines.

In the higher grades, students usually study a topic or theme in different

classrooms. This may take the form of parallel disciplines and teachers sequence
their content to match the content in other classrooms (ASCD, 2004).

Implementation Outcome. As a result, according to a study by Carnegie Mellon

University (CMU), learning centers in the classroom can affect the ability to focus
and study among young children. In fact, learning centers allow children to role-
play in order to understand and make sense of the real world and their personal
 experiences in it. Thus, these help children understand the social world, develop
communication skills, and build relationships.

4. Theme-Based. Some teachers go beyond sequencing content and plan

collaboratively and they do it in a more intensive way of working with a theme
dubbed as "theme-based." Often, three or more subject areas are involved in the
study, and the unit ends with an integrated culminating activity. Units of several
weeks' duration may emerge from this process, and the whole school may be
involved. A theme- based unit involving the whole school may be independent of
the regular school schedule.

Other thematic programs may involve teachers across the same grade, wherein
teachers carefully connect the activities to the standards in each discipline. Over
time, they have developed a long list of possible culminating activities. They also
update their Website continually and use it as a teaching tool with students. The
site offers many interesting options for those interested in this method of
integration (ASCD, 2004).

Implementation Outcome. Using theme-based leaming, students can exhibit

excellent on-task behavior and work collaboratively. Also, students are engrossed
both as presenters and as an audience for the half-day performance task
presentations as they use a wide range of presentation, such as video, panel,
forum or colloquium, debate, sculpture, music, etc. They can demonstrate an in-
depth understanding of the topics as a result of their sustained interest around
various questions. In fact, fewer recess problems occur during this two-week
period that made teachers enjoy the process and the results.

5. Fusion. In this method, teachers fuse skills, knowledge, or even attitudes into
the regular school curriculum. In some schools, students learn respect for the
environment in every subject area or some incorporate values across disciplines.
Fusion can involve basic skills. Many schools emphasize positive work habits in
each subject area. Educators can also fuse technology across the curriculum with
computer skills integrated with in every subject area (ASCD, 2004).

Implementation Outcome. As a result, fusion brings positive gains in student

achievement resulting from integrated instruction in the classroom (Bolack, et al.,
2005; Romance &Vitale, 1992; Campbell and Henning, 2010). In addition, students
make connections among disciplines, values, concepts, content, and life
experiences. Students' increased critical thinking skills, self- confidence, positive
attitude, and love for learning manifest their effectiveness. Shriner, et al. (2010) also
found that motivated teachers and students allow a classroom to be a positive, fun
and engaging environment in which to learn.

Other Types of Integrated Curriculum

 There are different types of an integrated curriculum as mentioned by ASCD
(2004):
1. Connected. This happens when topics surrounding disciplines are
connected, which allows students to review and re-conceptualize ideas within a
discipline. However, it has its shortcomings because the content focus still
remains in one discipline.
2. Sequenced. This -is observed when similar ideas are 'taught together,
although in different subjects, which facilitates learning across content areas, but
requires a lot of communication among teachers of different disciplines.
3. Shared. This is when teachers use their planning to create an integrated
unit between two disciplines. Although in some ways, this method of integration
requires a lot of communication and collaboration between two teachers. A
teacher presents the structure, format and standards in making research while
collaborating with the science teacher, who focuses on the content area of
research that is related to science.
4: Webbed. This reflects when a teacher plans to base the subject areas
around a central theme that will tend students to see the connection within different
subjects.

Doing Curriculum Integration in the Classroom

Chhabra (2017) posited that integrating curriculum in the classroom includes
combining different subject areas and then, teaching them in relation to a singular
theme or an idea. Innovative teachers and schools prefer integrating the curriculum
in their classrooms as it improves student achievement and leads to an increase in
student standardized scores. Placing student achievement on top priority, an
integrated curriculum utilizes the mentioned three different approaches of integration.

Benefits of Integrated Curriculum Model

1. It focuses on basic skills, content, and higher-level thinking.
2. It provides a deeper understanding of content.
3. It encourages active participation in relevant real-life experiences.
4. It provides connections among various curricular disciplines.
5. It accommodates a variety of learning styles, theories and multiple intelligences.

New Literacy Integration in the K to 12 Curriculum

The new literacy can be integrated into the K to 12 curriculum across subject
areas as presented in the table below. However, the integration of new literacy is not
limited to the identified disciplines, the given learning outcomes, suggested
strategies and assessment. In fact, each learning area can integrate as many new
literacies as possible depending on the lesson, the nature of the subject and the
objectives or intended outcomes. New literacy -integration can take place in as many
disciplines as possible.
Integration of New Literacy in the K to 12 Curriculum
Literacy Subject area Outcome Strategy Assessment
Output
1. Multicultura Araling Demonstrate Role Playing Rubric
l and Panlipunan respect for Brainstorming assessment
Global cultural result
Literacy diversity
Brainstorming
report
2. Social Edukasyon sa Apply ethical Case analysis Case report
Literacy pagpapakatao and moral
standards on Dilemma Narrative
given issues analysis
and cases
2. Media English Use media in Media- E-portfolio
Literacy communication, assisted
Filipino dissemination instruction Google Clip
and transaction
4. Financial Math Solve problems Problem Scores in
Literacy in the context solving problem
of business solving drills
and investment and exercise
aspects
TLE Apply effective Business Business plan
techniques in simulation and inventory
budgeting and and
income immersion
generating
enterprise
2. Digital/ Computer Examine the Hands on Computer
Cyber Subject computer virus activity capstone
Literacy that commonly
damages Experiential
computer Learning
networks and
systems Project-based
Research Cite ways in Exploratory Research
resolving method outputs
plagiarism
issues and
determine
research
 protocols
6. Ecoliteracy Science Suggest ways Project-based Project
on how to portfolio
protect nature Task-based
and address Participation
climate change log

Learning
reflection
journal
7. Arts and MAPEH Create Manipulative Project design
creative artworks and works
literacy artistic designs Crafts
using Arts studio
indigenous workshop
materials method
Chapter 5: Multicultural and Global Literacy
Multicultural Literacy
Multicultural literacy consists of the skills and ability to identify the creators of
knowledge and their interests (Banks, 1996) to reveal the assumptions of
knowledge, to view knowledge from diverse ethnic and cultural perspective, and to
use knowledge to guide action that will create a humane and just world (Boutte,
2008).

Multicultural literacy then, brings attention to diversity, equity and social justice
to foster cultural awareness by addressing difficult issues like discrimination and
oppression towards other ethnicities (Boutte, 2008).

Accordingly, education for multicultural literacy should help students 'to

develop the 21st century skills and attitudes that are needed to become active
citizens who will work toward achieving social justice within communities. Because of
the growing racial, language and ethnic diversity in the country, multicultural literacy
needs to be transformed in substantial ways to prepare students to function
effectively in the 21st Century (Boutte).

Boutte (2008) reiterated that making small changes within the classrooms can
create big changes globally. As diversity grows, there is a need for the emergence of
multicultural education 'that is more representative of the students in today's
classrooms. Banks (2003) asserted that teaching students to be advocates of
multiculturalism is also a matter of sending a message of empathy and tolerance in
schools to develop a deeper understanding of others and appreciation of different
cultures. Developing these attitudes and skills requires basic knowledge prior to
teaching students how to question assumptions about cultural knowledge and how to
critique and critically think about these important cultural issues, which is what
essentially makes multicultural literacy a 21st Century literacy (Banks, 2003).

Global Literacy
Global literacy aims to address issues of globalization, racism, diversity and
social justice (Guo, 2014). It requires awareness and action, consistent with a broad
understanding of humanity, the planet, and the impact of a human decision on both It
also aims to empower students with knowledge and take action to make a positive
impact in the world and their local community (Guo, 2014).

According to the Ontario Ministry. of Education (2015), a global citizen should

possess the following characteristics: (1) respect for humans regardless of race,
gender, religion or political perspectives; (2) respect for diversity and various
perspectives; (3) promote sustainable patterns of living, consumption, and
production; and (4) appreciate the natural world and demonstrate respect on the
rights of all living things.
 Interconnecting multicultural and global literacy. Every classroom
contains students of different races, religions and cultural groups. Guo (2014)
averred that students embrace diverse behaviors, cultural values, patterns of
practice, and communication, yet they all share one commonality, which is their
educational opportunity.

Therefore, teachers should teach their students that other cultures exist and
that these deserve to be acknowledged and respected. Integrating a variety of
cultural context into lessons and activities teaches students to view the world from
many angles, creates respect for diversity and enables students to learn exciting
information. As classrooms become increasingly more diverse, it is important for
educators to analyze and address diversity issues and integrate multiculturalism
information into the classroom curriculum (Guo, 2014).

The OECD Global Competence Frameworks

The framework depicts the four dimensions of global competence encompassing the
development of knowledge, values, attitude and skills that flow along parameters of
attaining such competency.

Global Competence
 The desire to participate in interconnected, complex and diverse societies has
become a pressing need. Recognizing the roles of schools in preparing, the youth to
participate in the world the OECD's Program for International Student Assessment
(PISA) developed a framework to explain, foster and assess students, global
competence. This design serves as a tool for policymakers, leaders and teachers in
fostering global competence among students worldwide.

Global competence is a multidimensional capacity. Therefore globally

competent individuals can analyze and rationalize local global and intercultural
issues, understand and appreciate different perspectives and worldviews, interact
successfully and respectfully with others, and take responsible action toward
sustainability and collective well-being (OECD publication).

Global competence refers to skills, values and behaviors that prepare young
people to thrive in a diverse, interconnected and rapidly changing world. It is the
ability to become engaged citizens and collaborative problem solvers who are ready
for the workforce.

Promoting global competence in schools. Schools play a crucial role in

helping young people to develop global competence. They can provide opportunities
to critically examine global developments that are significant to both the world and to
their own lives. They can teach students how to critically, effectively and responsibly
use digital information and social media platforms.

Schools can encourage intercultural sensitivity and respect by allowing

students to engage in experiences that foster an appreciation for diverse peoples,
languages and cultures (Bennett, 1993; Sinicrope, Norris and Watanabe, 2007).
Schools are also positioned to enhance students' ability to understand their place 'in
the community and the world and improve such ability to make judgments and take
action (Harvey, 1975 in PISA, 2018).

The need for Global Competence

The following are the reasons why global competence is necessary.
1. To live harmoniously in multicultural communities. Education for global
competence can promote cultural awareness and purposeful interactions in
increasingly diverse societies and purposeful interactions in increasingly diverse
societies (Brubaker and Laitin, 1998; Kymlicka, 1995; Sen, 2007). People with
diverse cultures are able to live peacefully, respect differences, find common
solutions, resolve conflicts and learn to live together as global citizens (Delors, eti
al., 1996; UNESCO, 2014b). Thus, education can teach students the need to
address cultural biases and stereotypes.

2. To thrive in a changing labor market. Education for global competence can boost
employability through effective communication and appropriate behavior within
diverse teams using technology in accessing and connecting to the world (British
Council, 2013).

3. To use media platforms effectively and responsibly. Radical transformations in

digital technologies have shaped young people's outlook on the world, their
interaction with others and their perception of themselves. Online networks, social
media and interactive technologies give rise to new concepts of learning, wherein
young people exercise to take their freedom on what and how they learn
(Zuckerman, 2014).

4. To support the sustainable development goals. Education for global competence

can help form new generations who care about global issues and engage in social,
political, economic and environmental discussions.

Dimensions of Global Competence: Implications to Education

Education for global competence is founded on the ideas of different models of
global education, such as intercultural education, global citizenship education and
education for democratic citizenship (UNESCO, 2014a; Council of Europe, 2016a).

Despite differences in focus and scope, these models share a common goal of
promoting students' understanding of the world and empower them to express their
views and participate in the society. PISA proposes a new perspective on the
definition and assessment of global competence that will help policy makers and
school leaders create learning resources and curricula that integrate global
competence as a multifaceted cognitive, socio-emotional and civic learning goal
(Boix Mansilla, 2016).

This definition outlines four dimensions of global competence that people need to
apply in their everyday life just like students from different cultural backgrounds are
working together on school projects.

Dimension 1: Examine issues of local, global and cultural significance

This dimension refers to globally competent people's practices of effectively
utilizing knowledge about the world and critical reasoning in global issue. People,
who acquire a mature level of development in this dimension, use higher-order
thinking skills, such as selecting and weighing appropriate evidence to support
arguments about global developments. Most likely, globally competent students can
draw on and combine the disciplinary knowledge and thinking styles learned in
schools to ask questions, analyze data and propositions, explain phenomena, and
develop a position concerning a local, global or cultural issue. Hence, globally
competent people effectively use and create both traditional and digital media (Boix
Mansilla and Jackson, 2011).
Dimension 2: Understand and appreciate the perspectives and world views of
others
This dimension highlights that globally competent people are willing and capable
of considering other people's perspectives and behaviors from multiple viewpoints to
examine their own assumptions. This in turn, implies a profound respect for and
interest in others with their concept of reality and emotions. Individuals with this
competence also consider and appreciate the connections that enable them to
bridge in differences and create common ground. They retain their cultural -identity
while becoming aware of the cultural values and beliefs of people around them
(Fennes and Hapgood, 1997).

Dimension 3: Engage in open, appropriate and effective interactions across

cultures
This dimension describes what globally competent individuals can do when they
interact with people from different cultures. They understand the cultural norms,
interactive styles and degrees of formality of intercultural contexts, and they can
flexibly adapt their behavior and communication manner through respectful dialog
even with marginalized groups. Therefore, it emphasizes individuals' capacity to
interact with others across differences in ways that are open, appropriate and
effective (Barrett, et. al., 2014).

Dimension 4: Take action for collective well-being and sustainable

development
This dimension focuses on young people's role as active and responsible
members of society and refers to individual's readiness to respond to a given local,
global or intercultural issue or situation. It recognizes that young people have
multiple realms of influence ranging from personal and local to digital and global.
Globally competent people create opportunities to get engaged to improve living
conditions in their communities and build a just, peaceful, inclusive and an
environmentally sustainable world.

The assessment strategy for global competence

The PISA 2018 assessment of global competence contributes development, while
considering challenges and limitations. It has two components: 1) a cognitive test
exclusively focused on the construct of "global understanding"; and 2) a set of
questionnaire items collecting self-reported information on students' awareness on
global issues and cultures, skills (both cognitive and social) and attitudes, as well as
information from schools and teachers on activities that promote global competence
(OECD, 2018).

Curriculum for global competence: Knowledge, skills, attitudes and values

 Schools can provide opportunities for students to explore complex global
issues that they encounter through media and their own experiences. The curriculum
should focus on four knowledge domains: (I) culture and intercultural relations; (2)
socio-economic development and interdependence; (3) environmental sustainability;
and (4) global institutions, conflicts and human rights. Teaching these four domains
should stress on differences in perspectives, questioning concepts, and arguments.
Students can acquire knowledge in this domain by reflecting on their own cultural
identity and that of their peers by analyzing common stereotypes toward people in
their community or by analyzing related cases of cultural conflict. Acquiring
knowledge in this aspect is important in developing values, such as peace, respect,
non- discrimination, equality, fairness, acceptance, justice, non-violence and
tolerance (OECD, 2018).

Skills to understand the world and to take action

Global competence builds on specific cognitive, communication and socio-emotional
skills. Effective education for global competence gives students the opportunity to
mobilize and use their knowledge, attitudes, skills and values together while sharing
ideas on global issues in and outside of school or interacting with people from
different cultural backgrounds.

A school community that desires to nurture global competence should focus on

clear, controllable and realizable learning goals. This means engaging all educators
to reflect on teaching topics that are globally significant, the types of skills that foster
deeper understanding of the world and facilitate respectful interactions in
multicultural contexts, and the attitudes and values that drive autonomous learning
and inspire responsible action (OECD, 2018),

Knowledge about the world and other cultures

Global competence is supported by the knowledge of global issues that affect lives
locally and around the globe, as well as intercultural knowledge, or knowledge about
the similarities, differences and relations among cultures. This knowledge helps
people to challenge misinformation and stereotypes about other countries and
people, and thus, results in intolerance and oversimplified representations of the
world.

This can be done through the following strategies (OECD, 2018):

Perspective-taking refers to the cognitive and social skills of understanding
how other people think and feel.

Adaptability refers to the ability to adapt systems thinking and behaviors to the
prevailing cultural environment, or to situations and contexts 'that can present new
demands or challenges.

Openness, respect for diversity and global-mindedness

 Globally competent behavior requires an attitude of openness towards people
from other cultural backgrounds, an attitude of respect for cultural differences and an
attitude of global-mindedness. Such attitudes can be fostered explicitly through
participatory and learner- centered teaching, as well as through a curriculum
characterized by fair practices and an accommodating school climate for all
students.

Openness toward people from other cultural backgrounds involves sensitivity

towards curiosity about and willingness to engage with other people and other
perspectives on the world (Byram, 2008; Council of Europe, 2016a).

Respect consists of a positive regard for someone based on judgment of intrinsic

worth. It assumes the dignity of all human beings and their inalienable right to
choose their own affiliations, beliefs, opinions or practices (Council of Europe,
2016a).

Global-mindedness is defined as a worldview, in which one sees him/herself

connected to the community and feels a sense of responsibility for its members
(Hansen, 2010).

Valuing human dignity and diversity

Valuing human dignity and valuing cultural diversity contribute to global
competence because they constitute critical filters through which individuals process
information about other cultures and decide how to engage with others and the
world. Hence, people, who cultivate these values, become more aware of
themselves and their surroundings, and are strongly motivated to fight against
exclusion, ignorance, violence, oppression and war.

Clapham (2006) introduced the four aspects of valuing equality of core rights
and dignity. To wit: (1) the prohibition of all types of inhuman treatment, humiliation
or degradation by one person over another; (2) the assurance of the possibility for
individual choice and the conditions for each individual's self-fulfillment, autonomy or
self- realization; (3) the recognition that protection of group identity and culture may
be essential for that of personal dignity; and (4) the creation Of necessary conditions
to have the essential needs satisfied.

Global understanding
Understanding is the ability to use knowledge to find meaning and connection
between different pieces of information and perspectives.

The framework distinguishes four interrelated cognitive processes that

globally competent students need to use to understand fully global or intercultural
issues and situations (OECD, 2018).
1. The capacity to evaluate information, formulate arguments and explain complex
situations and problems by using and connecting evidence, identifying biases and
gaps in information and managing conflicting arguments

2. The capacity to analyze multiple perspectives and worldviews, positioning and

connecting their own and others' perspectives on the world

3. The capacity to understand differences in communication, recognizing the

importance of socially appropriate communication and adapting it to the demands of
diverse cultural contexts.

4. The capacity to evaluate actions and consequences by identifying and comparing

different courses of action and weighing actions on the basis of consequences

Thus, globally competent students should be able to perform a wide variety of

tasks utilizing different cognitive processes, such as: reasoning with evidence about
an issue or situation of local, global and intercultural significance; searching
effectively for useful sources of information; evaluating information on the basis of its
relevance and reliability; synthesizing information to describe the main ideas in an
argumentative text or the salient passages of a conversation; and combining their
background knowledge, new information and critical reasoning to build multi-causal
explanations of global or intercultural issues (OECD, 2018).

Integrating Global and Intercultural Issues in the Curriculum

For global education to translate abstraction into action, there is a need to
integrate global issues and topics into existing subjects (Klein, 2013; UNESCO,
2014). In practice, content knowledge related to global competence is integrated in
the curriculum and taught in specific courses. Therefore, students can understand
those issues across ages, starting in early childhood when presenting them in
developmentally appropriate ways (Boix Mansilla and Jackson, 2011; UNESCO,
2015).

Therefore, Gaudelli (2006) affirmed that teachers must have clear ideas on
global and intercultural issues that students may reflect on They also need to
collaboratively research topics and carefully design the curriculum while giving
students multiple opportunities to learn those issues. Teachers may also engage in
professional learning communities and facilitate peer learning.

More so, teaching about minority cultures in different subject areas entails
accurate content information about ethnically and racially diverse groups and
experiences. Curricula should promote the integration of knowledge of other people,
places and perspectives in the classroom throughout the year (UNESCO, 2014a),
rather than using a "tourist approach", or giving students a superficial glimpse of life
in different countries now and then.
 Textbooks and other instructional materials can also distort cultural and ethnic
differences (Gay, 2015). Teachers and their students should critically examine
textbooks and other teaching resources and supplement information when
necessary.

Connecting global and intercultural topics to the reality, contexts and needs of
the learning group is an effective methodological approach to make them relevant to
adolescents (North-South Centre of the Council of Europe, 2012). People learn
better and become more engaged when they get connected with the content and
when they see its relevance to their lives and their immediate environment (Suårez-
Orozco and Todorova, 2008).

Pedagogies for promoting global competence. Various student-centered

pedagogies can help students develop critical thinking along global issues, -
respectful communication, conflict management skills, perspective taking and
adaptability.

Group-based cooperative project work can improve reasoning and

collaborative skills. It involves topic- or theme-based tasks suitable for various levels
and ages, in which goals and content are negotiated and learners can create their
own learning materials that they present and evaluate together. Learners,
participating in cooperative tasks, soon would realize that to be efficient, they need to
be respectful, attentive, honest and empathic (Barrett, et. al., 2014).

Class discussion is an interactive approach that encourages proactive

listening and responding to ideas expressed by peers. By exchanging views in the
classroom, students learn that there is no single right answer to a problem,
understand the reasons why others hold different views and reflect on the origins of
their own beliefs (Ritchhart, et. al., 2011).

Service learning is another tool that can help students develop multiple global
skills through real-world experience. This requires learners to participate in
organized activities that are based on what has been learned in the classroom and
that benefit their communities. After the activities, learners reflect critically on their
service experience to gain further understanding of course content, and enhance
their sense of role in society with regard to civic, social, economic and political issues
(Bringle and Clayton, 2012). Through service learning, students not only "serve to
learn," which is applied learning, but also "learn to serve" (Bringle, et. al., 2016).

The Story Circle Approach intends students to practice key intercultural skills,
including respect, cultural self-awareness and empathy (Deardorff, n.d.). The
students, in groups of 5-6, take turns sharing a 3-minute story from their own
experience based on specific prompts, such as "Tell us about your first experience
when you encountered someone who was different from you in some ways." After all
students in the group have shared their personal stories, students then, share the
most memorable point from each story in a "flash back" activity.

Other types of intercultural engagements involve simulations, interviews, role

plays and online games.

Attitudes and values integration toward global competence. Allocating

teaching time to a specific subject that deals with human rights issues and non-
discrimination is an important initial step in cultivating values for global competence.

Values and attitudes are partly communicated through the formal curriculum
and also through ways, in which teachers and students interact, how discipline is
encouraged and the types of opinions and behavior 'that are validated in the
classroom. Therefore, recognizing the school and classroom environments' influence
on developing students' values would help teachers become more aware of the
impact of their teaching on students (Gay, 2015).

Chapter 6: Social Literacy

Social Literacy
Social literacy entails the development of social skills, knowledge and positive
human values toward desire and ability in human beings to act and react positively
and responsibly in a wide range of complex social settings. It can be acquired
through social process of inquiry, values exploration and social decision-making that
relate to the acquisition of knowledge and understanding (Arthur, Davison and stow,
2000).
In school, social literacy can be demonstrated by teachers in dealing with their
superiors, colleagues, parents, students and others, while for students, by way of
interaction and interrelation with the surroundings around them - their peers, the
media and political influencers, technology agents, religious groups, school staff,
family members, etc.

Social Skills
Social skills are aspects of social literacy. As such, these are an integral part
of functioning in society. It involves good manners, communicating effectively with
others, being considerate of others' feelings and expressing personal needs. In fact,
children gain social skills through playing while adults obtain it by interrelating with
others, both verbally (spoken language) and non-verbally (gestures, body language,
facial expressions, eye contact and appearance).
Social skills are also important in schools because they help build, maintain
and grow relationships of students with classmates, peers, teachers, students, and
others, while for teachers, with their superiors, colleagues, parents, students, and
others. These can be attained through: (1) gaining ideas, information, techniques
and perspectives from people with different areas of expertise; (2) providing their
own perspective for the benefit of others; (3) accomplishing tasks and working
together toward shared goal; (4) providing mutual support for difficult situations; (5)
expanding network to learn about and pursue new opportunities; (6) gaining
feedback and referrals from people who can personally attest to work, skills and
qualities; and (7) making the school truly a healthy and conducive learning
environment.

Types of Social Skills

There are types of social skills that teachers can demonstrate among students to
attain a harmonious relationship with them.
1. Effective communication. It is the ability to communicate effectively and share
thoughts and ideas with students through group conversations, discussions, etc.
2. Conflict resolution. It is the ability to get to the source of the problem and find a
workable solution by weighing both sides from those involved with the goal of
mediating for reconciliation.
3. Active listening. It is the ability to pay close attention to a student in times of
counseling, introspection and consultation.
4. Empathy. It is the ability to understand and identify the feelings of students in
times of difficulty and trouble.
5. Relationship management. It is the ability to maintain relationships and build key
connections with school stakeholders for the student's development.
6. Respect. It can be done by knowing when to initiate communication and respond
during interactions or even in times of heated arguments and confrontations.
7. Problem-solving skills. These involve seeking help, making effective decisions
and accepting consequences to derive better the problem.
8. Interpersonal skills. These include the abilities of sharing, joining activities,
asking for permission and waiting for one's turn in every facet of school
undertakings.

Improving social skills. Social skills can be improved by focusing on

sustaining desirable attitudes and eliminating those undesirable ones through
modeling, role-playing and performance feedback mechanisms.

In addition, one may consider: (1) maintaining eye contact; (2) using proper
body language; (3) knowing the difference between being assertive and being
aggressive; (4) selecting effective communication channels; (5) being flexible; (6)
accepting criticism without being defensive; (7) remaining positive at all times; and
(8) being teachable and a good student in most instances
(https://www.skillsyouneed.com/ ips/social-skills.html).

Likewise, other ways that may help are as 'follows: (1) Behave as a social
person; (2) Start small if necessary; (3) Ask open-ended questions; (4) Encourage
others to talk about themselves; (5) Create goals for yourself; (6) Offer compliments
generously; (7) Read books about social skills; (8) Practice good manners; (9) Pay
attention to your body language; (10) Join a social skills support group; (11) Stay up
to date on current events; and (12) Identify and replace negative thoughts.

Impact of Social Skills. Possessing social skills results to: (1) better
relationships; (2) better communication; (3) greater efficiency; (4) advanced career
prospects; and (5) increased over-all happiness (https://www.masters-in-special-
education.com/lists/5-types-of-social-skills-deficit/).

Emotional Intelligence (EQ)

Emotional intelligence can bring about maintaining a healthy and purposeful
relationship with others that may best depict a socially literate person.

Goleman (1996) defines Emotional Intelligence (EQ) as the ability to: (1)
recognize, understand and manage own emotions; and (2) recognize, understand
and influence the emotions Of others.
It is being aware that emotions can drive behavior and impact people
(positively and negatively), and learning how to manage those emotions, both one's
own and others' when under pressure, especially in times of: (1) giving and receiving
feedback; (2) meeting tight deadlines; (3) dealing with challenging relationships; (4)
not having enough resources; (5) dealing with change; and (6) experiencing
setbacks and failure.

Strategies for Enhancing Emotional Intelligence

Goleman (1995) laid down ways of enhancing emotional intelligence in the
light of understanding and managing emotions that teachers need to know and
understand.
1. Think about feelings. A person has to be sensitive to one's and other's
feelings to come up with the right manner of approach or appropriate response. For
example, a teacher has to be aware of his/her students' background or situation that
may trigger negative emotions. In that case, he/she would know the right approach
when dealing with sensitive issues in class.
2. Pause. This is about taking a moment to stop and think before doing
anything to refrain from resorting to an unsound decision at the height of anger. For
example, at the peak of anger with a student who commits violations, a teacher may
gently pause for a while and take a moment of silence to rethink and cool down
before jumping to any decision in order to avoid untoward consequences.
 3. Strive to control one's thoughts. This is controlling the reaction to
emotions by focusing on one's thoughts in harmony with goals and values. For
example, instead of overreacting to a certain incident or situation in class, try to
control negative thoughts to see a myriad of colors at the end of the rainbow among
students. As such, try to find beauty in all things despite not-so-good circumstances
that may happen.
4. Benefit from criticism. Criticism, even not delivered in a favorable way, is
an opportunity to learn and it gives idea on how others think about you. For example,
when a senior teacher gives negative feedback on your work, instead of taking it
personally against him/her, gratefully accept it with humility and appreciation, just
think that it is for your improvement.
5. Show authenticity. This is saying what we mean with what we say and we
have to stick on to our values and principles. For example, in times of confrontation
with parents, as teachers, we should clearly express our side with respect and
sincerity while consistently upholding on to the principle and truth behind the issue in
order to avoid resorting to heated argument and conflict at the end.
6. Demonstrate empathy. Whenever we show empathy to others, such as
understanding their thoughts and feelings, we can easily establish a connection with
them. As teachers, we should reach out to students who are in their worse situations
and try to understand them and feel as if we were in the same boat.
7. Praise others. This is by way of acknowledging and appreciating others
toward attaining self-fulfillment and building trust. For example, teachers should give
acknowledgment and praise to students for their deeds that are worth commending.
8. Give helpful feedback. Although negative feedback may hurt one's
feelings, at some point, it can be turned constructive for one's improvement. For
example, when we receive negative feedback from 'our superiors, we have to take it
as a challenge toward becoming a better and stronger person.
9. Apologize. Saying sorry demonstrates humility, a quality that will naturally
win others as you value the relationship more than the ego. For example, whenever
we commit mistakes in teaching, whether big or small, there is nothing to lose when
we apologize, even at times, doing it may seem to be very difficult.
10. Forgive and forget. Forgiving and forgetting prevent others from holding
emotions and allowing one to move forward. For example, when a student or a
colleague hurts us, we should be ready to forgive and let go of the pains that
somehow caused us.
11. Keep our commitments. The habit of keeping one's word in things, either
big or small, develops a strong reputation for reliability and trustworthiness. For
example, when we are given tasks in the school, make sure that we commit
ourselves, our time and efforts into it. Remember, opportunities may only come
once, therefore, grab every opportunity that may come along our way for it may
never come again.
12. Help others. One way to positively win others is through helping them
because listening to and helping them can build trust and inspire them to follow. For
example, in every school activity, we have to find ways to help others accomplish
their tasks successfully. In return, they will be grateful to us.
13. Protect ourselves from emotional sabotage. This is being wise enough
in protecting ourselves when others attempt to manipulate our emotions for personal
sake. For example, when we feel that someone has been excessively or wrongly
controlling our actions, feelings and decisions in school, stop it in any right but subtle
and courteous way possible.

Recommended Tools in Enhancing Emotional Intelligence

Emotional intelligence can be enhanced in school with the help of the
following tools and strategies.
1. Emotional Literacy Workshop. This will help teachers to communicate with
students, recognize and manage emotions and increase self -awareness.
2. Emotional Literacy Museum. It is a self-directed learning experience that teaches
about the physiology of emotions, emotional regulation, and emotional literacy.
3. Mixed Emotions Cards. It is a beautiful deck of "tarot-like" cards of feelings
(labeled with feelings and synonyms).
4. eMotion Cards. It is an evocative, playful moon face illustration of emotions (open-
ended without labels).
5. Biodots. It is a simple reminder that emotions are part of our physiology.
6. Bingo Emotions. It is typically a classic "bingo" game played with emotions.
7. Feeling Faces. These are photos of real people and data about how survey
respondents evaluated each picture.
8. Six Seconds Emotional Intelligence Assessment. It provides feedback about the
way one uses EQ and how to improve in this area.
(http://www.6seconds.org/2018/02/27/emotional-intelligence-tips- awareness')
9. The Zoo: Anima/ Workshop. It is an activity that intends to imitate an animal
behavior and gesture that ends with reflections and group sharing.
10. Face Workshop. It is an activity, in which partners face each other while showing
different facial expressions and qualities that ends with reflections.
11. The Machine Transformer. Participants in groups have to transform into an
assigned machine or vehicle, of which each member shall comprise different parts,
deemed essentials and equally important that usually ends up with interactions and
reflections.
12. Tower Building. Groups will be tasked to build a tower using pop sticks and
straws. The goal is to make the tallest and strongest tower of all. This will end up,
with interactions, sharing, open forums and patching of emotional barriers.
13. Build Me a House. The participants in groups will be tasked to build a house
using any available material around them. The goal is to make the strongest house.
Then, the facilitator will suddenly destroy the house made by the group and observe
the members' emotions and reactions and let them express their feelings and
thoughts. At the end, each one will draw realizations, lessons and values for
reflection.
14. Internalization Activity. This is an activity that helps participants to reflect on the
narrations of the facilitator with a background music in a dim and candle lighted
room. Everyone can express his/her emotions and feelings of resentment, remorse,
agony, disappointment, and sadness.
15. Mirroring and unmasking Activity. Each participant shall prepare a piece of paper
and put it at his/her back, In a circular formation, everyone has to write that person's
negative attitude on that paper. Everyone will be given time to see those feedbacks
and reflect on them while they are also given a chance to express themselves.
These negative feedbacks will be called masks to be torn-off and burned at the end
of the activity and they will be led to a prayer for self-renewal and rejuvenation.

Ten Characteristics of an Emotionally Intelligent Person

(Connors, 2018)
The following are indicators and manifestations of an emotionally intelligent
person that have to be considered and demonstrated in schools.
1. Empathy. Empathy is the capacity to understand or feel what another person is
experiencing from within their frame of
Greater Good Science Center in UC Berkeley laid down two different types of
empathy, namely: (a) Affective empathy - refers to the sensations and feelings that
one gets in response to others' emotions including mirroring what that person is
feeling, or just feeling stressed when he/she detects another's fear or anxiety; (b)
Cognitive empathy (sometimes called "perspective- taking") - refers to one's ability to
identify and understand other people's emotions.
2. Self-awareness. It is the art of understanding one's self, recognizing the stimuli
that he/she faces and preparing how to manage him/herself, both in a proactive and
reactive manner.
3. Curiosity. It is one's willingness to learn and improve. When one is curious, he/she
is passionate and therefore, he/she is driven to desire to be at his/her best.
4. Analytical mind. It pertains to being critical thinker that analyzes and processes all
new information that comes his/her way and see if they can extract ways to improve.
5. Belief. It is the power of believing in one's self, both at present and the future. It is
a matter of affirming that people and things in one's life happen for a reason and that
everything will ultimately turn out to be good.
6. Needs and wants. It is something to discern between things that one needs versus
things that he/she just wants and establishing needs prior to fulfilling wants.
7. Passion. It is the natural desire, instinct, drive, ambition and motivated love for a
subject or someone. More so, it brings positive energy that helps sustain and inspire
one to keep
8. Optimism. It is about maintaining a positive attitude that may increase one's
opportunities, improve relationships and think clearly and constructively.
9. Adaptability. It is an important recognition and the ability to make or remake
decisions in one's best interest. It/ is also determining when to continue his/her
course, or when is the time for a change.
10. Desire to help others succeed. It is becoming interested and appreciative of the
success and achievement of others.

People Skills
Like emotional intelligence and social skills, people skills have been widely
used in demonstrating social literacy at home, in school or anywhere that a person
may be.
According Wikipedia, people skills are patterns of behavior and behavioral
interactions. For Thompson (2009), this is an area of exploration about how a person
behaves and how he/she is perceived irrespective of his/her thinking and feeling.
Honey (2001) defines it as the dynamics between personal ecology (cognitive,
affective, physical and spiritual dimensions) and its function with other people's
personality styles in numerous environments (life events, institutions, challenges,
etc.).
On the other hand, people skills are tools used to communicate and interact
effectively with 'others. Therefore, individuals with strong people skills are able to
predict behavior, relate to others and socialize easily.

People skills can also be defined in three sets of abilities: (1) persona/
effectiveness or about, how one comes across with others; (2) interaction ability or
how well one predicts and decodes behavior; and (3) intercede easily or ability to
lead, influence and build bridges between people.
Moreover, people skills are the ability to accept, appreciate and admire others
on a personal or professional level. Good people skills extend to the ability to 'listen
and empathize with others, as well as work toward common goals with them.
Therefore, these are sets of skills that enable a person to get along with others,
communicate ideas effectively, resolve conflicts and achieve personal or
professional goals.
In general, Portland Business Journal describes people skills as (Rifkin,
2009):
1. Ability to effectively communicate, understand and empathize
2. Ability to interact with others respectfully and develop productive working
relationship to minimize conflict and maximize rapport
3. Ability to build sincerity and trust, moderate behaviors (less impulsive) and
enhance agreeableness

Educational Impact of People Skills. People skills are important for teachers in
effective classroom management. Knowing how to communicate and teach people
instead of simply teaching their subjects will help make a difference in the classroom
(Bolton, 2009). Accordingly, almost 50 percent of classroom success lies on effective
interpersonal relationships, while the other 50 percent lies within academic skills
(Boyle, 2011). This is because teachers tend to interact and relate with students.
Therefore, they need to learn how to practice these people skills effectively in order
to create a healthy and conducive learning atmosphere inthe classroom.
 In general, people skills are an essential part of work, life and social success.
When one has strong people skills, he/she is able to: (1) pitch him/herself; (2)
overcome social anxiety; (3) communicate ideas; and (4) influence others positively.

Strategies in Obtaining Good People Skills

McQuerrey (2019) presents the following strategies in maintaining good people
skills, which are essential in a meaningful, joyful and purpose-driven life that
teachers also need to know.
1. Good communication skills. Strong people skills in the communication area
include the ability to take in information, clarify comments and participate in
effective verbal and written exchanges.
2. Conflict resolution skills. Having the ability to mediate disputes and resolve conflict
among others is an important personal and professional skill. Hence, conflict
resolution involves the ability to clarify a specific dispute, listen to perspectives in a
non-judgmental manner and offer suggestions for action.
3. The value of patience. Patience is an exceptional people skill that is valuable in
every profession. It involves being able to maintain an even temper, repeat and
explain information as necessary and control anger in even the most trying
situations.
4. Tolerance and understanding. Having tolerance and understanding for the
differences of others leads to success. Tolerant people have the ability to accept
differences, even when they don't personally agree with them.
In general, there are 5 A's to improve people skills, namely: (1) acceptance; (2)
appreciation; (3) approval; (4) admiration; and (5) attention.

Ten Essential People Skills to Succeed

The following is the list of soft skills for one's self-reflection and examination.
1. Being socially assertive. Social assertiveness is essential for conserving social
energy in the right ways. People with high social assertiveness have more
focused social energy and more clarity in their interactions.
2. Crafting a memorable presence. People with great presence take it easy in
making connections and are extremely good at rapport building. Those with a strong
presence can attract others, are well-remembered and are likable.
3. Mastering communication. This is knowing how to present one's self and, in
turn, gets one's message across.
4. Sustaining lasting confidence. People, who can sustain lasting confidence are
able to conquer their shyness, avoid awkwardness and get through their anxiety or
overcome any nervous tendencies.
5. Being an excellent conversationalist. This is essential in communicating and
interacting with others, excellent conversationalists are people whom others may be
fond of listening to and discussing with. Most interactions happen in three levels: (1)
The First Five Minutes: This is the first impression and the time to decide if
someone is worth getting to know; (2) The First Five Hours: This is moving past
first impressions into rapport building; and (3) The First Five Days: This is the final
and ultimate level of trust and connection. Thus, a conversation 'is the key to moving
up these three levels.
6. Being highly likable. Likability is an important facet of trust by through being
authentic or genuine with their true selves.
7. Being exceptional at decoding emotions. People, who are good at reading
people, are exceptionally strong at knowing how others think and feel.
8. Pitching ideas. Pitching is a very important people skill because it happens all the
time when one is asked for his/her opinion and in introducing himself/herself.
9. Being charismatic. Charisma is the perfect blend of two essential people skills
traits such as warmth and competence.
10. Being an influential leader. Leaders in both personal, social and professional
life are able to gain camaraderie.

Integrating Socio-Emotional Literacy in the curriculum

Schools that want to teach socio-emotional learning but confined with
classroom time can take a social, emotional and moral inventory of what students
are currently learning by involving: (1) a person’s emotional life; (2) an ethical
dilemma: (3) a situation calling for compassion: (4) a societal change: (5) the ethical
use of knowledge: (6) cross-group interactions; and (7) an implicit prosocial concept.

By integrating social literacy in the curriculum content, teachers do not only

give students opportunities to practice their social-emotional skills, but also show
them how integral these skills are in their daily lives.

Hence, reviewing curricula through social, emotional and moral lens is like a
habit of mind that the more it is done, the easier it gets. Obviously, the greatest
benefit of teaching lessons like this is that students can begin to examine their
education, decisions, interests, relationships through this lens.