[2nd DRAFT, 16 JULY 2017, NM]

SUBJECT TITLE: TRENDS, NETWORK, AND CRITICAL THINKING IN THE 21ST CENTURY

INSTRUCTOR: SCHEDULE: ROOM

CONTACT DETAILS:

SUBJECT DESCRIPTION AND RATIONALE:

The course provides opportunities for students to discover patterns and extract meanings from emerging trends. It aids in developing their critical and creative
thinking skills—essential tools for decision making and understanding “ethics of care”. Global trends in the 21st century are examined and are either accepted or
rejected on a sound set of criteria. Students will be asked to create and analyze scenarios that will challenge them to (1) formulate their stances on issues or
concerns; (2) propose interventions and; (3) formulate alternative futures. The students will realize the interconnections between their neural connections and
social realities.

STUDENT LEARNING OUTCOMES: At the end of the course:

ELGA LEARNING OUTCOME
CREATIVE & CRITICAL THINKER (CCT)
 Having known the different critical thinking skills and the decision-making
One who conceptualizes, applies, analyzes, evaluates, and synthesizes strategies, both strategic and intuitive, the students should be able to critically
information gathered from, or generated by, observation, experience, evaluate issues related to prevailing trends and networks on various levels—local,
reflection, reasoning, or communication, as a guide to belief and action. global, social, planetary, and neural.
EFFECTIVE COMMUNICATOR (EC)
 Having understood the difference between trends and fads and the relationships
One who articulates effectively and appropriately in a variety of contexts among kinds of networks, the students should be able to clearly articulate the
using communication, literacy, numeracy, and information technology benefits of democratic processes, the importance of environmental protection,
skills to serve the common good and the will of God. and the positive and negative effects of technology on their well-being and the
good of society.

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REFLECTIVE LIFELONG LEARNER (RLL)
 Having gained the knowledge about the nature of trends and the dynamics of
One who passionately pursues his/her field of specialization for the sake various kinds of networks and the critical skills for evaluating the impact of
of learning and to serve humanity in accordance with a common belief technology on individual well-being and social development, the students should
of what is good and is the will of God. be able to come up with a personal vision of a better future for themselves and
the world in general and the means by which it could be achieved.
SERVICE DRIVEN CITIZEN (SDC)
 Having learned the meaning, dimensions, and benefits of democracy, the students
One who creates products and performances that contribute positively should be able to actively participate in democratic processes that promote
to the accomplishment of team goals through collaborative processes universal justice and respect for human rights.
and are appropriate for his/her intended audience.

ENVIRONMENTAL STEWARD (ES)

 Having known the effects of consumption and production patterns on climate
One who sees the interconnectedness of all life and enables change and the various causes of environmental damages, the students should be
communities and people to improve the quality of life without able to devise creative ways to contribute to the solution of environmental
compromising that of future generations. problems and/or actively support advocacies for environmental protection.

COURSE REQUIREMENTS AND GRADING SYSTEM:

I. PERFORMANCE TASKS (60%) Topics Descriptions

Trends A (100-word) reflective essay on a certain idea arising from the study of trends.
1. ESSAYS (20%) Climate Change An analytical essay on how and why production and consumption habits contribute to the problem of
climate change, and on how to personally contribute to the resolution of the problem.
Local Networks A color-coded map of the networks of power relations (political, economic, cultural, and kinship ties)
2. MAPS (20%) within a community.
(Individual or Group Project) Global Networks A map tracing any one of the following:
(a) the different geographical origins of the various elements of an industrial / technological /
agricultural product, with personal reflections;
(b) the workplaces of the OFWs in their community, with personal reflections.

2

3. PRESENTATIONS (20%)
(Individual or Group Project)
II. CULMINATING PROJECT:
Video Presentation (30%)
(Individual or Group Project)
III. CLASS PARTICIPATION (10%)
Neural and Social A social map tracing the various roles that students play in the community (family members,
Networks community leader, etc.) and rank the significance of these roles.
Democratic A video/oral presentation of the ill effects of undemocratic practices related to factors such as gender
Interventions biases, poverty, political marginalization, racial inequality, cultural domination, crisis of representation
and politics of recognition.
Information and A video/oral presentation of an event dealing with a significant global issue using ICT, which one helps
Communication moblize or participates in.
Technology
The Ideal Future A video presentation of a proposal of the kind of future that you want, taking into consideration the
previous outputs. The presentation should explain why you want that future, and should illustrate
how you intend to get there.

RUBRICS

I. Rubric for Essays

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING
4 3 2 1
Comprehensiveness has an exceptional scope has a large scope of has a minimal scope of has limited scope of
of information information information information

Logic presents information in a presents information in an presents information in a presents information in an

very organized manner organized manner somewhat organized manner unorganized manner

Degree of Analysis
Quality of Generalizations
analyzes information in a analyzes information in a analyzes information in a analyzes information in a
highly critical and very critical and insightful somewhat critical and low critical and insightful
insightful manner manner insightful manner manner
presence of a deeply presence of a deeply presence of a deeply reflective presence of a deeply
reflective deliberation is reflective deliberation is deliberation is made to a reflective deliberation is

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 CRITERIA EXEMPLARY
4 3
made very extensively
II. Rubric for Presentations
CRITERIA EXEMPLARY
4 3
Creativity the project is highly creative
and exceedingly unique
Relevance to the Course manifests great relevance
to many topics covered in
the course
Impact is highly stimulating and
exceptionally
transformative; strongly
moves the spectators to
take an action according
to the purpose of the
activity
Insights on Resolving issues presents very good insights
on how to resolve issues
tackled in the presentation
Communication of the message is very
Message effectively communicated,
exceptionally convincing
and highly novel
SATISFACTORY
made extensively
SATISFACTORY
the presentation is creative
and unique
manifests great relevance
to a few topics covered in
the course
is stimulating and
transformative; moves the
spectators to take an
action according to the
purpose of the activity
presents good insights on
how to resolve issues
tackled in the presentation
the message is effectively
communicated,
convincing and novel
DEVELOPING BEGINNING RATING
2 1
moderate extent very limited
OVER-ALL SCORE
DEVELOPING BEGINNING RATING
2 1
Is somewhat creative Is not creative
manifests moderate relevance manifests little relevance
to a few topics covered in the to a few topics covered in
course the course
is stimulating and is not stimulating and not
transformative in some degree; transformative; does not
moves the spectators to take create an impact to the
an action according to the spectators
purpose of the activity in some
degree
presents superficial insights on presents no insights on
how to resolve issues tackled in how to resolve issues
the presentation tackled in the
presentation
the message is effectively the message is
communicated, convincing ineffectively
and novel in some degree communicated,
unconvincing and not
novel
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 CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING
4 3 2 1

OVER-ALL SCORE

SCHEDULE:
UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES ASSESSMENT LEARNING ACTIVITIES AND
(Learning Competency) RESOURCES

Orientation and Overview 1

 Objectives and Contents of Resources:
the Course  Course Syllabus
 Course Requirements and  Student Handbook (DLSU
Grading System Integrated School)
 Reference Materials
 Schedule of Activities and
Consultation
 Class Policies

I. Defining a Trend
 Trends and Fads
 [Process of identifying a
trend; Differentiating a trend
from a fad; Elements and
characteristics of a trend]
1-2 The learner understands  Define a trend
the emergence of  Explain the process on how to
trends and patterns. spot a trend
 Differentiate a trend from a fad
 Describe the different
characteristics of a trend
 Identify parts of a whole
 Identify emerging patterns
 See, discover and differentiate
relationships between causes
and consequences
Class participation, Learning Activities: identifying
performance of prior knowledge, KWL charts,
activities, short concept mapping, discussion,
quiz, long film viewing, analysis of cases
examination,
critical essays, Resource: Ch. 1 of Trends,
creative/synthesis Networks, Crtiitcal Thinking in
project the 21st Century (2017 De la
Rosa et al.)

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 UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES ASSESSMENT LEARNING ACTIVITIES AND
(Learning Competency) RESOURCES
 Present the derived ideas
through a 100-word essay or
other graphic representation

II. Understanding Local
Networks
 Networks: Introductory
Concepts
 Critical Thinking: Skills and
Attitudes
 Decision-Making: Analysis
and Intuition
 (Strategic Analysis and
Intuitive Thinking)
3-4 The learner understands  Define and explain strategic
strategic analysis and analysis and intuitive thinking
intuitive thinking.  Attain facility in strategic
analysis
 Use intuitive thinking in dealing
with varied activities
 Differentiate key components in
strategic analysis and intuitive
thinking
 Examine how the map of social
networks can be used to
introduce creative solutions to a
particular problem in a
community using intuitive
thinking
class participation, Learning Activities: identifying
performance of prior knowledge, KWL charts,
activities, short concept mapping, discussion,
quiz, long film viewing, analysis of cases
examination,
critical essays, Resource: Ch. 2 of Trends,
creative/synthesis Networks, Crtiitcal Thinking in
project the 21st Century (2017 De la
Rosa et al.)

III. Global Networks
 The Nature of Global
Networks
 Global Networks and
Globalization
 (Labor and Migration)
5 The learner understands  Give examples of various class participation, Learning Activities: identifying
the components, activities in one’s daily life that performance of prior knowledge, KWL charts,
operations, effects, and show the concrete effects of activities, short concept mapping, discussion,
networks of globalization quiz, long film viewing, analysis of cases
globalization in his/her  Explain the comprehensive examination,
daily life. effects of globalization critical essays, Resource: Ch. 3 of Trends,
 Show the interconnectedness of creative/synthesis Networks, Crtiitcal Thinking in
peoples and nations project the 21st Century (2017 De la
 Explain and demonstrate the Rosa et al.)
benefits of collaboration and
cooperation
 Identify and discuss the different
contributions of the parts to a
whole
 Stress the important role of the

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 UNIT TOPIC
IV. Planetary Networks:
Climate Change
 Climate Change: Its Nature
and Causes
 The Effects of Climate
Change
 Addressing the Climate
Change Problem
 [Effects of consumption and
production patterns on
climate change]
V. Democratic Interventions
 Democracy: Models,
Element, Practices, and
WEEK LEARNING OUTCOMES OBJECTIVES ASSESSMENT LEARNING ACTIVITIES AND
(Learning Competency) RESOURCES
creative imagination in putting
together the various parts of a
whole
 Create a map to show the
origins of the different
components of a gadget,
business enterprise, industrial /
technological / agricultural /
product, etc.
 Write a reflection essay on the
insights generated from the
map
6-7 The learner understands  List activities that exemplify care class participation, Learning Activities: Identifying
the consequences of for the environment performance of prior knowledge, KWL charts,
personal and local  Explain the effects of activities, short concept mapping, discussion,
action to global and consumption and production quiz, long film viewing, analysis of cases
planetary climate patterns that contribute to the examination,
change. problem of climate change critical essays, Resource: Ch. 4 of Trends,
 Explain and illustrate personal creative/synthesis Networks, Crtiitcal Thinking in
contributions that can actually project the 21st Century (2017 De la
solve the problem of climate Rosa et al.)
change
 Make a stand on how the
consequences of one’s action
affect the lives of others and the
environment
7 Midterm Examination
7-8 The learner understands  Identify preferred democratic class participation, Learning Activities: identifying
the meaning and practices; and explain and performance of prior knowledge, KWL charts,
dimensions of analyze the reason for their activities, short concept mapping, discussion,
democracy preferences quiz, long film viewing, analysis of cases
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 UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES ASSESSMENT LEARNING ACTIVITIES AND
(Learning Competency) RESOURCES
Interventions  Illustrate the benefits of examination,
democratic participation critical essays, Resource: Ch. 5 of Trends,
 Explain the importance of creative/synthesis Networks, Crtiitcal Thinking in
participation in democracy project the 21st Century (2017 De la
 Disitnguish / differentiate Rosa et al.)
paticipatory from representative
democracy
 Generate the criteria for
assessing prevailing political
and social instiutions
 Conceptualize / formulate what
can be a viable alternative to
undemocratic practices.

VI. Information and 9-10 The learner understands  Identify dimensions of class participation, Learning Activities: identifying
Communication how ICT enslaves, technology that are enabling performance of prior knowledge, KWL charts,
Technology emancipates, and and not inhibiting activities, short concept mapping, discussion,
empowers individuals.  Discuss the benefits of quiz, long film viewing, analysis of cases
 Information and technology examination,
Communications  Utilize technology effectively critical essays, Resource: Ch. 6 of Trends,
Technology: Dimensions, rather than be enslaved by it creative/synthesis Networks, Crtiitcal Thinking in
Benefits, and Challenges  Identify the weakest link in a project the 21st Century (2017 De la
system using strategic and Rosa et al.)
intuitive thinking
 Explain how information
communication technology
can facilitate social relationships
and political movements
(occupy movements)
 Make or propose a creative
intervention to improve human
life

VII. Neural and Social 11-12 The learner understands  Identify connections, class participation, Learning Activities: identifying
Networks the parallelism relationship, and networks performance of prior knowledge, KWL charts,

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 UNIT TOPIC WEEK LEARNING OUTCOMES OBJECTIVES ASSESSMENT LEARNING ACTIVITIES AND
(Learning Competency) RESOURCES
between neural and  Illustrate how the brain or neural activities, short concept mapping, discussion,
 Connections, Relationships, social networks network works quiz, long film viewing, analysis of cases
and Networks  Compare the neural networks examination,
 Neural Networks and Social with social networks critical essays, Resource: Ch. 7 of Trends,
Networks  Establish linkage between self creative/synthesis Networks, Crtiitcal Thinking in
and the social network one project the 21st Century (2017 De la
belongs to Rosa et al.)
 Demonstrate how thinking
processes are shaped by social
relationships
 Identify the significant social
roles students play withing the
community by creating a social
map of their relationships
 Rank the roles in the community
in terms of signficance and
explain why

13 Culminating Activity

MAIN REFERENCE:
De la Cruz, R., Fadrigon, C. & Mabaquiao, N. (2017). Trends, Networks, and Critical Thinking in the 21st Century Culture. Quezon City: Phoenix Publishing House.

ADDITIONAL READINGS/RESOURCES:
Anderson, James A. (1995). An Introduction to Neural Networks. Cambridge, Massachusetts: MIT Press.
Carolan, Brian V (2014). Social Network Analysis and Education: Theory, Methods and Applications. Los Angeles, London, New Delhi: Sage.
Catt, Helena. (1999). Democracy in Practice. New York and London: Routledge.
Egan, Brian Denis. (2005). “The Role of Critical Thinking in Effective Decision- making.” Global Knowledge Network, Inc., 1–15. Online: https:// articulosbm.
les.wordpress.com/2010/03/criticalthinking.pdf

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Facione, Peter A. (2013). “Critical Thinking: What it is and why it counts.” Online: http://spu.edu/depts/health-sciences/grad/documents/ ctbyfacione.pdf. 1–27.
groups/public/documents/APCITY/UNPAN006918.pdf
Hefti, Anny Misa (n.d.) “The Philippines: Globalization and Migration.” Accessed on September 1, 2016. http://unpan1.un.org/intradoc/
Holton, Robert J. (2008). Global Networks. New York: Palgrave Macmillan.
Keane, John. (2003). Global Civil Society?. Cambridge: Cambridge University Press.
Khatri, Naresh & Ng, H. Alvin. (2000). “The Role of Intuition in Strategic Decision-making.” Human Relations, Volume 53 (1): 57-86. Online:
Lawson, Kay. (1989). The Human Polity: An Introduction to Political Science. Boston: Houghton Mif in Company.
Mabaquiao, Napoleon. (2007). “Globalisasyon, Kultura, at Kamalayang Pilipino” (“Globalization, Culture, and Filipino Consciousness”). Malay 19 (3): 79-94.
Maoz, Zeev (2011). Networks of Nations. The Evolution, Structure, and Impact of International Networks, 1816-2001. Cambridge: Cambridge University Press.
Moore, Brooke Noel and Richard Parker. (2005). Critical Thinking. 7th Edition. International Edition. McGraw Hill.
PreserveArticles.com. (2012). “Globalization is primarily of three types: Economic, Cultural and Political.” Accessed on September 1, 2016.
Ranada, Pia. (2015). “6 Ways climate change will affect PH Cities.” Accessed on April 15, 2016. http://www.rappler.com/nation/48599-six-ways-climate- change-
affects-ph-cities.
Saward, Michael. (2003). “Representative and Direct Democracy.” In Democratic Politics: An Introduction. By Roland Axtmann (ed.). London, Thousand Oaks, New
Supermarketnews.com. (2016). “How to spot difference between fads and trend.” Accessed on June 10, 2016. http://supermarketnews. com/blog/how-spot-
difference-between-fads-and-trend.
United States Environmental Protection Agency. (2016). “Climate Change.” Accessed on April 15, 2016. https://www3.epa.gov/climatechange.html
University of Wisconsin (2007). “The Basics of Neural Networks.” Accessed on August 1, 2016. www.pages.cs.wisc.edu/~bolo/shipyard/ neural/local.htm.

CLASS POLICIES:
To be specified by the teacher.

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