Integration of 4Cs in the Instructional Design of Grade 9 Teachers in Creative Nonfiction

This research looked into the extent and effects of integrating 4Cs (Critical Thinking, Communication, Collaboration and Creativity) in the instructional design of Grade 9 teachers of Divisions of Lucena City and Quezon in teaching creative nonfiction, recognizing two theories- Albert Bandura’s Social Learning Theory and Joseph Schwab’s Inquiry-Based Learning Theory as its foundation and support. Moreover, in order to produce factual and reliable results, this research employed mixed methods: data-transformation variant. The researcher formulated a questionnaire and created a content analysis of the lesson plans from thirty (30) teacher-respondents to support the data gathered quantitatively which was chosen through purposive sampling technique and criteria as basis. Through the accumulated and analyzed data from the chosen respondents, the study conducted revealed that the prevailing extent of integration of 4Cs in relation to learning activities was highly observable in the pre, during and post-reading activities done by Grade 9 Creative Nonfiction teachers. Also, the teacher-respondents strongly agreed that integrating the 4Cs in the instructional design is highly beneficial to teachers and students resulting to having a more engaging classroom involvement. The Grade 9 English Teachers should continuously integrate and embed 4Cs in their instructional designs to make teaching and learning more relevant, engaging and rigorous to prepare students for the 21st century life and workplace and students should be knowledgeable of the skills that may be acquired. The 4Cs or super skills are the requirements in establishing “globally competitive learners” and will serve as a guide in preparation of the 21st century demands.