Lts Activity

7/30/2019 Lts Activity

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Joselito is a 5-year old boy. He lives with his familyin the slums of Tondo. His father is a jeepney driver.Her mother does laundry for other families. Joselitodoesnt attend a Kindergarten classs. His family does

not have the money to pay for preschool.If you go to a place like Joselitos and gather

children like him who didnt attend Kindergarten for aliteracy class, what learning experiences will you

provide the children?

Try to make a list of these experiences.

__________________________________________________________________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

____________________________________


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Suppose the DSWD invites you to have a

literacy class for farmers who never went to

school, what are some learning experiencesdo you have in mind for them?

_____________________________________________________

_____________________________________________________

__________________________________________________________________________________________________________

_____________________________________________________

_____________________________________________________

____________________________________

In this lesson, you will be oriented on types of

literacy learners and a corresponding program

and sample curriculum guide for each type.


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THE LITERACY

LEARNERS ARE:1. Preschoolers in Day Care Centers

2. Slow learners enrolled in schools but

need special assistance3. Out-of-school Youth who intend to go back

to formal school

4. Out-ofSchool Youth interested forimmediate employment

5. Adults


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WHAT DO I WANT TO KNOW?

Types of Literacy Programs

The learning experiences in the forms oflessons and activities in a literacy class arebased on the characteristics and needs of thelearners. Earlier in Module 2 were mentioned the

specific characteristics and needs of the differenttypes of literacy learners. Many types of literacyprograms and literacy curriculum are labeledaccording to the types of learners. Some types of

literacy programs are:o Adult Literacy Program

o Literacy Program for Mothers

o Literacy Program for the Marginalized Group

o Church-based Literacy Program


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ADULT LITERACY PROGRAM

This program involves teaching adults whohave not been able to go to school or schooldrop-outs who possess no or little literacy

skills. This program teaches them basic andfunctional literacy skills they will need in theirdaily lives such as computational skills,reading, and other communication skills inorder to access, interpret, and critically utilizeinformation to improve everyones quality oflife.


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Literacy Program for Mothers

This is a sub-type of the adult literacy

program. A literacy program for mothers

teaches mothers on basic literacy skills.

Literacy Program for Marginalized GroupThis program caters specifically to the literacy needs

of people in the marginalized sector. These are thosewho for some reason or circumstances are not givenadequate opportunities in education, etc.


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Church-Based Literacy Program

This is kind of program that is run by the

religious sector. Contents of literacy lessons is

usually fleshed with topics on religious teachings.

How does one organize a literacy program?

Usually, a program gets started this way:

1. Information on literacy needs is disseminated

2. Groups/sectors/individuals respond to the need

3. A group works on a plan for learners based on

context-specific needs of the target


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The literacy program for a specific targetgroup is a product of the following:

1. Arrangement or negotiation with peopleconcerned is done.

Examples:

Barangay officialsPartner organizations

Specific plan is presented.

2. Identification and invitation of learners

3. Orientation of learners Goals/Expectations

Schedules

Learning Activities

Evaluation of the program


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The literacy teachers has always thefollowing major considerations for theprogram:

The needs and aspirations of the target learners

The program goals, e.g. learners wantimmediate employment

Available resources for the class

Li P f


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Types of LiteracyPrograms

Literacy Programs forPreschoolers in Day CareCenters

Literacy Program forReading Assistancefor Pupils in FormalSchool Setting

Literacy Programfor the Out-of-School Youth

Literacy Program forAdults

Types of Learner Preschoolers (K1 to Prep) Elementary GradePupils

(Grade 1 to 6)

High School Dropouts

Ages 18-21 years old

Adults

Needs and

Aspiration of target

population

Socialization Remediation/Enhancement of Skills

Intend to Go Back to

School

Intend to Look for

Employment

Intend to look for

Employment

Program Goals Assist in providing interactive,one-to-one activities to

develop the learners

confidence and love for

learning

Assist in the mastery of the

competency required in their

level

Tutorial Services to

Assist in the Regular

School Loads, i.e.

lessons, assignments

Preparation for the

Equivalency Tests for

future mainstreaming

Enhancement of skills

necessary for

personal growth and

future employment

Livelihood and IGP

Enhancement of skills

necessary for

personal growth and

future employment

Motivations and

Contributions of

Partnering Org.

Service, materials, food,

certificates

Services, materials,

food

Service, free

materials, food,

certificates, further

assistance with

networks and other

org.

Service, free

materials, food,

certificates, further

assistance with

networks and other

org.

Available

Resources

Manpower supplies Manpower Supplies Manpower, supplies,networks/connections

Manpower, supplies,

networks/connections

Policy Constrains Duration of the program,schedules, number of

Duration of the

program, schedules,

Duration of the

program, schedules,

Duration of the

program, schedules,


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You may want to examine the Literacy Coordinating Councils Roster of Effective

Literacy Development Practices enumerated below. Study These programs and

find how they can help you.

a. Lahat Kasali sa Kaunlaran ng Lupib. Butuan City Literacy Program

c. Project Barangay Apokon

d. Eskwelang Pansakahan Ng Nayon

A Sample Literacy Curriculum GuideNow, take a closer look at the sample curriculum guide for a particular

literacy program.Curriculum Guide for

Preschoolers in a Day Care Center

Types of Literacy Programs Literacy Programs for Preschoolers in Day Care Centers

Types of Learner Preschoolers (K1 to Prep)

Needs and Aspiration of target

population

Socialization

Program Goals Assist in providing interactive, one-to-one activities to developthe learners confidence and love for learning

Assist in the mastery of the competency required in their level

Motivations and Contributions of

Partnering Org.

Service, materials, food, certificates

Available Resources Manpower suppliesPolicy Constrains Duration of the program, schedules, number of volunteers


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First Quarter

June to August

About 8 to 10 Week Program of 30-60 minute session per day

Learners: Preschooler in a Day Care Center

Aims of the Course:

1. Provide activities to develop the following specific skills in listening, speaking, reading,and writing.

LISTENING

Ability to understand main ideas and some details from interactive exchanges and simple

connected spoken texts on everyday personal and social topics found in face-to-face conversations.

SPEAKING

Ability to repeat basic expressions and utterances in introducing oneself with fair command

of basic phonology, morphology, grammar, and vocabulary.

READING

Ability to understand main ideas and some details from simple connected texts such as

signages, labels.

WRITING

Ability to copy correct letter forms in writing ones name with a fair command of spelling.

2. Present activities to integrate knowledge, skills in Math and Values Education, such as:MATH

Ability to associate number names and symbols 0 to 10.

Ability to copy correct number names and symbols 0 to 10.

VALUES EDUCATION

Ability to show courteousness and respectfulness.


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Week 1

Day 1

Specific ObjectivesContent Learning Activities Evaluation

DAY 1 DAY 2 DAY 3

Listen to answer

wh-questions

Repeat basic

expressions and

utterances to greet

others and tell

details about

oneself

Read labels,

sinages related tothe lesson;

Courteous

Expressions Used

In Greeting

Hello

Good Morning.

Good Afternoon.

Wh-questions

When do you say

Good Morning?

Whom can you

greet with Hello!

What will you say

if you see your

teacher in theafternoon?

A. Preliminary

Activities

1.Opening/Energiz

er

Present the action

song and let the

class sings along.

Hello, hello,hello

Hello, how do youdo?Im glad to be with

youAnd you and

you and you

Trala-la-la-la-la-la(2x)

Provide a

performance test

Let the pupils

answer the

following wh-

questions.

When do yousay Good

morning?Whom can you

greet Hello? What will you sayif you see yourteacher in theafternoon?What will you say

if you see yourmother in the


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Week 1

Day 1


DAY 1 DAY 2 DAY 3

Copy correct

letter forms in

writing ones

name, number

names, and/orsymbols;

Use courteous

expressions when

introducing

oneself; and

Show

respectfulness by

listening to the one

who is speaking.

Teacher may encourage the

pupils to do the necessary

action.

B. Developmental Activities

1. Presentation of the

Lesson

Teacher focuses on the word

Hello and you.

She may present a flashcard

where the words arewritten.

Provide another set of words:

Good morning

good afternoon

Conduct a group

work to present a

role playing using

the courteous

expressions.

Give word text

association test to

find-out the

mastery of skill in

listening, writing,

reading thefollowing words:

Hello, Goodmorning

Goodafternoon


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Week 1

Day 1

Specific

Objective

s

Content Learning Activities Evaluation

DAY 1 DAY 2 DAY 3

Flashes these for the class to repeat.

Tell a story to tell when these expressions are

used.

2. Lesson ProperAsk questions to find-out if the pupil can tell

when to properly use the courteous

expressions.

3. Generalization

Assist the pupils in summarizing lessonlearned.

Conduct a drill on key points to remember.

Use courteous expressions Hello to friends

Greet the older persons like teachers,

parents with Good morning in the morning andGood afternoon in the afternoon


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Week 1

Day 2-3


Day 2-3 Day 2-3 Day 2-3

Listen to answer

wh-questions

about oneself

conversation

Repeat basic

expressions and

utterances telling

details about

oneself

Read labels,sinages related to

oneself;

Copy correct

letter forms in

writing onesname, number

Expressions

and

Utterances

Used in Telling

About Oneself

My name

is

I am

My mother

is

My father is

Wh-questions

What is your

name?

Who is your

mother?Who is your

A. Preliminary

Activities

1. Opening/Energizer

Let the class listen to a

recorded copy of

the song Getting toKnow You.

Pupils may sing-along.

B. Developmental

Activities


Lesson

Teacher tells that one

can find out and

know the person byasking and

Provide a

performance test.

Let the pupils

answer the

following wh-

questions:

What is your

name?

Who is your

mother?

Who is yourfather?

Conduct a group

work to present a

role playing in

asking and tellingabout oneself.


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Week 1

Day 2-3


Day 2-3 Day 2-3 Day 2-3

Use courteousexpressions when

introducing

oneself; and show

respectfulness by

listening to the one

who is speaking.

In telling about oneself orsomething about oneself, say:

My name is

I am

My mother is

My father is

To find-out something about

someone, ask:

What is your name?

Who is your mother?

Who is your father?

2. Lesson Proper

Have a discussion about the

lesson.

Allow the pupils to repeat the

expressions and wh-questionin context.

Give word textassociation test to

find-out the

mastery of skill in

listening, writing,

reading the

following words

and phrases:

My name is

I am

My mother is

My father is What is your

name?

Who is your

mother?

Who is your

father?


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Week 1

Day 2-3

Specific

Objective

s


Day 2-3 Day 2-3 Day 2-3

Associate text in symbols and prints, do writing

activity.

3. Generalization

Assist the pupils in summarizing lesson

learned.

Conduct a drill on key points to remember:In telling about oneself or something about

oneself, say:

My name is

I am

My mother is

My father isTo find-out something about someone, ask:

What is your name?

Who is your mother?

Who is your father?

C. Application


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Activity 1

Directions: Underline the factors, which are generally

considered in planning a literacy program.

Take this test.

The need and aspirations of the targetpopulation

Gender

The program goals

The motivation and contributions ofpartnering communities or organizations

Previous grades

Available resources


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Directions: Write the letter of the correct answer.

A. Needs and aspirations

B. Program goals

C. Motivations and contributions

D. Resources

E. Policy constraints

___1. manpower

___2. number of volunteers

___3. certificate of completion

___4. assist in the mastery of the competency

required in their level

___5. socialization


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Direction: Group the following examples according to the followingwhich make-up a curriculum guide.

ACTIVITY 2

A. Preliminary Activity

1. Review2.

Opener/Energizer

- Song

- Games

2. Lesson Proper

Discussion Brainstorming

Giving of Examples

Generalization

C. Application

Recitation Actual

Performance

Demonstration

Repeat basic expressions and utterances to

greet others and tell details about oneself Read labels, sinages related to the lesson;

Copy correct letter forms in writing ones

name, number names, and/or symbols;

B. Development Activities

1. Presentation of the Lesson- Dialogue

- Listening Activity

- Video Presentation

Evaluation

Teacher Made Test Actual Performance:

Role Playing, Dialogue

Expressions and Utterances Used in

Telling About OneselfI live in

I am ___ years old.

My birthday is on ______.

Wh-questions

Where do you live?

How old are you When is your birthday?


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Specific

Objectives


Day 1 Day 1 Day 1


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ACTIVITY 2.1Direction: Complete the curriculum guide with possible learning and

evaluation materials.

Week 1

Day 4-5


Day 4-5 Day 4-5 Day 4-5

Listen to answer wh-

questions

Repeat basic

expressions andutterances to greet

others and tell details

about oneself

Read labels, sinages

related to the lesson;

Copy correct letter

forms in writing ones

name, number names,and/or symbols;

Use courteous

expressions when

introducing oneself; and

Show respectfulness

by listening to the one

who is speaking

Expressions and

Utterances Used in

Telling About Oneself

I live in ..

I am __ years old.

My birthday is on

____.

Wh-questions

Where do you live?

How old are you

When is your

birthday?

A. Preliminary Activities

1. Opener/Energizer

_________________________

_____________________________

B. Development Activities


Lesson

_________________________

_________________________

____

2. Lesson Proper

______________________________________________________

3. Generalization

Assist the pupils in

summarizing lesson learned.

Conduct a drill on key points to

remember.

_________________________

_____________________________

_______________

_______________

______________________________

_______________

_______________

_______________

_______________

______________________________

___


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PREPARE A CURRICULUM GRID FOR YOUR

TARGET POPULATION.

USE THE GRIDS BELOW.Literacy Curriculum for

______________________________________

______ Quarter

______to _____

About ____to ____ Week Program of ___-____Minute

Session Per DayTypes of Literacy Programs

Target Population / Type of Learner

Needs and Aspirations of the Target

Population

Program Goals

Motivations and Contributions of

Partnering Organization

Available Resources


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Learner:

________________________________________________

_________________________________________________

______Aims of the Course:

_________________________________________________

_________________________________________________

__________________________________________________________________________________________________

_________________________________________________

_________________________________________________

__________________________________________________________________________________________________

_________________________________________________

_____________________________________


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Specific

Objectives


Day 1 Day 1 Day 1


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Module 4:

LITERACYCLASS:

HOW TO TEACH


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As a college student doing work of a

literacy volunteer, you will be assuming therole of a teacher. This module will give youthe rudiments or basics on how a teacherlike you prepares for teaching.

Objectives of This Module

After going through this module, you will be able to:

1. Identify the essentials in preparing and conducting a literacy

lesson;

2. Prepare a lesson plan.


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DID YOU KNOW THATPREPARATION HAS ALWAYS BEEN AN IMPORTANT PART OF

TEACHING.

Teaching does not start when the bell rings. Neither doesit end when the bell rings once more. Teaching includespreparation before and after teaching.

There is NO teacher who can say that she just goes toclass without preparation. Even the experienced teacherscannot say that.

You have to prepare your lesson plan the materialsand your emotional state before going to the class.

Hence, this module on How To Teach.


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WHAT DO I KNOW?

You are scheduled for an out-of-town trip.

How do you prepare for it? Preparation is acrucial step in the accomplishment of a task.There are things that you have to do before youembark in any activity. In teaching, you do thesame thing. You prepare for it.

What do you have to have to prepare beforeteaching? List down your answers.

______________________________________

__________________________________________

____

______________________________________

____


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The key to a successful task lies in the preparation. If you

are well-prepared for a task, you will be confident in doing thetask. Chances are your performance will be better.

For your literacy class, these tips that follow will help you.

A. Have a long-range plan.

If you will handle a class for two months for

three (3) hours every Saturday, then have a whole plan

for that period. Your daily session lesson will come

from that big plan. Sometimes, you call the long-range

plan the curriculum plan.


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HERE IS AN EXAMPLE OF A PLAN.

Learners: 4-5 year olds in Baseco

(Children have not been in any

pre-school class. They comefrom poor families. Most of theparents did not even finish

their elementaryeducation. Most of the fathersare contractual workers andthe mothers are usually

unemployed.)

No. of Learners: 30

Duration of Class: 4 months (12 Saturdays,

36 hours)Every Saturday, 8:0011:00a.m.

Venue: Barangay Center

LITERACY TEACHING


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LITERACY TEACHING

PLANCompetenci

es TopicsValues Activities Materials

NeededSession No.

Myself Pride in oneself. Listening to a poem.Brainstorming/Discussio

n

Recitation/reading of the

poem.

Integration of writing,

spelling, valuing, etc.

Poem aboutoneself

Pictures of

boys and girls

Photo Album

1

The Family Respect for the

elders.

Listening to a story.

Read Aloud activity

Discussion

Sharing

Integration of skills in

language, valueseducation etc.

Short Story

about a

family

Family

pictures

Stick puppets

1

Our

Neighbors

Love for work. Watching a play

Group discussion

Integration of values,

and art appreciationactivity.

Play about

the people in

a community

Pictures

2

Th C f th Vi i Di 2


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The

Community

Concern for the

environment

Viewing

Discussion

Group work: diorama

making

Diorama

showing the

places in a

community

Board

Writingmaterials

2

Our Country Nationalism Listening to a selection

Reading a selection

Group Interaction

Integration activity onvalues, civics, etc.

Myth about the

origin of the

country

Map of thePhilippines

2

Songs and

Dances

Loyalty Watching a video

Listening activity

Brainstorming

Actual Performance

SharingIntegration activities

Audio/Video

recorded songs

and dances

Video/cassette

playerPictures

2

People and

Places

Respect and

Appreciation

Reading/listening

activity

Brainstorming

InterviewIntegration activities

Biography

Stories about

Significant

people;Pictures

2

B DRAW/PREPARE SMALL LESSONS FROM


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B. DRAW/PREPARE SMALL LESSONS FROM

THE BIG PLAN.

When you already have the bigger

picture, you can now prepare a lesson

for each session. Look at particular topics

and develop your lesson for a session. In

the above example, you will need 12lessons because there are 12 sessions.

Each lesson is good for 2 hours.

C BE FAMILIAR WITH MATERIALS A TEACHER


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C. BE FAMILIAR WITH MATERIALS A TEACHER

USUALLY USES.You can easily associate teachers with

blackboard, chalk and eraser. Butthats not all that the teacher needs.Usually, the teacher uses pentel pen,manila paper, cartolina, masking tape,

writing pad, and real objects. Sometimes,you need more than these to be able toconduct an activity effectively.

If you dont have the needed materialsyou have to be creative and resourceful.You have to make use of the things thatcan be found in the learners surroundings.


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LOOK AT THE FOLLOWING EXAMPLES THAT

ILLUSTRATES TEACHER RESOURCEFULNESS.

For preschoolers: If there are no crayonsavailable, you may ask you learners to gatherdifferent parts of plants (leaves, flowers, stems)and teach them how to use these color theirworks.

For adults: You are going to teach them how tomake siopao. You need a streamer but nobody

has one. Instead, you may ask the class to bringa big pot and a metal strainer that is as big as orbigger than the pot. This may be used as analternative streamer.

E PREPARE FOR THE


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E. PREPARE FOR THE

FIRST MEETING.To face your learners for the first time may

not be easy. You may be nervous. You maybe excited. But if you believe you are well-prepared, things will be a lot easier whetheryou class is under the trees or in an ideal

classroom.To be prepared for the initial meeting, you

are expected to:

1. Have a list of the learners;2. Have mastered your lesson plan; and

3. Have some knowledge on classroommanagement.


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List of Learners

Try to remember names of your

learners. Devise a way of rememberingtheir names.

If you can find out information aboutthem before the first session, the betterand easier it will be for you to know how totreat and build rapport with them.

Lesson Plan

The lesson plan is the teachers guidein the daily lessons. This will be discussedfurther in the next lesson.


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Some Ground Rules for the Class

Learners practice courtesy.

GreetingsAsking permission when going out, etc.

Learners are expected to come on time.

Each learner is expected to know hispermanent seat.

Each learner is expected to participate in all

activities.

WHAT DID I LEARN?


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WHAT DID I LEARN?

As a literacy volunteer, do you think

you are prepared to do your job? Whatmakes you think you are prepared? What

preparation do you think you still need?

I CAN DO THESE! I NEED MORE HELP INTHESE.


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Developing a lesson for a single session is not easy task. You may

experience difficulty in coning up with activities and topics for each

session .In order to develop an appropriate lesson for the literacy learners

that

you are handling, you should be aware of their various characteristics.

In addition, you have to be familiar with the parts of a lesson for

eachsession. This will make the teaching easy for you.

You must also be clear of what you really want to accomplish in the

session.

In planning for and conducting a session, you have to consider

these:

1. Goal/s

2. Topic/s

3. Material/s

4. Learning Activities


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A lesson plan is a necessary tool for

teaching a successful lesson. It is a frameworkthat outlines the steps of a teaching session. It

serves as the skeleton of your lesson. It helps in

giving you a clear direction. Its parts are:

I. Goals

II. Topic/s or Content/s

III. Materials

IV. Learning ActivitiesA. Introducing the Lesson

B. Lesson/Activity Proper

C. Evaluation/Concluding Activity


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PARTS OF A LESSON PLAN

Goal/s

A must in every lesson are the objectives. Objectives are the

lessons goals. These are statements of what you expect the

literacy learners to have learned and what they should be able to do

after completing a session.

You should identify goal/s that the learners can attain given the

time, resources and learners that you have. Once you have yougoals, ask yourself:

Is the goal

specific?

The goal identifies a particular skill to be developed

or concept to be learned.

measurable?

Student learning can be observed and measured in

different ways.

Cont


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Cont.. attainable?

The goal can be achieved by the learners within the given time

and resources.

result oriented?

The goal can yield immediate and long-term results.

time bound?

The goal can be achieved within a definite time frame.

If you answered yes to all of these questions, you have formulated a good

lesson goal.

Sample Goals

For Adult/OSY Learners (Out-of-School Youth)

Learners will be able to:

1. identify ways to minimize household waste

2. explain how our choices and actions can contribute to improving

the environment

3. identify ways or activities on recycling

T i /


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Topic/s

This part identifies the subject matter/topic/skill that

is being emphasized/developed in the session. Having

a single topic will make a lesson more organized,specific, and focused.

You have to choose a topic that is meaningful and

engaging to the learners. When choosing a topic, as

yourself:

How relevant is the topic to the learners lives and

experiences?

Will the learners relate to the topic?Sample topic: Adult/OSY Learners

Basura Bags: Reduce, Reuse, Recycle

Materials


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Materials

These pertain to those items needed to assist in

achieving a lessons goals. In a cooking class, one might

need a pot, pan, ladle, knife, chopping board, stove, etc. In ahistory class, a globe or map may be needed. Such

necessary materials are noted in ones lesson plan. They

serve as a reminder of things needed on hand with which to

conduct the lesson.

You have to consider the means by which your learners

can et hold of and bring the materials which will be needed.

Give enough time for them to look for and prepare the

materials. Always opt for cheaper materials to be used.

Sample Materials: Adult/OSY Learners

Poster board (old cardboard boxes)

Plain (unruled) paper

Markers

Learning Activites


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Learning Activites

This part consists of an outline of the various activities that

are aimed towards the goal/s you identified.

Selection of the type of learning activities to use willlargely depend on the following issues:

What you plan to achieve (the objectives).

How many children are expected to participate.

How much knowledge the street children already haveon the subject.

How much time you have (partly based on the time

available to the street children) for the teaching session

or activity. How much participation you expect from the children

during the session.

What resources are available to you for the teaching

session.

In choosing the activities consider the following questions:


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In choosing the activities, consider the following questions:

How will I treat the topic/subject matter?

What strategies shall I employ? What questions shall

I ask? How will the learners react to the activity and style of

presentation?

Will they understand the content through the selected

activities? Will they play an active part in the lesson or will it be

boring and tedious for them?

Will the activities make the learners reach the goal?

The activities should reflect the objectives . If you plan to

impart knowledge, use talks or group discussions. For skills

use practical exercises. For changing attitudes, use role

plays.

A Introducing the lesson


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A. Introducing the lesson

When it is time to formally begin the session, you should

make sure that everyones attention is directed to you before

addressing the entire class. These are various ways in which

students attention may be directed towards you. Here are some:

Start with a cheerful greeting.

Pray.

Sing action song.

Have a word/thought for the day.

When you have the students attention, you may proceed with

a purpose-setting activity. The activity will help set the mood and

thinking of the entire group. It may be a quote, a set of

instructions to do something, a stick figure cartoon, a series ofpictures or photograph, a short TV ad or a stimulating question

that is related to the topic at hand. It will make the class sense

the purpose of what they are going to do.

Sample motivation or Purpose-Setting Activity: Adult/OSY Learners


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Sample motivation or Purpose Setting Activity: Adult/OSY Learners

Show them a picture of a Smokey Mountain. Ask them what

actual junks and treasures they can find in that place. Ask the

class to think about what will happen if we, as a society, produce

and throw away more and more products without recycling orreusing them? Let the learners engage in sharing their personal

ideas.

B. Activity Proper

Once the learners are properly motivated, you may proceedwith your main activity.

An activity, which may be done by group or individually, is a

good way to make learners learn skills and concepts

independently (under the supervision of the literacy teacher). It

should be adapted to the needs of your literacy learners and to theresources that are available in the community. It should engage

learners actively in meaning-making process.

The common and effective teaching methods you can use

are: group discussions, demonstrations, field visits, games, role-la brainstormin roblem-solvin sessions.


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During group discussions, the learners do more talkingthan the teacher. This method provides an opportunity

for everybody to participate during the teachingsession.

A demonstration is a practical skill presented by the teacher

or an invited resource person. Demonstration aresuccessful if they are followed by practice sessions for

literacy learners.

This method allows the literacy learners to experience real

situations. To be effective, the choice of the place to bevisited should be relevant to the subject you are teaching or

what the learners want to learn.


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Learners, through the teacher facilitator, aremade to sense a problem that exists.

Cooperatively, they also suggest solutions.

Many educational games are available which could beused to teach different literacy learners. The critical partof an educational game is the learning question thatcome after the active part of the game. These questionsare intended to help the learners in analyzing what theyhave done and in drawing important conclusions. It is

important that the games used are culturally appropriateand acceptable in your community. They should also beappropriate to the age of the child.

EXAMPLE


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EXAMPLEGame: Morse Code

Objective: Communicate skills, team building, sensitivity

Age participant: 9 years or older

Instructions: Participants form 2 groups.

Facilitator sits in the middle.

Everyone places their hands behind their backs.

The facilitator sends a message by pressing the hands ofeach of the first member of the group.

Each member then relays the same number of presses to thenext member in the line.

The last member of each team speaks out the number. Thefirst team that speaks out the number gets a point.

Play the game for several rounds.

Learning Questions:

Discuss the importance of non-verbal communication. Talk about theskills involved in non-verbal communication.


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This is a method in which problems are outlined, actedout and discussed. During role play, learners act out

roles of certain people in real life. The method is usefulin teaching attitudes. Situations suited for simulationsare: a sari-sari store to give learners an experience inmaking a budget, stay within budget, and countingchange for bills.

In teaching them about the concept of local election,learners may do a mock election. The teacher mayprepare the materials needed including ballot forms,ballot boxes, list of candidates, campaignparaphernalia, etc. which are used in an actualelection. Orient the learners on what they aresupposed to do on the actual Election Day and letthem do the voting similar to that of the real one.


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Brainstorming is a fast moving activity during whichyou gather as many ideas as possible from the

learners. It stimulates them to generate ideas. Themethod is most useful at the beginning of a teachingsession.

Contents can be more easily learned when learners giveit a tune or make it into rhyme through their personally

composed songs, jingles and raps.

Adding movement to the music or rhyme provides an

extra sensory input to the brain and probably enhancesthe learning. Spelling a word is easier if you sing it to a

familiar tune. The ABC song is an example of a

piggyback song, a song in which new words or concepts

are set to familiar melody.

EXAMPL


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E:Teach learners to end a sentence with a periodwith this song sang to the tune ofRow, Row yourBoat.

Stop, stop, stop the words

With a little dot

Use a period at the endSo theyll know to stop.

These strategies assist students in recalling important

information. Examples are: We remember the number of

days each month with the help of this rhyme:


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Thirty days hath September,

April, June, and November,February has twenty-eight alone,All the rest have thirty-one,

Excepting leap-year , thats the timeWhen Februarys days are twenty-nine.

Concrete experience is one of the best ways to make long

lasting neural connections. Aristotle said: What we have to

learn to do, we learn by doing.Let the learners do the actual task. In teaching them how

to cook, let them cook real food. In teaching them how to

sew, let then sew clothes.

C Evaluation/Concluding Activity


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C. Evaluation/Concluding Activity

Always plan to access the learners in order

to find out if they have achieved the goals for the

session. Evaluation can be formal or informal.

Formal evaluation makes use of quizzes and

other written examination usually given by the

teacher at the end of a lesson. These may be indifferent forms such as multiple choice,

completion, true-false, matching items, and

essay.Informal evaluation may be done through a

drama presentation, a debate, class observation,

interviews, or plain dialogue between the

learners.

TARGET LEARNER: ADULT LEARNER IN A LITERACY


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PROGRAM

I. Goal(s):

1. identify road signs2. show understanding of road signs byreacting to the signs appropriately

3. understand the value of following road

signsII. Topic: Road Signs

III. Materials

Sample road signs (on manila paper orcartolina)

Sheet of paper

Marker pentel pen

IV. Learning Activities


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A. Introduction

Show various signs. Ask the learners what theyshould do when they see the road signs. Havediscussion of their ideas.B. Activity/Lesson Proper

1. Talk about creating a board game involvingroad signs

2. Ask the learners to prepare short role playusing the road signs brainstormed earlier.

3. After the presentation, discuss the action in thepresentation. Discuss the road signs and highlight

important words and symbols.4. Show incomplete comic strips regardingaccidents on the road. Let the learners predict whatcauses are and the effects of the particular situation.

Assessment:


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Assessment:

5. Ask students to narrate traffic accidentsthat they have witnessed and/or experienced

and what lesson they have learned from it.6. Give a short quiz on identification of

road signs and how should one act when aroad sign is seen.

Suggestions for Next LessonExample: Read back and expand the traffic

accidents story; bring in road atlas and plotan imaginary trip (work on recognition of roadnames)

WHAT DID I LEARN?


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WHAT DID I LEARN?Prepare your own lesson plan that aims to attain thespecified objectives.

Target Learner: ____________________________

I. Goal(s):

1. follow directions in a recipe2. understand the meaning of basic cooking terms

3. work cooperatively with other members of agroup

II. Topic:III. Materials

IV. Learning Activities

A. Introduction

B A ti it /L P

Lts Activity

Documents

Transcript of Lts Activity