SCHOOL LEARNING ACTION CELL SESSION

FIRST QUARTER- KINDERGARTEN SLAC SESSION 4

S.Y. 2020-2021

TOPIC: “TEACHING STRATEGIES TO ENHANCE

LEARNERS ACHIEVEMENT IN LITERACY AND
NUMERACY SKILLS”

DATE/TIME: DECEMEBR 11, 2020 (9:00 AM-12:00 NN)

OPENING PRAYER: ANTHONETTE LLYN JOICE C. BERMOY

CLOSING Prayer: ALLYN MARIE L. ROJERO
Time Started: 9:00 AM
Time Ended: 12:00 NN

FACILITATOR OF SLAC SESSION 4: VILMA P. TALOSIG

DOCUMENTER: MAE S. LIGARAY

MEMBERS IN ATTENDANCE:
VILMA P. TALOSIG (LAC FACILITATOR)
MAE S. LIGARAY ( Documenter)
ANTHONETTE LLYN JOICE C. BERMOY
ALLYN MARIE L. ROJERO

I. INTRODUCTION
This was a very useful topic since it brings together the existing and new resources to
achieve excellence in literacy and numeracy among the learners. The group shared
the importance of allowing independent reading among the learners for mastery and
easy access of assessment of the teacher to the reading level of her learner and for the
learner’s numeracy skills, introducing the basic knowledge of numbers is also very
critical among the young learners so the teachers shared activities to enhance the
number power of the learners like card games, playboard , real objects which
introduces arithmetical operations like addition , subtraction, multiplication, and
 division. Being in the primary , the read alouds came out to be effective in developing
speed and accuracy both in reading and number.Teaching effectively involves not
only the use of tools, techniques, and strategies to optimize student learning
but an understanding of context, in particular how your students learn, how
they process information, what motivates them to learn more, and what
impedes the learning process.

II. COMPOSITION OF LAC TEAM MEMBERS

Vilma P. Talosig ( LAC Facilitator )

Mae S. Ligaray ( LAC Documenter )
Allyn Marie L. Rojero ( LAC Member )
Anthonette Llyn Joice C. Bermoy ( LAC Member )

III. HIGHLIGHTS AND ACCOMPLISHMENTS


 The teaching Strategies to enhance learners Achievements in Literacy and
Numeracy Skills focuses on the teacher to develop the teaching styles
and strategies. The accomplishments is to achieve better an excellence on
Literacy and Numeracy outcomes for all learners.

IV. ISSUES AND CONCERN

During the distribution and retrieval of the modules some parents can’t follow the
given schedules, because they are very busy . As a teacher we set another schedules for them,
to get their modules.
The disruption of classes because of the Pandemic that we are facing right now. There
are learning strategies from cognitive research can be applied to education because of the
Covid 19. Modular , space practice, interleaving, and retrieved practice.
The next concern is about the lack of funding, the teachers shares about the lack of
budget for the additional printing of modules and lack of ink. So with this, as a teacher we do
our best to cope up with this situations.

V. SOLUTIONS AND RECOMMENDATIONS

1. Brainstorming
Brainstorming is a process for
generating multiple
ideas/options in which
judgment is
suspended until a maximum
number of ideas has been
generated. Al-maghrawy in Al-
khatib
(2012: 31) also defines that
brainstorming as a group
creativity forum for general
ideas.
Moreover, Sayed in Al-khatib
(2012: 31) purposed some
importance of brainstorming
for the students. Those are: (a)
helping students to solve
problems; (b) helping students
to
benefit from the ideas of others
through the development and
build on them; and (c) helping
the cohesion of the students and
building relationships among
them and assess the views of
others.
In addition, brainstorming
has some advantageous, they
are: (a) actively involving
learners in higher levels of
thinking; (b) promoting peer
learning and creates synergy;
(c)
promoting critical thinking; and
(d) helping groups reach
consensus.
On the other hand, there are
some disadvantageous of
brainstorming. (a) requiring
learners discipline; (b) may not
be effective with large groups;
and (c) can lead to “group
think”.
2. Case-based Small-group
Discussion
In this teaching strategy, small
groups of 5-10 address case-
based tasks, exchanging
points of view while working
through a problem-solving
process. In this teaching
strategy
process, Srinivasan, Wilkes,
Stevenson, Nguyen, and Slavin
(2007) explained that the group
focuses on creative problem
solving, with some advance
preparation. Discovery is
encouraged in a format in which
both students and facilitators
share responsibility for coming
to closure on cardinal learning
points.
Case-based Small-group
Discussion has some
advantageous. They can be (a)
actively
involves participants and
stimulates peer group learning;
(b) helps participants explore
pre-
existing knowledge and build
on what they know; (c)
facilitates exchange of ideas and
awareness of mutual concerns;
and (d) promotes development
of critical thinking skills;
On the other hand, Case-based
Small-group Discussion has
some disadvantageous. It
(a) can potentially degenerate
into off-task or social
conversations; (b) can be a
challenge to
ensure participation by all,
especially in larger groups; and
(c) can be frustrating for
participants when they are at
significantly different levels of
knowledge and skill.
3. Demonstration
Demonstration means
performing an activity so that
learners can observe how it is
done
in order to help prepare learner
to transfer theory to practical
application. Moreover,
demonstration strategy involves
the teacher showing learners
how to do something (Adekoya
and Olatoye, 2011).
The advantageous of
demonstration are to (a) help
people who learn well by
modelling
others; (b) promote self-
confidence; (c) provide
opportunity for targeted
questions and
answers; and (d) allow attention
to be focused on specific details
rather than general theories.
The disadvantageous of
demonstration: (a) is of limited
value for people who do not
learn best by observing others;
(b) may not be appropriate for
the different learning rates of
the participants; and (c) requires
that demonstrator have
specialized expertise if highly
technical tasks are involved.
4. Games
Devlin and
Samarawickrema (2010: 113-
114) proposed ten principles of
effective
teaching strategy. They are: (1)
Teaching and curriculum design
need to be focused on
meeting students’ future needs,
implying the development in
students of generic capabilities
such as critical thinking,
teamwork and communication
skills, amongst others; (2)
Students
must have a thorough
understanding of fundamental
concepts even if that means less
content
is covered; (3) The relevance of
what is taught must be
established by using real-life,
current
and/or local examples and by
relating theory to practice; (4)
Student beliefs must be
challenged to deal with
misconceptions; (5) A variety of
learning tasks that engage
students,
including student discussion,
need to occur in order that
meaningful learning takes
place; (6)
Genuine, empathetic
relationships with individual
students should be established
so that
interaction can take place; (7)
Teachers should motivate
students through displaying
their
own enthusiasm, encouraging
students and providing
interesting, enjoyable and active
classes; (8) Curriculum design
should ensure that aims,
concepts, learning activities and
assessment are consistent with
achieving learning outcomes
related to future student needs;
(9) Each lesson must be
thoroughly planned but flexible
so that necessary adaptations
may be
made based on feedback during
the class; and (10) Assessment
must be consistent with the
desired learning outcomes and
should, therefore, be authentic
tasks for the disciple
Demonstration
Demonstration means
performing an activity so that
learners can observe how it is
done
in order to help prepare learner
to transfer theory to practical
application. Moreover,
demonstration strategy involves
the teacher showing learners
how to do something (Adekoya
and Olatoye, 2011).
The advantageous of
demonstration are to (a) help
people who learn well by
modelling
others; (b) promote self-
confidence; (c) provide
opportunity for targeted
questions and
answers; and (d) allow attention
to be focused on specific details
rather than general theories.
The disadvantageous of
demonstration: (a) is of limited
value for people who do not
learn best by observing others;
(b) may not be appropriate for
the different learning rates of
the participants; and (c) requires
that demonstrator have
specialized expertise if highly
Demonstration
Demonstration means
performing an activity so that
learners can observe how it is
done
in order to help prepare learner
to transfer theory to practical
application. Moreover,
demonstration strategy involves
the teacher showing learners
how to do something (Adekoya
and Olatoye, 2011).
The advantageous of
demonstration are to (a) help
people who learn well by
modelling
others; (b) promote self-
confidence; (c) provide
opportunity for targeted
questions and
answers; and (d) allow attention
to be focused on specific details
rather than general theories.
The disadvantageous of
demonstration: (a) is of limited
value for people who do not
learn best by observing others;
(b) may not be appropriate for
the different learning rates of
the participants; and (c) requires
that demonstrator have
specialized expertise if highly
Independent Study
Independent study is a teaching
strategy designed to enhance
and support other
instructional activities. Learning
activity is typically done
entirely by the individual
learner
(or group of learners) using
resource materials. It may be
done using computer/web-based
technology. Alberta Learning
(2002: 73) also defines
independent study as an
individualized
learning experience that allows
students to select a topic focus,
define problems or questions,
gather and analyze information,
apply skills, and create a
product to show what has been
learned.
The advantageous of
independent study: (a) fosters
independent learning skills; (b)
allows learners to progress at
their own rate; and (c) enhances
other learning experiences.
The disadvantageous of
independent study: (a) may be
disconnected from immediate
objectives; and (b) may be
difficult to identify/access
appropriate material
Independent Study
Independent study is a teaching
strategy designed to enhance
and support other
instructional activities. Learning
activity is typically done
entirely by the individual
learner
(or group of learners) using
resource materials. It may be
done using computer/web-based
technology. Alberta Learning
(2002: 73) also defines
independent study as an
individualized
learning experience that allows
students to select a topic focus,
define problems or questions,
gather and analyze information,
apply skills, and create a
product to show what has been
learned.
The advantageous of
independent study: (a) fosters
independent learning skills; (b)
allows learners to progress at
their own rate; and (c) enhances
other learning experiences.
The disadvantageous of
independent study: (a) may be
disconnected from immediate
objectives; and (b) may be
difficult to identify/access
appropriate material
Devlin and Samarawickrema
(2010: 113-114) proposed ten
principles of effective
teaching strategy. They are: (1)
Teaching and curriculum design
need to be focused on
meeting students’ future needs,
implying the development in
students of generic capabilities
such as critical thinking,
teamwork and communication
skills, amongst others; (2)
Students
must have a thorough
understanding of fundamental
concepts even if that means less
content
is covered; (3) The relevance of
what is taught must be
established by using real-life,
current
and/or local examples and by
relating theory to practice; (4)
Student beliefs must be
challenged to deal with
misconceptions; (5) A variety of
learning tasks that engage
students,
including student discussion,
need to occur in order that
meaningful learning takes
place; (6)
Genuine, empathetic
relationships with individual
students should be established
so that
interaction can take place; (7)
Teachers should motivate
students through displaying
their
own enthusiasm, encouraging
students and providing
interesting, enjoyable and active
classes; (8) Curriculum design
should ensure that aims,
concepts, learning activities and
assessment are consistent with
achieving learning outcomes
related to future student needs;
(9) Each lesson must be
thoroughly planned but flexible
so that necessary adaptations
may be
made based on feedback during
the class; and (10) Assessment
must be consistent with the
desired learning outcomes and
should, therefore, be authentic
tasks for the discipl
-It is important to remind ourselves why diversity and cultural awareness
is so crucial in the classroom and the benefits it can have on students now
and in the long-term. Teaching diversity exposes students to various cultural
and social groups, preparing students to become better citizens in their
communities.
-Attendance , monitoring of retrieval and distribution of the modules.
- Modular distance of learning-continue giving of modules, because of the
Pandemic.
-Teachers can set an amount from their budget to have a load for parents
and teachers communication.
Case-based Small-group Discussion has some advantageous. They can be (a) actively
involves participants and stimulates peer group learning; (b) helps participants explore pre-
existing knowledge and build on what they know; (c) facilitates exchange of ideas and
awareness of mutual concerns; and (d) promotes development of critical thinking skills;
On the other hand, Case-based Small-group Discussion has some disadvantageous. It
(a) can potentially degenerate into off-task or social conversations; (b) can be a challenge to
ensure participation by all, especially in larger groups; and (c) can be frustrating for
participants when they are at significantly different levels of kn
involves participants and stimulates peer group learning; (b) helps participants explore pre-
existing knowledge and build on what they know; (c) facilitates exchange of ideas and
awareness of mutual concerns; and (d) promotes development of critical thinking skills;
On the other hand, Case-based Small-group Discussion has some disadvantageous. It
(a) can potentially degenerate into off-task or social conversations; (b) can be a challenge to
ensure participation by all, especially in larger groups; and (c) can be frustrating for
participants when they are at significantly different levels of knowledge and s

VI. CONCLUSION

Teachers are best known for the role of educating the students that are placed in
their care. Beyond that, teachers serve many other roles in the classroom.
Today, the seeds of such a dramatic transformation in education are being planted.
Prompted by massive revolutions in knowledge, information technology, and public demand for
better learning, schools nationwide are slowly but surely restructuring themselves.
Leading the way are thousands of teachers who are rethinking every part of their jobs -- their
relationship with students, colleagues, and the community; the tools and techniques they
employ; their rights and responsibilities; the form and content of curriculum; what standards to
set and how to assess whether they are being met; their preparation as teachers and their
ongoing professional development; and the very structure of the schools in which they work. In
short, teachers are reinventing themselves and their occupation to better serve schools and
students.
Learners are responsible for attending class and completing reading and other
assignments as proscribed by the teacher. Although their first role in the process is as passive
listener, listening requires paying attention during class. ... This time the parents and their child
have a great bonding , have a great time , in teaching and doing their assign task.
Firstly, while the parent's principal role in the family is the education and the bringing
up of their children, then the main obligation of their children is to study harder and properly. ...
Secondly, the development of the child is in fact an overall child's personality formation.

Prepared by:

MAE S. LIGARAY
LAC Documenter

Noted by:

ANECITA B. JAO, EdD

School Principal III

LIST OF ATTENDEES
 SIGNATURE
NAME Of ATTENDEES

KINDERGARTEN
1. VILMA P. TALOSIG
TEACHER II
2. MAE S. LIGARAY
TEACHER III
3. ALLYN MARIE L. ROJERO
TEACHER I
4. ANTHONETTE LLYN JOICE C. BERMOY
TEACHER I

Prepared by:

MAE S. LIGARAY
LAC Documenter

Noted by:

ANECITA B. JAO, EdD

School Principal III

DOCUMENTATION
 Pictures taken before, during and after the discussion regarding
‘Teaching Strategies To Enhance Learners Achievements in Literacy
and Numeracy skills