LITERACY TRAINING SERVICE (LTS)

Republic Act No.7165 known as Literacy Coordinating Council (LCC) was enacted by the Senate and House
of Representative of the Philippine Congress. Section 1 underscores the highest priority to the adoption of measures
for the total eradication of illiteracy. For this purpose, the government shall encourage the implementation of programs
on non-formal, informal and indigenous learning system as well as self-learning, independent and out-of-school study
programs.

Sub-lesson 1: INTRODUCING LTS

OBECTIVES:

 Discuss the legal bases of the Republic Act No. 7165 in its functions and purposes
 Identify and explain the important measures for the eradication of illiteracy
 Appreciate the benefits gained for the implementation of RA # 7165

MOTIVATION:

Divide the class into two (2) teams. Group A will enumerate the successful persons who graduated in any field
of studies while Group B will enumerate successful persons who were not able to finish any degree in their studies.
Determine the percentage for the answer of each team.

DISCUSSION

The LCC shall recommend strategies on the development of a mass movement for the total eradication of
illiteracy in the country by the year 2000. It shall also assist in identifying and adopting successful management
schemes of literacy programs, adopt measures to boost research and development work in literacy, recommend ways
and means of raising funds in order to support the literacy programs and activities and measures on how to organize
and strengthen support structures for literacy at the regional and local levels of our society.

Section 6 of the RA# 7165 stated that the LCC may request the cooperation, assistance, and support of
appropriate government agencies and non-governmental organizations involved in literacy. Section 7 states that the
sum of ten million pesos is to be appropriated for the operation and maintenance of the Council shall be included in
the annual Budget of the Department of Education, Culture and Sports. The LCC shall submit to Congress an annual
report which shall include policy recommendations which require legislative action towards the total eradication of
illiteracy.

Sub- lesson 2: LEVELS AND PRINCIPLES OF LITERACY

OBJECTIVES:

 Define literacy and its purpose

 Differentiate the levels of literacy based on its purpose
 Explain the principles of learning based on different psychologist

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MOTIVATION:

Recall your experiences in the High school days and share to the class the practice made by your teacher
which enables you learn that particular subject.

DISCUSSION:

Literacy is defined as „‟ability to identify, understand, interpret, create, communicate and compute using
printed and written materials associated with varying contexts‟‟. It involves a continuum of learning to achieve your
ambition, to develop your knowledge and skills, and to be involved in the community where you belong.

There are levels of literacy based on its purpose:

1. Basic Literacy – a person has the ability to read, write and understand a simple message in any language or
dialect.
2. Functional Literacy – a person has skills and competencies, intellectual, emotional, psychological which make
him/her as a human being in order to live and work, make sound decisions, and become productive to the
environment/place where he or she contributes potentials effectively.

Principles of Literacy which are identified by educational psychologists can be applicable to the learning process:

1. Readiness
This principle implies a degree of single-mindedness and eagerness. You can learn best when you
are ready to learn, and you do not learn well if you see no reason for learning. If you have a definite and clear
purpose/reason for learning, you will progress in your studies. When you are ready to learn, you can meet the
teacher at least halfway and this simplifies the teacher‟s job. Under certain circumstances, the teacher can do
something to inspire you to become ready to learn. But if the teacher has some worries, overcrowded
schedule, and other personal problems, you may have little interest in learning because the teacher has no
effort done to prepare you in his subject.

2. Exercise
This principle states that those things most often done are best remembered. It is the basis of drill and
practice. You cannot learn how to sew dress, weld metals, or fix appliances during one laboratory period only.
Your mind can rarely apply new concepts after a single exposure. Every time practice occurs, learning
continues. The teacher must provide opportunities for you to practice and at the same time, make sure that
this process is directed toward a given goal.

3. Effect
This principle is based on your emotional reaction whether you are satisfied or not. According to
Thorndike, learning is strengthening when accompanied by positive reaction or pleasant feeling. Experiences
that make you frustrated, confused or feel angry are negative reaction or unpleasant feeling. For example, if
your teacher gives some instructions which seems not so clear and asks you to do it, you may feel confused
and inferior which made you unsatisfied with the result. Whatever the learning situation, it should contain
elements that affect you positively and give you a feeling of satisfaction.

4. Primacy
This principle means the state of being first which often creates a strong impression that lasted for
long time. Teachers must always teach the right information every time. The first experience in learning will
lay as a foundation to other knowledge and skills. If the teacher has given you the clear and correct
instructions for the first time of meeting, you will not have the habit of repeating your work.

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 5. Intensity
This principle implies that you will learn more from the real and concrete situation than from a
substitute. You can easily learn if you can perform rather than reading about it. Classroom instruction at
present benefit from a large and multiple instructional materials to improve and most likely similar to the real
objects which will motivate you learn more.

6. Direct experience
This principle refers to opportunities for active engagement in a learning environment. When you have
little knowledge of a certain topic, these opportunities will help you to refine or change the concepts previously
studied. Your views may be affected by the situation you are facing presently. Your decision or judgment
maybe shape by direct experience.

7. Compelling Situation
This principle is a combination of direct experience and readiness. You tend to learn when you are
confronted with specific and identifiable problems that you want to solve and you have the capacity to do it.
For example, you have to pass your project within the date given by your professor even the materials
needed are not available but you can use substitute or recycle materials.

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