Use a range of teaching strategies that enhance learner

achievement in literacy and numeracy skills

MODULE 2

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INTRODUCTION TO TEACHER RESOURCE PACKAGE

Hello, dear Teacher!

Welcome to this Resource Package.

I am Teacher Jen!

And I am Teacher Mike!

We are members of your support group. Together with

your principal, master teacher, and co-teachers, we are
pleased to be your guides and companions as you walk
through the modules.

These modules Are you ready?

are standalone
sections that We begin by letting you know how the journey started for
you can select us in putting together this resource package.
based on your
needs and In August 2017, Department of Education Secretary
interests. This Leonor Briones signed the Philippine Professional Standards
means that for Teachers (PPST) into policy through DepEd Order No.
you can choose 42, S. 2017. The policy states, among others, that the PPST
and read any “shall be used as a basis for all learning and development
module that is programs for teachers.”
most relevant
to you. You can The Department of Education is committed to supporting
take your time your continuing professional development. This resource
in familiarizing package hopes to contribute to this commitment.
yourself
with any one As a teacher, understanding the PPST is crucial in order
module with for you to grow and flourish in your profession. The PPST
no pressure to identifies what you are expected to know, be able to do, and
finish reading value in your profession.
all 12.

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 Use a range ofIntroduction
teaching strategies thatResource
to Teacher enhancePackage
learner
achievement in literacy and numeracy skills

MODULE 2
This resource package:

• serves as your guidebook towards becoming better acquainted with the PPST;
• comprises 12 modules corresponding to the 12 indicators that are aligned with
the Results-based Performance Management System (RPMS); and
• contains illustrative and instructive information that you will find realistic,
sensible and workable and can help you achieve the target indicators across
curriculum teaching areas and key stages of learners’ education.

We are happy to say that this resource package has been created and compiled by
teachers in support of other teachers.

You will find the materials here useful if you:

• reflect on your own classroom practices, and ensure that your teaching
practices are aligned with the indicators;
• want to mentor beginning teachers so they become better in their practice;
• are a part of a group of teachers who need materials for your school-
based Learning Action Cell (LAC) sessions in order to (i) learn more about
the PPST and (ii) innovate on practices using the samples in the resource
material as guide; and
• want to develop or expand the current work by (i) providing more examples
of practices or (ii) working on other career stages or indicators other than
the 12 presented in this package.

If learning is your passion,

this resource package is for you.

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PPST RESOURCE PACKAGE

What can you expect to find in each module?

You will discover that each module discusses a specific

indicator, defines its key concepts and provides relevant
illustrations of practice that may help you understand and attain
the indicator.

The modules explore the following indicators:

MODULE 1
1.1.2 Apply knowledge of content within and
across curriculum teaching areas. MODULE 7
4.1.2 Plan, manage and implement
MODULE 2 developmentally sequenced teaching and
1.4.2 Use a range of teaching strategies learning processes to meet curriculum
that enhance learner achievement in requirements through various teaching
literacy and numeracy skills. contexts.

MODULE 3 MODULE 8
4.4.2 Participate in collegial discussions
1.5.2 Apply a range of teaching strategies
that use teacher and learner feedback to
to develop critical and creative thinking, as
enrich teaching practice.
well as other higher-order thinking skills.
MODULE 9
MODULE 4 4.5.2 Select, develop, organize and
2.3.2 Manage classroom structure to use appropriate teaching and learning
engage learners, individually or in groups, resources, including ICT, to address
in meaningful exploration, discovery and learning goals.
hands-on activities within a range of
physical learning environments. MODULE 10
5.1.2 Design, select, organize and use
MODULE 5 diagnostic, formative and summative
2.6.2 Manage learner behavior assessment strategies consistent with
constructively by applying positive and curriculum requirements.
non-violent discipline to ensure learning-
focused environments. MODULE 11
5.2.2 Monitor and evaluate learner
MODULE 6 progress and achievement using learner
3.1.2 Use differentiated, developmentally attainment data.
appropriate learning experiences
to address learners’ gender, needs, MODULE 12
strengths, interests and experiences. 5.4.2 Communicate promptly and
clearly the learners’ needs, progress
and achievement to key stakeholders,
including parents/guardians.

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teaching strategies thatResource
to Teacher enhancePackage
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achievement in literacy and numeracy skills

MODULE 2
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PART OF THE MODULES

The module contains the following parts:

OVERVIEW introduces you to the ILLUSTRATIONS OF PRACTICE

indicator and why you need to walks you through sample
achieve the indicator; illustrations of specific teaching
practices that show how the
SELF-REFLECTION allows you Standards are put into action;
to reflect on your knowledge,
skills and attitude related to the PROFESSIONAL DEVELOPMENT
indicator; PLAN helps you identify your
strengths and development
KEY CONCEPTS defines key needs and plans for specific
concepts pertinent to the action for professional
indicator; development; and

SUPPORT GROUP allows you to RESOURCE LIBRARY provides

consult and collaborate with our you with resources (which may
teacher-friends who will provide include bibliography, forms,
suggestions on how to improve templates, appendices and
your current practice; links) that can help you further
understand the indicator.

Each module takes you through a journey of exploration and discovery, while you learn more
about the indicator and you apply it in your teaching context.

We encourage you to actively engage with the text as you read through the module.

We hope you find the information, materials and resources in this package helpful as you engage

“
with the Philippine Professional Standards for Teachers towards your professional development.

We, Teacher Jen and Teacher Mike, will be

with you every step of the way.

Have a happy journey.

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 MODULE

2
USE A RANGE OF TEACHING
STRATEGIES THAT ENHANCE
LEARNER ACHIEVEMENT IN
LITERACY AND NUMERACY
SKILLS
CONTENTS

ii INTRODUCTION

2 OVERVIEW

3 KEY CONCEPTS

4 SELF-REFLECTION

5 SUPPORT GROUP
- Probing
- Suggestions for Improvement

9 ILLUSTRATIONS OF PRACTICE
- Illustration of Practice No. 1: LITERACY ACROSS
CURRICULUM AREAS
- Illustration of Practice No. 2: NUMERACY ACROSS
CURRICULUM AREAS
- Illustration of Practice No. 3: NUMERACY AND
LITERACY IN CLASSROOM INSTRUCTION

20 PROFESSIONAL DEVELOPMENT PLAN

21 RESOURCE LIBRARY
- Annotated Bibliography

22 ACKNOWLEDGEMENTS

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Hello! I am Teacher Mike and with me is Teacher Jen.

Welcome to Module 2.

Look at the illustration above. As teachers, central to our role is to build a strong
foundation in literacy and numeracy among learners, and strengthen their ability to
engage in education, reach their potential and participate fully in the community.

Literacy and numeracy skills are crucial for accessing the broader curriculum as
they are used in many aspects of our lives. Obtaining an acceptable level of literacy
and numeracy can greatly enhance learners’ achievement because they are used in
many aspects of their lives. Workplace numeracy, literacy and employability skills are
often used in conjunction with one another. These required skills often overlap and are
necessary for any task.

In this module, Teacher Jen and I will introduce you to a range of teaching strategies
that promote literacy and numeracy and how becoming literate and numerate expand
the learners’ opportunities to access wider understandings.

We will also help you examine the knowledge and skills that all teachers, regardless
of learning area and grade level, need to understand in order to help learners gain
these fundamental skills necessary to achieve success in learning and in life.

In this module, we will focus on:

STRAND: Strategies for promoting literacy and numeracy

INDICATOR: 1.4.2 Use a range of teaching strategies that

enhance learner achievement in literacy and numeracy skills

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KEY CONCEPTS

“ Understanding the following key concepts facilitates

deeper appreciation of the indicator. So, let us now
acquaint ourselves with literacy and numeracy concepts.

LITERACY. This refers to the capability one acquires in order to read,

understand, and construct textual material. This ability is useful in
regular academic and non-academic situations and contexts within the
school community and in different occupational areas. Literacy is not
confined to merely learning to read and write; it also encompasses a
range of more complex skills including the ability to apprehend ideas and
concepts.

NUMERACY. This refers to the ability to understand and use

mathematical knowledge for calculating, problem solving, and
interpreting information in order to arrive at educated and well-informed
decisions. Numeracy is an important skill for learners to master to help
them prepare for life beyond the school and within the workplace and
greater community.

TEACHING STRATEGIES. These refer to techniques, practices,

approaches, and systems teachers employ in their classroom practice to
advance student learning.

LEARNER ACHIEVEMENT. This efers to the realization by a learner of

academic material or content knowledge within a given period. Within
a given period, teachers have a certain amount of academic material
they need to teach and learners need to learn. Learner achievement
increases when teachers provide quality teaching aligned with set
standards.

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“
SELF-REFLECTION

This time, let us reflect on our current practice regarding

the use of a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.

Considering the key concepts, I have written down my

reflections.

KNOWLEDGE SKILLS ATTITUDES

As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I know… I do… I feel…
… a range of teaching … use a range of teaching …that learners learn best
strategies to enhance strategies to enhance learner and achieve more when
the learner achievement achievement in literacy and their literacy and numeracy
in literacy and numeracy numeracy skills. basics are well established.
skills.

“
I know…
KNOWLEDGE
As a Proficient Teacher,

_________________________
________________________
Good reflection, Mike! Now, it is your turn to reflect on
your knowledge, skills and attitudes in relation to the indicator.
You may write it in the boxes below.

I do…
SKILLS
As a Proficient Teacher,

_________________________
________________________
ATTITUDES
As a Proficient Teacher,
I feel…
_________________________
________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
________________________ ________________________ ________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
__________________. __________________. __________________.

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SUPPORT GROUP
Hi there! Once again, this is Mike. How’s everything going? I
hope that you are getting the rationale behind this Module.

I welcome you now to our Support Group, where we can help

you examine the knowledge and skills that all teachers, regardless
of learning area and grade level, need to understand in order to
help learners gain these fundamental skills necessary to achieve
success in learning and in life.

Before we proceed, let us read and reflect on this excerpt from

the United Nations Relief and Works Agency (2013) for us to be
reminded of our roles as teachers.

“As soon as a child is born, he or she begins to ‘read’ the world, to make sense of what
he or she sees, hears and does, over time. Parents, siblings and the wider family help
the child become involved in the community and culture, and learn different ways of
communicating. This is the starting point of the development of literacy skills. A strong
foundation in literacy takes time to build; it requires exposure to listening, speaking,
reading and writing.

Many young pupils may lack exposure to preschool education and a culture of reading
and storytelling at home. Therefore, the role of the elementary school teacher is crucial
in making sure possible gaps in the development of literacy skills are compensated for
during the first years of schooling. Indeed, elementary school teachers have a huge
role to play in ensuring that children develop a strong foundation in literacy skills.

Then the responsibility for literacy must not just lie with the language teachers, who
admittedly are at the center of the task, but with teachers of all subjects who have
the responsibility of supporting children in developing their literacy skills. Developing
literacy skills not only supports learning but also enhances understanding within the
curriculum area and is a key way of raising standards and outcomes in all subjects.”

“
Having reflected on this, how critical is our role as
teachers to help our learners gain these fundamental skills?

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“ Now, let me introduce you to Teacher Dan’s case. Take time to

read his case. Reflect on it. Then answer the questions that follow:

Teacher Dan administered the group reading test to his class of 45 Grade 7 learners.
He later found out that two of his learners were stalled readers. When he asked
them to read orally, he found out that they could read words but were too slow. When
asked about the passage they read, they could answer questions at the literal level but
struggled with critical questions.

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Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills

MODULE 2
Probing
Can we all relate to Teacher Dan’s case? If so,
let us further understand his case by answering the
following probing questions:

1 Based on Teacher Dan’s case, how important are the fundamental skills to our learners?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

2 What is/are your role/s to help these learners gain these fundamental skills in order to enjoy
success in learning?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

3 What is/are your role/s to further strengthen these fundamental skills in each of your
learners for them to thrive further?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

4 What have you realized about your impact on your learners’ literacy and numeracy skills
development regardless of their grade level?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________________.

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“
Suggestions for Improvement

Now, here are some suggestions to enhance

our learners’ literacy and numeracy skills.

Fellow Teacher, literacy is not just about learning to read and write. It is necessary
in order to learn any subject at school. Similarly, numeracy is more than counting
numbers. Both skills are at an interplay in the holistic performance of our learners.

As teachers of literacy and numeracy across the curriculum, we should provide

our learners a range of different contexts in which they can use these skills. We all
have the responsibility to promote these skills in our classroom. In all levels and
curriculum areas, we should explore the possibilities of extending and complementing
numeracy and literacy.

We should give our children quality instruction so that they can have the best
chances to succeed in life.

“
Great suggestions, Mike! We hope that these can help you and
other teachers, too!

To deepen your understanding of our roles as literacy and numeracy

teachers, regardless of our grade level and learning area, we have
provided several illustrations of practices in the next section.

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ILLUSTRATIONS OF PRACTICE

Teacher Jen and I will now walk you through the different
illustrations of practice that provide multiple opportunities for
learners to gain these fundamental skills across curriculum
areas.

Together, let us explore some ways on how a teacher can

weave literacy and numeracy instruction into the content they
teach.

ILLUSTRATION OF PRACTICE NO. 1:

Literacy across Curriculum Areas

“
Principle 1: Literacy instruction is embedded in all learning areas.

If you are a math, history, science, or art teacher, where

does literacy fit into your classroom instruction? With content
standards looming, it’s easy to only focus on the content we
teach. We have so much to tell learners and share with them.
However, are we affording learners enough time daily to practice
crucial communication skills?

There are an endless number of engaging, effective

strategies to get learners to think about, write about, read
about, and talk about the content you teach. The ultimate goal of
literacy instruction is to build a learner’s comprehension, writing
skills, and overall skills in communication.

Ask yourself these questions: How do I mostly convey the

information and knowledge to my learners? Do I turn primarily to
straight lecture, or teacher talk? Do I allow multiple opportunities
for learners to discover information on their own? Let’s read the
strategies employed by Lea, a Grade 6 teacher, as she integrates
literacy skills in her lessons.

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Lea teaches Grade 6 learners. Knowing the importance of developing

literacy skills among her learners, she integrates literacy skills in her TLE Teacher Lea’s
class. On one occasion, she asks them to collect empty food packets (for activities did not
example chips, biscuits, juice, milk), wash them and bring them to school. require many
At school, the learners are instructed to look at the different packets resources or much
and what is written on them. They learn many new words this way, such extra time, but made
as the names of the ingredients. the learning of new
terms and vocabulary
In another activity, Teacher Lea instructs the Grade 6 learners to more interesting
bring one daily newspaper to their Filipino class. She tells the learners to and relevant to the
select an article that interests them and make notes about it. Then she learners. This would
arranges them in groups of four to six, putting learners who have chosen undoubtedly enhance
the same article together so they could hear each other’s interpretation their learning.
of the story and discuss the different ways of describing the same story.

“
Thank you, Mike!

As a teacher, you can explore varied ways to develop your

learners’ literacy and life skills. In developing your lessons, you
just have to consider your learners’ level, learning goals and the
appropriate teaching resources.

For instance, to expose your learners in real setting for

language, you may take them to offices, museums, shops, and
other places in your community. This can give them exposure
in reading and understanding language in authentic use.
Likewise, you may integrate ICT such as computers, mobile
phones and other ways of utilizing them for information sharing
and communication. To develop their writing skills, encourage
your learners to compose varied text types- advertisements,
announcements, letters, stories, factual texts and so on (United
Nations Relief and Works Agency, 2013).

Now, let’s explore the practices employed by Teacher

Jonalyn in her Music class which enhance the literacy skills of
her Grade 7 learners.

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MODULE 2
Jonalyn teaches MAPEH to Grade 7 learners. Many of her It can be observed that
learners have difficulty in reading Music textbooks so Jonalyn plans Teacher Jonalyn used
a way of teaching Music that makes it easier for them to access the flashcards and working
information in the textbook. together to develop the
learners’ literacy skills, as well
Teacher Jonalyn plans to teach the class about the different as to extend their ways of
types of instruments. She starts the lesson by showing the learners learning by seeing, drawing,
names of the different instruments: wind, percussion and string. writing, singing and working
together.
She writes these on flashcards. These flashcards are displayed This practice of emphasizing
on the board. She also gives each learner a picture of an instrument. key content such as the
She asks each learner to come up in front and put the picture next terminology of the subject,
to the flashcard with the name of the instrument to which they think will improve your learners’
it belongs. Then she asks questions about what they know about the subject knowledge and
different types of instruments, the characteristics of each type and literacy skills. Other ways
the difference between and among them. of learning might include
encouraging them to observe
Jonalyn then divides the class into three groups and gives each and search for resources,
group one of the types of instruments. She asks them to create or using storytelling, role
something, for example, make up a song or design a poster to show play or brainstorming, all of
what they know about the instruments. Or they can draw different which involve literacy skills.
instruments under the type of instrument and write about them, Understanding that you need
which they could make into a book. to use a variety of teaching
strategies in your class to
In the next lesson, Jonalyn asks each group to present their work cater to individual needs is
to the rest of the class. The learners are excited about the activities very important when teaching
and some ask if they could do more work on their instruments at any subject and when trying to
home. extend learner’s literacy skills
(United Nations Relief and
Works Agency, 2013).

“
Great, Jen!

Now, we also have to remember that the teaching of literacy

skills at any key stage is important. Let us take note how these
skills are developed in each key stage as we explore more of
these sample teacher practices.

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Principle 2: Literacy instruction considers the learners’ key stage.

A Grade 2 teacher uses explicit teaching to A junior high school teacher engages her class
develop vocabulary knowledge among her learners. to write an argumentative text. She presents a
Prior to the reading of the story, she first chose key newspaper editorial about bullying. She facilitates
unfamiliar words and introduced these through the discussion about its text structure and
various modes, e.g., pictures, context clues. Then development. Later, she poses another realistic
she modelled and used each word. She allowed learner issue: Should learners be required to wear
her pupils to use the words through guided and a specific haircut? Brainstorming was used to
independent practice exercises. Learners were draw their claims. She then guided the learners
encouraged to use them in meaningful structures. to organize these claims according to degree
of importance. After, she allows them to write
independently their editorials. Learners were then
encouraged to read their compositions.

“ Have you seen the distinct difference between the instruction in

these two key stages? Literacy instruction for the young learners
focus on vocabulary building and making meaning of what they
read. This is important to help them develop skills and strategies to
access the content of the simple texts they are reading. Meanwhile,
as they become more proficient readers, the skills of skimming,
questioning and reviewing texts become much more important. As
a teacher, you will need to plan and adapt activities to match their
levels and skills in reading depending on your learners’ age and
needs (United Nations Relief and Works Agency, 2013).

“
Indeed, Mike!

Let me now bring you to the classroom of Teacher Karen and

see how teaching literacy is strengthened by building links to the
real world.

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MODULE 2
Principle 3: Teaching literacy is strengthened by building links to the real world.

Teacher Karen is a Grade 3 teacher who wanted her pupils to understand

how important literacy is to all aspects of life. To do this, she conducted a
project that would encourage her pupils to explore literacy at home and in the
community.

Teacher Karen encourages the young learners in her class to hone their
observation skills by asking them to take note of and write down names of
streets and stores, outdoor advertisements, and other street signs on their
way home from school. This “noticing” assignment is reviewed during the next
class meeting when learners share the words they saw. Teacher Karen writes
on the board the words that the learners put together in their list. From this
list, Teacher Karen can ask learners to use the words in a sentence or a
paragraph. She can also encourage the learners to use their creativity to
come up with a story based on the words they collected.

“
Generally, as we are all teachers of literacy, we should adapt
a variety of strategies.

Many other activities can be planned and created based on

authentic and real-life situations from the learners’ own contexts.
Issues that learners identify with, topics that they are interested
in, as well as problems they normally encounter in their everyday
lives can be sources of lessons and activities. These are relatable
to the learners and can be venues for interaction among learners,
across areas of learning, and within the school setting and beyond.

Source: Stirling Council (2016)

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ILLUSTRATION OF PRACTICE NO. 2:

Numeracy across Curriculum Areas
According to the United Nations Relief and Works Agency (2013), numeracy is not
perceived as easy to teach by most teachers and many may feel that they need more
support to teach numeracy than literacy, perhaps, because they themselves did not like
math at school. However, to develop numeracy across the curriculum provides opportunities
for children to improve their accuracy and learn how to interpret information. Learning how
to present information in a quantitative way and developing children’s problem solving and
thinking skills go beyond the mathematics lessons. Making learning numeracy across the

“
curriculum a success needs the support of all teachers if it is to be effective and have an
impact on children’ learning.

Think about your current practice. Do you ever link numeracy

to the activities you plan in your subject area? Think how you could
do this more and how you can help support children’s learning in
mathematics. Now, read the following teacher practice to explore
how numeracy concepts and skills can assist children’s learning in
social studies.

PRINCIPLE 1: Numeracy should be developed consistently across different areas of learning.

A social studies teacher wanted to deepen the understanding of his Grade 4

learners to compare the local agricultural products in their community.

As part of the extended classroom activity, he asked his learners to conduct

data gathering among the locals on the amount of agricultural products harvested
for a week. The next day, he facilitated the learners’ discussion that included these
numeracy concepts: Which agricultural product got the highest produce? Which
was least produced? Which area harvested the most?

After, he engaged more his learners by asking them to conduct investigatory

projects focusing on key concepts such as: What could be attributed to the

“
differences in the harvest? What possible solutions could you give so that produce
will increase?

All teachers have a responsibility for promoting numeracy

subjects. In the sample teacher practice, the social studies
teacher demonstrates knowledge of the key areas of numeracy
that makes her explore within the subject the opportunities for
extending and complementing numeracy teaching and learning in
mathematics lessons. Great job, teacher!

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“
achievement in literacy and numeracy skills

MODULE 2
Fellow Teacher, numeracy can be taught across curriculum. It
need not be taught only by a Mathematics teacher.

? HOW TO DO IT?
Listed are some of the strategies that show how numeracy concepts and skills can be
applied in other subjects (United Nations Relief and Works Agency, 2013):
• History: Teacher Marites includes concept of time, concept of number and dates,
sequencing events and dates, understanding and comparing large numbers, using a
timeline, logical reasoning. She includes activities, such as sequencing numbers and
dates to help learners see why some events, such as the start of a war, happened.
• Science: Teacher Melody includes making measurements, collecting data, comparing,
and interpreting data, graphs and diagrams, estimation, logical reasoning. In her
Grade 8 Science class, she asks learners to measure the extension of a spring with
different weights that will involve them in various measuring tasks and devising ways
of recording their results.
• English: Teacher Lalaine includes reading and writing numbers, time and
measurement concepts in English in her Grade 4 English class.
• Vocational education and training: Teacher Ronnie includes making measurements
(distance, area, volume, timing), geometry (shapes), and estimation in his SHS Tile
Setting class. He asks learners to estimate how much of each material they will
need to tile a floor and work out the actual cost to help them see how to judge the
possibility of being able to afford to do the job.
• Physical education: Teacher Jho includes number concept, measurements, and
practical activities of measuring distance. In her Physical Education class, she asks
her learners to measure heartbeat, pulse rates and recovery rates to judge their
fitness.
• Arts: Teacher Imelda includes geometry (shapes) perspective in her Grade 8 Arts
class. She knows that understanding how shapes tessellate will help her learners
design their own patterns in traditional styles.

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“
Did you know that we can use meaningful and fun-filled
activities to teach numeracy skills?

According to studies, in a meaningful and fun-filled context,

children can acquire skills without the pressure and fear of failure
in quite the same way as they might feel in a more structured
learning environment.

Now, read and reflect on some of the teacher practices which

tell the story of teachers who use these suggested activities to
help their pupils deepen their understanding of mathematics. As
you read, think how you might employ such strategies in your
teaching.

PRINCIPLE 2: Numeracy skills are built through meaningful and fun-filled activities.

Teacher Andrew, a Grade 6 TLE teacher, asked his learners to record daily in a table their
spending for their allowance (baon).

Day Daily Allowance Expenses How much was left?

Day 1
Day 2
Day 3
Day 4
Day 5
Total

After, he engaged the class to compare their allowance and their spending. He also asked
them to present the data in a bar graph. He asked them to interpret their findings. He, then,
involved them to devise an individual financial plan.

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“
Now, let us take a look at these teacher practices utilizing
games. Let’s take a look at how the teacher employed these
strategies.

The teacher
Game: Simon Says Geometry understands that it
1. Choose someone to be “Simon.” is important to get
2. Have “Simon” give a command to the other players: learners out of their
a. Point = Fist seats as moving make
b. Segment = Arm bent at elbow across chest them think. With that in
c. Ray = Arm straight across her mind, she employs
d. Line = Both arms extended (right arm to right side, left a game Simon Says
arm to left side) Geometry which is a
e. Perpendicular = One arm up, one to the side fun-movement based
f. Parallel = Both arms up activity that gets
3. If the command starts with “Simon says…” the players have to learners using and
do it. listening to mathematics
4. If the command doesn’t start with “Simon says…” and a player terminology. It allows
does it, they’re “out.” teachers to combine
5. The last person standing wins! visual, kinesthetic,
and audio learning
techniques (Feldman,
2007).

Using number lines can help

learners figure out simple Game: Johnny Walks the Number Line
math equations. They can 1. You will work in groups of five.
use the line to create a 2. Choose who will be ‘Johnny’ in the group.
visual image of a problem. 3. You will draw an equation from the fish bowl.
It also helps learners realize 4. Read the equation and be able to answer it.
that numbers do not end at 5. The groupmates will walk ‘Johnny’ to the answer on
zero and introduces them to the number line.
negative numbers. Learners
can use this activity to apply For example, 2+2. Starting at zero, the groupmates walk
imagery, movement, and touch Johnny to two, then he walks 2 more.
to math equations (Feldman, Note: A number line will be drawn inside or outside the room.
2007).

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You might want to consider in your lessons activity-based
learning or ABL that are meaningful and fun-filled. It describes a
range of pedagogical approaches to teaching. Its core premises
include the requirement that learning should be based on doing
some hands-on experiments and activities. The idea of activity-
based learning is rooted in the common notion that children are
active learners rather than passive recipients of information. If a
child is provided with the opportunity to explore and an optimum
learning environment, learning becomes joyful and long-lasting.

? HOW TO DO IT?
To strengthen numeracy, you should create a rich and supportive learning
environment that will support a skillful mix of a variety of approaches,
including:
• active learning and planned, purposeful play;
• development of problem-solving capabilities;
• developing mental agility;
• frequently asking children to explain their thinking;
• use of relevant contexts and experiences, familiar to children and
young people;
• using technology in appropriate and effective ways;
• building on the principles of Assessment is for Learning, including
understanding the purpose and relevance of the activities;
• both collaborative and independent learning;
• making frequent links across the curriculum, so that concepts and
skills are developed further by being applied in different, relevant
contexts;
• promoting an interest and enthusiasm for numeracy.

Source: Curriculum for excellence: numeracy

across learning principles and practice

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MODULE 2
ILLUSTRATION OF PRACTICE NO. 3:
Numeracy and Literacy in Classroom Instruction

Literacy goal:
I should enable my learners to:
Note details in a story- character, setting, events.

Numeracy goal:
I should enable my learners to:
Read and write numbers up to 1 000 in symbols and in words.

Ms. Kathleen, a Grade 2 teacher, has developed a holistic perspective in planning

her instruction. She considers literacy and numeracy skills as interconnected skills
and equally important in every instruction. She crafts her instruction to develop
these skills.

In one of her daily teachings, she utilized a story about a family. Using this
as a springboard, she engaged the class to discuss the story details –characters,
setting, and events.

In her Math session, she utilized the same story but instead of story elements
as the focus, she directed the learners’ attention on number sense by asking her
pupils to read and write the number that represents the members of the family.

As an extended activity, she told her pupils to report about their families
including the number and names of the members.

“
Teacher Kathleen demonstrates understanding of literacy and
numeracy skills. This is reflected in her instructional activities for
the day. Her instructional intentions are clear – to instill among her
learners that literacy and numeracy skills go together.

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PROFESSIONAL DEVELOPMENT PLAN

After exploring this module, you now have a better appreciation

of the indicator. Based on your professional reflection, think of ways
on what you can do to further enhance your knowledge, skills and
attitudes in this indicator.

Fill in the personal action plan below.

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCE NEEDED

What are the skills you are What are the skills you What can you recommend When will you implement What assistance/
good at? need to improve? for your development your plan? resources do you need to
intervention? implement the plan?

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Happy planning!

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achievement in literacy and numeracy skills

MODULE 2
“
RESOURCE LIBRARY

This section provides you with resources that can help you further
understand the indicator.

Annotated Bibliography
Curriculum for excellence: numeracy across learning principles and practice (n.d) Retrieved from
https://education.gov.scot/Documents/numeracy-across-learning-pp.pdf
This presents significant principles and practices in teaching numeracy.

Feldman, D. (2007). Mathematics Strategies for Middle-School Students. http://www.

schoolsofwestfield.org/UserFiles/Servers/Server_952612/File/2Departments/Title%201/
Dissemination%20PDF%27s/math%20strategies%20for%20MS%20students.pdf
The author suggests several highly-interactive strategies to teach mathematics.

Northwest Missouri State University (NWMSU) (n.d). Definition of strategies and activities. Retrieved
from http://www.nwmissouri.edu/dept/peu/learnerteach/mopta.htm
This website provides articles that define teaching strategies and activities.

Stirling Council (SC), (2016). Improving life through learning. Literacy strategy schools, learning and
education. Retrieved from https://www.stirling.gov.uk/__documents/education-and-learning/
curriculum/literacystrategy.pdf
This presents literacy strategies to promote learner achievement and educational attainment.

Study.com (2018). Student Achievement: Definition, Factors & Research Retrieved from https://study.
com/academy/lesson/learner-achievement-definition-factors-research.html
This provides definition of key terms related to learner achievement.

United Nations Relief and Works Agency. (2018). School Based Teacher Development Programme
Transforming classroom practices. Retrieved from https://www.unrwa.org/sbtd
The website provides resources for school-based teacher development which includes literacy
and numeracy.

Victorian Curriculum and Assessment Authority (VCAA), (2018). Literacy learning progressions.
Retrieved from http://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/literacy/intro.
aspx
This presents aspects of literacy expressed in content descriptions and achievement standards.

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TEACHER EDUCATION COUNCIL
Leonor Magtolis Briones Evelyn G. Chavez, Ph.D. Lorina Y. Calingasan, Ph.D.
Secretary Mindanao Zonal Representative Social Studies Subject Representative
Department of Education
Lourdes R. Baetiong, Ph.D. SECRETARIAT
Allan B. De Guzman, Ph.D. Language Subject Representative Runvi V. Manguerra, Ph.D.
Luzon Zonal Representative Executive Director II
Myrna B. Libutaque, Ph.D.
Rita May P. Tagalog, Ph.D. Mathematics Subject Jayson A. Peñafiel
Visayas Zonal Representative Representative Education Program Supervisor

ACKNOWLEDGEMENTS
Glinore Morales Sandra A. Garcia
PROJECT TEAM Beverly Estocapio Eduard O. Gonong
Ruby Gantalao Ryan H. Homan
Gina O. Gonong, Ph.D. Luis Angelo Abergas Glen P. Honrado
Joint Project Team Leader and Director Lyndon Morales Neri D. Mangalindan
PNU-RCTQ Guillen Nabong Amparo M. Muñoz
Ezra de Jesus Natividad V. Nacino
John Pegg, Ph.D. Aufric Alma N. Navarro
Joint Project Team Leader and Director WRITER-COORDINATORS Carlo Donato E. Olivan
UNE-SiMERR Jose Ariel S. Padsoyan
Jennifer E. Lopez Jennifer M. Rojo
Christine Reading, Ph.D. Education Program Supervisor Gemma A. Realo
Senior Research Fellow Region IV-A Neil Vincent C. Sandoval
UNE-SiMERR
Maria Concepcion Beltran - Montenegro EDITOR
Michael Wilson I. Rosero Faculty, Ateneo de Manila University Myrna L. Macalinao, Ph.D.
Senior Research Officer
PNU-RCTQ WRITERS GRAPHICS & LAYOUT ARTIST
Adelyn R. Bartolome Raymond S. Bermudez
Mikkey Mari M. Tuazon Domingo R. Cueto
Research Officer Alfred James A. Ellar AUSTRALIAN EMBASSY
PNU-RCTQ Mark Anthony P. Idang
Gerlie C. Lopez Francesca Lawe-Davies
PNU-RCTQ and UNE-SiMERR National Francis Victor A. Medrano First Secretary-Education
Research Centre May Grace D. Salazar
Shiela Niña Rea-Santes BASIC EDUCATION SECTOR
Jennie V. Jocson, Ph.D. Ryan G. dela Torre TRANSFORMATION (BEST)
Deputy Director, PNU-RCTQ John Paul dela Rosa PROGRAM
Grace Urbien-Salvatus
Allan S. Reyes. Ph.D. Karina Angela C. Celestial Kaye Cox
Senior Program Manager, PNU-RCTQ Arlene M. Hernandez Team Leader
Christian Mespher A. Hernandez
Joy Hardy, Ph.D. Alison Atwell, Ph.D.
Deputy Director, UNE-SiMERR Component Lead
REVIEWERS
Teaching and Learning
Ken Vine, Ph.D. Shirley N. Cerbo
Principal Research Adviser Jerome A. Chavez, Ed.D.
Soledad L. Lecaroz
UNE-SiMERR Mary Leigh Ann C. Perez
Teacher Development Adviser
Vivian I. Buhain, Ed.D.
Support Staff Philip Jay N. Alcoberes, Ph.D.
Allen U. Bautista, Ed.D. Special thanks: All Regional
Silvia Danieli
June Billings Maricel D. Ambid Directors, Superintendents and
Ambrose McDermott Manuel R. Apuli Principals who supported the
Florpina B. Galay
22 project
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achievement in literacy and numeracy skills

MODULE 2

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