PPST 1.

4 Strategies for promoting literacy and numeracy

Module 1: Strategies
for Promoting Literacy
and Numeracy

Written by:

Dr. Maria Teresa L. Manicio

PNU Academic Year 2021 - 2022
 Priority Strand Training Module for PPST 1.4

INTRODUCTION
The module focuses on PPST Domain 1: Content Knowledge and Pedagogy, particularly on Priority Strand
1.4: Strategies for promoting literacy and numeracy. The training content centers on the importance of
understanding issues and concerns in developing literacy and numeracy skills. The intention is to recognize
problems and determine strategic solutions toward developing self-directed and successful learning.
Readings and discussions cover three relevant practitioner driven questions: (1) How can lifelong learning
perspective shape literacy education and numeracy instruction? (2) How can literacy and numeracy
instruction be designed for meaningful learning? and (3) What can be done to ensure that students become
self-directed and successful when they read, write, think, and learn?
Thorough and insightful discussions situated in contexts of practice will be facilitated to inform the Job-
Embedded Learning task specific to PPST Career Stages 2 and 3. Proficient Teachers are expected to identify
appropriate instructional strategies for improving literacy, while Highly Proficient Teachers are tasked to
complete an action plan on intervention programs for literacy development.

TRAINING OUTCOMES
1. Demonstrate an insightful understanding of the wider educational context through examining
current trends and issues in teaching and learning.

2. Demonstrate an insightful understanding of the wider educational context through examining

current trends and issues in teaching and learning.

3. Enrich professional development through strengthening linkages and reflecting on personal

growth

PRIORITY STRAND
Domain PPST Domain 1: Content Knowledge and Pedagogy

Priority Strand Strand 1.4 Strategies for promoting literacy and numeracy

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MODULE OBJECTIVES
The participants are expected to:

1. engage in practitioner-driven inquiry on relevant issues in developing literacy and numeracy skills;
2. identify relevant concerns and suggest practicable solutions that relate to essential components of
content literacy and numeracy instruction in the different learning areas
3. propose instructional strategies, intervention measure, and/or innovation programs toward developing
critical literacy and numeracy skills; and
4. reflect on professional roles that contribute to promoting literacy and numeracy.

JOB-EMBEDDED LEARNING OUTPUT

Career Stage 2: Annotated Lesson Plan highlighting instructional strategies, materials, and
resources for improving literacy and numeracy skills

Career Stage 3: Action Plan for an Intervention Program to address specific needs in improving
literacy and numeracy skills.

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LEARNING EXPERIENCES
READ Foundational Knowledge
How can an expanding view of literacy and a lifelong learning perspective shape policies
and strategies for literacy education and numeracy development?

“The emphasis on the need to contextualise literacy and frame it as a social practice –
what is required to be “literate” can differ depending on the context and what an
individual aspires to do with his or her reading and writing skills – has led to a certain
degree of relativity of the literacy concept” (Hanemann, 2016, p. 14).
The conversation on literacy and numeracy instruction can start with an inquiry on “what
it means to be literate.” With an expanding knowledge on literacies for 21st century
learning, our definition of literacy and numeracy will more likely fall on a continuum from
traditional, emerging, to new understandings. The highly context-specific perspectives
are not bad, but a consensus can help inform an inclusive approach to teaching and
learning.
Examining a specific approach to promoting literacy and numeracy is the focus of the
reading task. The featured text by Hanemann (2016) offers a lifelong learning approach
to literacy and numeracy. In the paper, she discusses this perspective backed by
Sustainable Development Goals for education.
Salient points form the reading emphasize expanding the notion of literacy trough deeper
understanding, ensuring achievement of literacy and numeracy through integrated
teaching approaches, and empowering families and the community through life-wide
learning.
As you read the text, look into your own contexts and reflect on how your school and
community can help shape literacy education and numeracy development toward lifelong
learning.

Download copy of the text from the PST for Teachers Resource Folder.
Hanemann, U. (2016). Shaping the literacy agenda from a lifelong learning perspective.
Adult Education & Development. International Cooperation of the German Adult
Education Association. 14-17.

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Contextualized Topic
What are the concerns in promoting literacy and numeracy?

The following annotations present pressing issues in developing literacy and numeracy
in basic education. Relevant facts and claims in these empirical and opinion articles are
situated in the Philippines. You may find these relatable as they may also reflect realities
in your context of practice.

As you examine the concerns presented, note your insights on contextual and systemic
factors that contribute to the challenges. Reflect on possible actions that education
stakeholders can take to better prepare learners for life.

Concern 1: Parents’ Practices and Attitudes

Cheung, S. K., Yang, X., Dulay, K. M., & McBride, C. (2018). Family and individual
variables associated with young Filipino children’s numeracy interest and competence.
British Journal of Developmental Psychology, 36, 334–353.

The study looked into the correlation of family and individual variables with numeracy
interest and competence of 673 Filipino children from low- to middle-income families in
Cebu City, Philippines. The researchers used a parent questionnaire to gather data on
children’s demographics, parents’ practices and attitudes, and children’s numeracy
interest. The children were also individually tested on their literacy and numeracy
competence.

Data reflected relative correlation between individual variables (i.e., age, gender,
attendance to preschool, SES, literacy abilities, parents’ practices, and parents’ attitudes)
and children’s numeracy interest and competence. The researchers also used their
proposed model of numeracy interest and numeracy competence explained by
demographics. The analysis revealed that children’s numeracy interest significantly
connected to parents’ practices and attitudes. Parents’ practices refer to engaging children
in home activities like reading books on numbers. Parents’ attitudes involve perceived
self-efficacy in teaching their children numeracy, perceived roles in numeracy learning,
and perceived value of play in numeracy learning.

Apart from highlighting family variables, equally relevant findings point to the contribution
of individual variables to numeracy interest and competence. Attitudes towards
mathematics were related to children’s experiences in doing math activities. Availability
of numeracy resources and engaging in numeracy play at home, confidence of parents to
teach numeracy, and opportunities to practice numeracy skills in everyday activities are
relative to children’s individual experiences.

The findings prompt intervention programs for both parents and children. Parents can
benefit from sustainable programs that help them recognize their roles in teaching
numeracy to their children. What home resources and activities can be explored? How
can positive attitude towards numeracy be developed in the home environment?

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Equipping parents with this knowledge can also give them confidence and favorable
attitude toward their valuable roles in the children’s numeracy development. Moreover,
intervention programs for children from economically challenged backgrounds need
special attention. The inequity caused by limited and/or lack of access to quality resources
and services may be bridged through more directed programs that address the specific
needs of underprivileged children.

Questions to reflect on:

Do learners and parents in your context share similar demographics, perspectives, and
experiences?

Given that family and individual variables impact numeracy development, what specific
measures can be taken to bridge existing gaps?

Concern 2: Performance in Global Assessments (TIMMS and PISA)

Raya, R. (18 July 2021). PISA, TIMSS, and quality education. Business World. Retrieved
from https://www.bworldonline.com/opinion/2021/07/18/383211/pisa-timss-and-
quality-education/

PISA (Program for International Student Assessment) and TIMMS (Trends in International
Mathematics and Science Study) are global large-scale assessments that measure and
rank educational achievement of students from different countries. The dismal
performance of our learners in recent years evidently reflects the education crisis in the
country.

However, the poor results also inform continuing reforms in the basic education system.
Raya (2021) asserts, “pointing fingers at anyone does not help. The DepEd would rather
have all hands on deck to collectively work out solutions.” He calls for “more bold and
decisive actions” to ensure quality education. More specifically, Raya (2021) suggests
spending more for education, making school experiences “interesting, inspiring, and
encouraging, more caring and collaborative, less punitive.” He also stresses that
“touching base with learners and education stakeholders can go a long way to understand
the metrics behind quality.”

Question to reflect on:

What decisive actions can education stakeholders take to:

1. make school experiences interesting, inspiring, encouraging, more caring and
collaborative; and
2. touch base with learners and education stakeholders?

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Concern 3: Accessibility and Enjoyment

Lee, G. (July/August 2015). Reading in the Philippines. Literacy Today, 32-34.

The Philippines prides itself with high functional literacy rate. 97.5% of 68 million Filipinos
holds a basic literacy level according to the 2010 National Census. This high literacy rate
may be partly attributed to economic reasons. Filipinos find job opportunities abroad;
accordingly, they view literacy skills as necessary for employment. Increasing literacy
rates can also be due to the improving initiatives on teacher training, instructional
materials development, and effective reading programs.

However, despite impressive numbers on literacy rates, we still find it common for
learners to casually admit that they don’t like reading. Lee (2015) claims that there are
still things that need to be done to promoting love for reading. She advocates for
sustained teacher professional development programs on literacy instruction. Another
concern is ensuring accessibility and updating of our library systems through establishing
more public libraries and recruiting qualified library managers. Problems on cost and
distribution of books and resources in both urban and rural places must also be
addressed.

Questions to reflect on:

The article identified two concerns that need to be addressed: (1) accessibility to books
and libraries and (2) promoting love for reading. Does your context face similar
concerns? What concrete actions can be taken to address them?

Concern 4: Approach to Literacy Programs

Christina, R. & Vibogradova, E. (2017). Differentiation of effect across systemic literacy
programs in Rwanda, the Philippines, and Senegal. In A. Gove, A. Mora, & P. McCardle
(Eds.), Progress toward a literate world: Early reading interventions in low-income
countries, New Directions for Child and Adolescent Development, 155, 51–65.

The study discussed an evaluation of the implementation of early grade literacy programs
in three low-income countries (Rwanda, Senegal, and the Philippines). This annotation
only covers the report specific to the Philippines’ Basa Pilipinas program.

Funded by the U.S. Agency for International Development (USAID), Basa Pilipinas is a
primary grades trilingual curriculum program implemented by the Department of
Education from 2012-2016. The program provided resources to support teachers in
teaching reading with comprehension in mother tongue, Filipino, and English. Materials
on literacy instruction for teaching, teacher training, and research were developed.

Data on learners’ reading skills and teacher performance were collected to describe the
localized approach to the literacy program. Learner data included pre- and post-
assessment of sampled grade 2 pupils after a nine-month intervention. Results showed

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significant improvement for the intervention group. The gains are evident in fluency,
dictation, listening, and reading comprehension. The favorable results were associated
with significant factors including: (1) effectiveness of small group or one-on-one reading
activities, (2) good home literacy environment, (3) inclusive and interactive teaching
methods, and (4) interaction between mother tongue and language of instruction.

The researchers identified key lessons that may be gleaned from the findings. First, there
is value in data-driven practice. Providing data access enables informed efforts from
personnel in the different levels of the system. Second, higher intensity of engagement
in literacy-focused instruction has evident impact. More hours of quality exposure to
literacy instruction proved to be beneficial. Third, integrated teaching methodology is
important. Explicit skills and content integration allow for holistic literacy development.
Learning materials and environment that encourage active learner participation also
make a difference. Last, sustainability can be ensured through systemic support. Establish
systems on supporting good teaching, providing quality materials, and giving incentives
to human resource can ensure accountability and sustainability.

Questions to reflect on:

The following factors toward a successful approach to literacy programs were noted in
the report on Basa Pilipinas:
1. Role of languages in literacy instruction
2. Impact of explicit and integrated literacy-focused instructional methods
3. More high-quality exposure to literacy instruction
4. Support systems for sustainability and accountability

Guided by these factors, what concrete strategies can be implemented to ensure

successful literacy programs in your context?

Please download the articles from the PST for Teachers Resource Folder to read the full
text. The opinion article in Concern 2 may be accessed through the link provided.

Strategies
How can literacy and numeracy instruction be designed for meaningful learning?

The concerns covered in the readings point to the need for literacy and numeracy
instruction that involve opportunities for meaningful learning. Examine the following
extracts to infer principles and strategies in designing meaningful learning experiences to
promote literacy and numeracy development. More specifically, explore possibilities of
in developing content-specific literacy skills, content and skills integration through
project-based learning, and transforming old unit plans to integrate multiliteracies.

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Extract 1: Kindergarten Lesson on “Transportation around the World”

Source: Alleman & Brophy (2002) as cited in Mindes, G. (2006). Teaching children Social
Studies. Praeger Publishers. pp. 84-85

Monday After a neighborhood walk or focused observation from classroom

windows, children can discuss how people travel.
Then they can select pictures showing local transportation as well as
modes of travel throughout the world (elephant, canoe).
Look also for photographs of local travel children might not readily
identify (e.g., horse or elephant) and common modes of transportation
elsewhere (e.g., tuk tuk in Thailand). Have globe/map to refer to as you
discuss countries and religions.
Tuesday Using pictures previously displayed on the bulletin board, ask children
how transportation around the world is similar and different (raise
hands and tally perspectives). Discuss examples.
Wednesday Ask children how they travel with their families (car, bus, plane). It takes
money to travel those ways. Why? How would they travel if they didn’t
have money? If their religion didn’t allow it? How would climate
influence the ways they would travel? Discuss.
Thursday Read “From Camel Cart to Canoe” (Noona, 1992). Use the globe and
consider transportation in other countries. What is alike? What is
different? Why?
Friday Give children a selection of photos of transportation throughout the
world. Each will choose two to glue onto paper and dictate whether
people travel that way because of climate, geography, money, tourism,
custom.
Discuss: Are we more alike or different?

Extract 2: Grade 5-7 Math Project “Comic Book Algebra”

Source: Buck Institute for Education. (n.d.). myPBLworks.
https://my.pblworks.org/project/comic-book-algebra

Driving Question: How can we as comic book designers build superhero worlds that
teach others about math?
Project Summary:
Although the worlds of comic book superheroes are fantastical, they are also filled with
complex mathematical problems to solve, such as “How many aliens will have come

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through the portal before Shuri manages to close it?” “How many people can Iron Man
rescue before the building explodes?”
In this project, students are challenged by a comic book publisher to create an engaging
and mathematically meaningful comic book that will teach others about algebraic
reasoning and mathematical modeling. Students explore the imaginary world(s) of
superheroes in order to generate problems that their favorite characters might face.
They model these problems using algebraic expressions or equations and use these
ideas to create their own algebra comic books. Throughout the project, students will
reflect on the ways in which the problems they create in their comic books mirror real-
life situations.

Extract 3: Grade 9 English Viewing Comprehension Activity

Source: Manicio, M.T.L. (2021)
Learners: Grade 9
Competency: G9 Q3 Viewing Comprehension
Interpret the message conveyed in a material viewed.
Provide critical feedback to the idea presented in the material
viewed.
Skills Viewing, Reading, and Speaking
Integration:
Theme: The Fast Food Industry and How It Changed How People Eat
Media Texts: Ad Campaigns (Videos), Magazine Article, AdBusters
Materials: Viewing Worksheet and Digital Story Board Template
Procedure: 1. Student will view three ad campaigns of a fast food chain.
These ads come from three different countries. Present
Viewing Worksheet 1 below to guide students in the viewing
task.

What do I think What is the

Who are the
Ad Campaign (or feel) about obvious
people in this?
this? message in this?
Kita-kits pa rin
sa McDo
(Philippines)
Thank you for
driving thru
(USA)
The Gift
(United
Kingdom)

2. After viewing, elicit students’ responses in Viewing Worksheet

1 which intends to focus analysis on the evident messaging in
the ads.

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3. Have students examine design elements that contribute to the

messaging in the ads. Use Viewing Worksheet below:

What is the Describe the design element that made the

Ad most scene memorable.
Campaigns memorable Spoken Written
Characters Music
scene? Text Text

4. The ads relatively present positive messaging that highlight

themes on family and friendships. To criticize this positive
messaging, have students analyze the adbusters below.
Interpreting the adbusters can focus on the issue of unhealthy
eating habits which can be associated to fast food.

5. Have students read the article “Fast Food World: The

Hamburger Comes of Age” by William P. Ancker (2022). Discuss
the text through the following guide questions:

a. What does the article say about:

- the history of fast food?
- the formula behind the success of the fast-food
industry?
- the globalization of fast food?
b. What alternative view about fast food is discussed in the
text?

6. Have students work in small groups. They will recreate the fast
food ad campaigns viewed through accomplishing the digital
storyboard template below.

Reimagining (title of ad here)

*Students recreate one ad campaign from the three media texts viewed.
Image Description/ Image Description/ Image Description/
Drawing: Drawing: Drawing:

Image Credit: Image Credit: Image Credit:

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Spoken Text: Spoken Text: Spoken Text:

Written Text: Written Text: Written Text:

Music/Sounds: Music/Sounds: Music/Sounds:

SHARE Program Plenary Session

Draw
What does it mean to be literate?
Which among the following teacher statements best capture your view of literacy?
Choose one.
A. Literacy is closely associated with communication, reading, and writing.
B. Literacy is reading, writing, speaking, listening, as well as basic thinking and
understanding how to read and interpret images.
C. Literacy is the ability to take information, interpret and understand it, in order to
make new meaning and information out of it.

Where does our view of literacy fall in this continuum?

Traditional Emerging New

Conception Conception Conception

Interpret
Considering the lifelong learning perspective, what key words can capture an expanding
view of literacy? (Please participate in the menti word cloud here.)
How can an expanding view of literacy and a lifelong learning perspective shape policies
and strategies for literacy education and numeracy development?

Resolve
The readings highlighted four concerns in promoting literacy and numeracy:
Concern 1: Parents’ Practices and Attitudes
Concern 2: Performance in Global Assessments
Concern 3: Accessibility and Enjoyment
Concern 4: Approach to Literacy Programs

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Share your best practices.

Which of the identified concerns are most evident in your context of practice?
What measures have already been done to address these concerns?

Explain
What strategies and principles in instructional planning can ensure meaningful learning in
literacy and numeracy instruction?
After examining the lesson extracts in Strategies section, what specific strategies have
you inferred? How workable will these strategies be in your context?

Principles Strategies

Developing content-specific literacy skills

Integrating content and skills through

project-based and problem-based learning

Integrating multiliteracies pedagogy

Career Stage Differentiation Discussion
Consider
How can concerns on literacy and numeracy be addressed?
You will be asked to discuss in Breakout Rooms and document your input in the
Discussion Summary table below. Go back to your answers to these questions raised in
the readings in Contextualized Topics.
Concern 1: Parents’ Practices and Attitudes
Given that family and individual variables impact numeracy development, what specific
measures can be taken to bridge existing gaps?
Concern 2: Performance in Global Assessments
What decisive actions can education stakeholders take to: (1) make school experiences
interesting, inspiring, encouraging, more caring and collaborative; and (2) touch base
with learners and education stakeholders?
Concern 3: Accessibility and Enjoyment
What concrete actions can be taken to address concerns on: 1) accessibility to books
and libraries and (2) promoting love for reading?
Concern 4: Approach to Literacy Programs
Guided by the following factors, what concrete strategies can be implemented to
ensure successful literacy programs in your context?
1. Role of languages in literacy instruction

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2. Impact of explicit and integrated literacy-focused instructional methods

3. More high-quality exposure to literacy instruction
4. Support systems for sustainability and accountability

CAREER STAGE 2 Discussion Summary

Career Stage 2
Identify specific
Suggest instructional
Challenges in Promoting challenges that are
strategies or methods to
Literacy and Numeracy evident in your
address the identified
context.
challenges.
Concern 1: Parents’
Practices and Attitudes
Concern 2: Performance in
Global Assessments
Concern 3: Accessibility and
Enjoyment
Concern 4: Approach to
Literacy Programs

CAREER STAGE 3 Discussion Summary

Identify specific Career Stage 3
Challenges in Promoting
challenges that are Suggest intervention or
Literacy and Numeracy
evident in your context. innovation plans
Concern 1: Parents’
Practices and Attitudes
Concern 2: Performance in
Global Assessments
Concern 3: Accessibility
and Enjoyment
Concern 4: Approach to
Literacy Programs

Transform
Presentation of Discussion Summary.
1. Rapporteurs from Breakout Rooms will present their discussion highlights.
2. Facilitator will synthesize the key points shared by the groups.
3. Selected participants will share Takeaways based on the discussions.

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VALUE ▪ Why is it important for teachers to pay attention to concerns in literacy

education and numeracy instruction?
▪ How can we promote lifelong learning through our teaching practice?
▪ What actions can we take to develop “literate families,” “literate communities,”
and “literate societies”?
PRODUCE The insights and best practices you have gleaned from the readings and discussion in this
module will be put in the context of practice through your Job-Embedded Learning task
specific to PPST Career Stages. Proficient Teachers (Career Stage 2) are expected to
identify appropriate instructional strategies for improving literacy through annotating a
lesson plan. Highly Proficient Teachers (Career Stage 3) are tasked to complete an action
plan on intervention programs for literacy development.
Career Prepare an Annotated Lesson Plan highlighting instructional strategies,
Stage 2 materials, and resources for improving literacy and numeracy skills.
1. Revisit a lesson plan you have made. Look into aspects of the plan
which you can transform in order to address literacy and numeracy
development.
2. Annotate the lesson plan by highlighting specific activities,
instructional materials, and/or assessment tasks that contribute to
developing literacy and/or numeracy skills toward lifelong learning.
3. Work on a Word document and provide annotations by inserting
Comments.
4. Instructions on submission of outputs will be provided by the
Training Facilitator.
Prepare an Action Plan on designing and implementing an intervention
Career
program to address specific needs in improving literacy and numeracy
Stage 3
skills.
1. Prepare an Action Plan on a program that will address a particular
concern on promoting literacy and numeracy skills. The
intervention program can involve innovative instructional
approaches, school-wide initiatives, teacher development activities,
and/or community involvement.
2. Use the action plan template below to describe your intervention
program.
Program Title:
Target Stakeholders: (Learners/Teachers/Parents)
Success Persons
Goal Activities Resources Timeline
indicator Involved

3. Instructions on submission of outputs will be provided by the

Training Facilitator.

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