FS 2 1ST REVIEWER: FINALS

STRATEGIES FOR PROMOTING LITERACY

AND NUMERACY
One of the target goals specified under Global
Goals 4.6 is to ensure that all youth and a
sustainable proportion of adults, both men and
women, achieve literacy and numeracy by 2030.
To achieve this goal, teachers who serve as
forefront of teaching literacy and numeracy should
be equipped with knowledge on strategies that
promote literacy and numeracy skills.
Literacy and numeracy skills are the
foundational skills that learners need to develop to
succeed in life. These basic skills refer to the
student’s ability to understand the effective use of
language and communication skills (reading,
writing, listening, listening, and speaking) and In 2015, the DepEd issued guidelines on the Early
mathematical concepts (number sense, addition, Language, Literacy, and Numeracy Program:
subtraction, multiplication, division, decimals, Professional Development Component (DepEd
fraction) that are useful in everyday life. Order No. 12) in line with then President Benigno
S. Aquino III’s ten-point agenda that “every child
According to Wyatt-Smith et al. (2011), literacy should be a reader by Grade 1”. Its primary goal is
and numeracy education is core in quality learning to develop the Filipino children’s literacy and
across all phases of schooling and all curriculum numeracy skills and attitudes toward lifelong
areas. This means that the teacher's role in learning.
instigating literacy and numeracy is significant to
improve student's academic performance. STRATEGIES FOR DEVELOPING CRITICAL
Knowing how literacy and numeracy are taught AND CREATIVE THINKING AS WELL AS
under the K-12 curriculum and understanding the HIGHER-ORDER THINKING SKILLS
learner's competence are essential in identifying
Based on Bloom’s taxonomy of cognitive
appropriate strategies to promote literacy and
domain, thinking skills are organized into six
numeracy among the students.
major classes and presented in hierarchical order.
The hierarchical presentation suggests that
learners should master lower level thinking skills
such as knowledge, comprehension, and
application before they can demonstrate HOTS
such as analysis, synthesis, and evaluation.
Anderson and Krathwohl revised Bloom’s
taxonomy of educational objective in 2001.
 understood by the learners as it plays a strategic
role in shaping the formative years of learners.
Mother tongue is used as a medium of
instruction in teaching Mathematics, Araling
Panlipunan, Music Arts, Physical Education
and Health (MAPEH), and Edukasyon sa
Pagpapakatao in Grades 1 and 2. It is also taught
as a separate learning area in Grades 1 and 2 as
provided in DepEd Order No. 31, series of 2013.
Relatively, critical and creative thinking are Aside from mother tongue, Filipino and English are
considered to be HOTS as they require a more also introduced in Grade 1 as separate subjects
complex level of thinking. Critical thinking is the with focus on fluency and as MOIs from Grade 4
ability to make logical, rational, and reasonable onwards.
judgment using HOTS such as analyzing, Relatively, 12 major languages or Lingua Franca
synthesizing, and evaluating before making are specified in DO No. 16, series of 2012 as
conclusions. learning areas and MOIs. These are Tagalog,
Creative thinking, on the other hand, is the ability Kapampangan, Pangasinense, Iloko, Bikol,
to become resourceful, open-minded, innovative, Cebuano, Hiligaynon, Waray, Tausug,
and adaptive in addressing problems; it involves Maguindanaoan, Maranao, and Chabacano.
HOTS such as analyzing, designing, composing, In addition, seven other languages were
and constructing to generate ideas or create identified as MOIs in various regions per DO
something new. No. 28, s. 2013. These are Ybanaq (Region II -
The following are some of the strategies to Tuguegarao City, Cagayan, Isabela), Ivatan
enhance HOTS of students as suggested by (Region II- Batanes Group of Islands), Sambal
Collins (2014): (Region III - Zambales), Aklanon (Region VI-Aklan,
Capiz), Kinaray-a (Region VI- Capiz, Aklan), Yakan
1. teach the language and concept of higher-order (ARMM (Basilan), and Surigaonon (CARAGA-
thinking; Surigao City and provinces).
2. encourage questioning and discussion to tap Mother tongue, Filipino, and English as M the K-12
into particular HOTS; curriculum with focus on oral language, phonology
knowledge, alphabet knowledge, phonics and
3. teach subject concepts to connect students;
word recognition, fluent and composition, grammar
4. provide scaffolding by giving student support at awareness and structure, vocabulary
the beginning of the development, comprehension, listening
comprehension, attitudes towards language,
lesson such as visuals, graphic organizers, and
literacy and literature, and study strategies.
problem-solving tasks; and
CLASSROOM COMMUNICATION STRATEGIES
5. encourage higher-order thinking to foster deep
conceptual understanding. Communication skill is one of the 21st century
competencies that every student need It is
Mother Tongue, Filipino, and English in
essential in exchanging information between
Teaching and Learning
people. Communication makes teaching and
Mother Tongue Based-Multilingual Education learning easier. Communication may occur
(MTB-MLE) under the K-12 basic education between individuals, groups, organizations, and
program was institutionalized in 2009 through DO social classes regardless of their complexities,
No. 74, series of 2009. MTB-MLE aims to distance, space, and time (Rosengren 2000). In a
improve the students' learning as well as their classroom setting where the teacher usually plays
cultural awareness by understanding the the role as conveyor of message or information,
language. Section 4 of the Republic Act No. his or her ability to communicate with the
10533, otherwise known as The Enhanced Basic learners is very essential in order to engage
Education Act of 2013, provides that basic them in class discussion.
education should be delivered in languages
According to Rocci and de Saussure (2016), that certain needs are met. Students will have a
verbal communication is arguably the most difficult time focusing in their studies if their minds
pervasive form of communication especially in the are preoccupied with matters other than the lesson
huge gamut of communication phenomenon where being taught.
spoken and written language combines with other
Psychologist Abraham Maslow - formulated a
modalities such as gestures and pictures.
hierarchy of need states that each level should be
There are two known forms of verbal fulfilled in order to progress to the next stage. Two
communication: of the basic needs identified by Maslow are
security and safety. Students should be in an
1. Oral Communication - a communication
environment where they are free to move, talk, and
through spoken words done face-to-face in video
interact with others without compromising their
chat, or on a telephone call.
physical, psychological, and emotional health.
2. Written Communication - a communication
Burleson and Thorin, 2014 – This can be done by
through the use of written or printed documents,
making sure that routines are established, rules
emails, fax messages, SMS/text messages, or
are clearly defined, and policies are explicitly
online messaging/chat.
explained. Knowing what to expect provides
Non-verbal communication, on the other hand, students an opportunity to manage behavior as
is the process of communication that does, any they deem fit in a predictable learning
oral or written words. Communication in this form environment.
takes place with the use of signals, behaviors,
FAIR LEARNING ENVIRONMENT
expressions, or movements
The goal of any teacher is to provide the students
Hall and Knapp (2013) identify the modalities of
with a safe learning environment. To make
non-verbal communications in the following forms:
students feel safe, they should be allowed to be
1. facial behavior themselves, make mistakes, and be in an
environment that is fair. A fair learning environment
2. vocal behavior does not espouse teaching that uses the same
3. gesture and body movement mode of delivery for all lessons or topics. It also
does not impose the same for all students.
4. eye behavior
Furthermore, it does not provide students the
5. face and body physiognomy (nonverbal cues for same academic experiences all the time. On the
trait impressions) contrary, a fair learning environment provides
students with lessons, strategies, and challenges
6. proxemics and haptic interaction (the closeness
that will address their individual needs. Inequalities
continuum)
in the classroom often occur when the teacher
gives utmost importance to academic
achievements, thereby alienating other students
LEARNER SAFETY AND SECURITY who are not as gifted academically.
Bernard, 2012 – Learning environment refers to (Spratt and Florian 2013) - A fair learning
any context in which learning is supposed to take environment uses an inclusive pedagogy where
place. It may refer to a physical space like a students are provided with varied experiences,
classroom, laboratory, or any room. It may also activities, and opportunities.
refer to a non-formal learning environment such
as distance learning and online or virtual learning Inclusive pedagogy as espoused by Hart et al.
where the teaching-learning process occurs. (2004) promotes a fair learning environment
because it gives the students a chance to learn
In other words, learning environment is more than from a range of opportunities and experiences
just physical components. It refers to any space provided by the teacher.
where the needs of learners are addressed,
interactions occur, and relationships are In other words, the teacher should adopt various
established in order for learning to effectively take teaching techniques to suit the different learning
place. capabilities of the students.

Hannah, 2013 – Environment plays a vital role in

learning. For learning to take place, it is important
MANAGEMENT OF CLASSROOM STRUCTURE The teacher should also make it a point to move
AND ACTIVITIES around the room. This will not only give the
students more opportunities to interact with the
According to Robert Sommer (1977), the
teacher, but it will also encourage students to
classroom layout depends on the teacher's
interact with one another.
philosophy, objectives, activities, and priorities.
The tendency of students when the teacher is in
Teachers who believe that children learn best by
front of the room is to direct their questions and
listening usually arrange desks and chairs in rows
answers to the teacher.
and columns.
(Hollander 2002) - It is important that the teacher
On the other hand, teachers who believe that
gives the students the opportunity to ask or even
students should collaborate and communicate
converse with each other.
arrange desks and tables in clusters.
Lastly, the teacher should explore various teaching
Aside from the teacher's philosophy, learning
strategies to ensure that all the students can
activities also affect how the physical space is set
participate actively. The teacher should make sure
up. If the activity requires students to work
that the students can answer or discuss the lesson
together, then there should be areas where they
after a concept is introduced. By anticipating this,
can work as a group.
the students are more likely to be attentive.
(Fernandes et al. 2011) - However, if students
(Hollander 2002) - The teacher can also engage
need to do their work individually, then the chairs
the students in other non-threatening activities
and tables should be arranged in rows and
involving small groups, pairs, or triads. These will
columns.
allow students who are not confident talking in front
(Earp 2017) - Finally, the classroom setup should of the whole class to participate.
also account for behavior management. Students
PROMOTION OF PURPOSIVE LEARNING
who need special attention should be strategically
placed in front so that they can be attended to Edward Chance Tollman made significant
immediately. contributions in the field of cognitive psychology.
He conducted various studies on learning and
motivation.
SUPPORT FOR LEARNER PARTICIPATION
His revolutionary differs from other behaviorists in
There are various ways to improve student the sense that he believes that there are internal
participation in class discussions and activities. factors such as psychology.

First, the teacher needs the students to (Hergenhahn 2009) - He conducted various
understand that participation is a collective studies on learning and motivation. His
undertaking of the class and that their contribution revolutionary views cognitive maps and
can help in the learning process (Hollander 2002). physiological drives that prompt behavior

If the students are given the opportunity to share Unlike other behaviorists, Tollman did not believe
what they know and show what they can do, and if in introspection and rejected anything that cannot
they are recognized for their efforts, they will be observed. He researched on purposive or goal-
realize that their contributions matter. directed behavior in animals and humans.

Likewise, teachers should also make sure that the Although most of his studies involved rats, he was
learning environment is conducive to participation. able to find out that humans like animals, are
The physical setup should make it easy for constantly learning with or without motivation or
students to communicate with the teacher and their reinforcement. Tollman colleagues studied the
classmates. behavior of white rats in a maze.

Various ways of arranging the classroom layout The first group of rats was permitted to move
should be explored to make sure that the students around the maze without reinforcement.
are facing not only the teacher but also their
The second group of rats was rewarded on they
classmates.
were able to find their way through the maze.
The third group of rats was only rewarded after The teacher uses a variety of skills and strategies
the tenth day of experiment. to make their students become interested and
engaged in the learning process. By managing the
Comparing the three groups of rats, the second
class, the teacher is able to fulfill his or her role
group of rats had fewer mistakes as the
better.
researchers predicted.
Thus, classroom management is essential in
However, the third group of rats also manifested
ensuring an effective learning environment (Lynch
fewer mistakes when given a reward. This only
2016). The teachers need to provide a venue
suggests that from the onset, the third group of rats
where the students' potentials will be maximized to
had been forming mental maps of the environment.
the fullest.
It was only when they were rewarded that they
manifested their learnings. As a manager, the teacher plays a significant role
in providing a learning environment that would
Tollman calls this "latent learning" because
satisfy and meet the needs and interests of the
learning is only manifested when the right
students.
conditions are given. Propelling students' behavior
to learn becomes purposive in an ideal learning William Glasser (1999) proposes that behavior is
environment. When the rats exhibited fewer propelled by an inherent need to satisfy five basic
mistakes when given rewards, learning became needs: the need to love and belong, the need to
purposive (Pickren and Rutherford 2010). survive, the need to feel empowered, to need to be
free, and the need to be happy.
Teachers should always remember that learning is
purposive and that students are constantly Glasser's Choice Theory suggests that students
learning. When they observe, they learn. behave according to how their needs will be
fulfilled and satisfied, Thus, it is essential that the
As students observe, they form mental
teacher establishes a relationship with the
representations of expectations, processes, and
students to be able to address their individual
consequences of their actions.
needs.
As such, to promote learning, teachers should
It is only by being able to establish a positive
provide students with opportunities to observe a
relationship with the students that the teacher can
behavior or a task.
motivate them to stay focused and engaged.
Thus, the learning environment should provide
The teacher who believes in this theory provides
avenues for students to observe.
the students with activities that will enable them to
This kind of informal learning allows students to take charge of their own learning and apply what
form cognitive maps that enable them to make a they have learned until mastery is achieved.
mental representation of a specific situation,
B.F. Skinner (1982) suggests that the teacher
discover the behavior that is appropriate for that
manage the students' behavior through rewards
situation, and perform the expected outcomes.
and punishment.
MANAGEMENT OF LEARNER BEHAVIOR
According to Skinner, the teacher reinforces good
Managing the learner's behavior properly is an behavior by giving external rewards like praises,
immense challenge to teachers. The learner's prizes, or good grades.
behavior, unless assessed with exceptionalities or
On the other hand, if students are deprived of
with special education needs, is basically
rewards that they find appealing, their behavior is
influenced by the reaction to external stimuli, such
likewise regulated.
as learning environment, classroom activities,
teacher's behavior, and even the behavior of other The teacher who follows this theory always make
learners. sure that the good behavior is acknowledged in
order for that behaviour to be repeated.
At times, the behavior of students may be
unpredictable, making a situation difficult for In contrast, Alfie Kohn (2006) believes that
teachers to manage instances, teachers use students' behavior can be managed well if they are
different pedagogical techniques to manage given the opportunity to satisfy their curiosity. In
learner behavior. this theory, Kohn suggests that students be given
the freedom to pursue concepts that interest them
instead of imposing predetermine lessons on
them.
When students are engaged in learning the
concepts of their choice, they become more
involved in their own learning.
Teachers, according to Kohn, need not use grades
or external rewards to motivate students.
Students learn because they see the relevance of
what they are learning in their own lives.