learning experiences for literacy learners

7/30/2019 Learning Experiences For Literacy Learners

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LEARNING EXPERIENCES

FOR

LITERACY LEARNERS


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What Do I Know?

As a literacy volunteer, what ideas can yougive or share on these following topics?

1. Who may be in your literacy class?

2. What do you know about your learners?

3. What lessons will you prepare for your learners?

4. What materials will you plan and prepare?

5. How will you find out if your learners learn what you

want then to learn?


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What Do I Want To Know?

A teacher plans a curriculum for his/her learners.

The curriculum includes experiences that are

systematically planned.

On mothers who do not know how to read nor

write, what will you teach them?

If your literacy class is made up of high school

drop-outs, what literacy activities will you plan for them?


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Curriculum refers to all the planned

experiences, which the learners may beexposed to, in order to learn the things you

want them to learn.

The literacy teacher and/or volunteer must

have a guide which will include all the learning

experiences which the literacy learners may be

exposed to, in order to achieve the desiredlearning goals.


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Usually, a curriculum guide specifies:

A statement of aims and of specificobjectives or the learning goals or desired

outcomes.

An example of an aim is:

Learners should be able to fill out an

application form for job (for out-of-schoolyouth learners).


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The content or scope and nature ofthe materials to be studied or different

activities to attain objectives.

- learning activities- testing/evaluating activities


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A sample guide typically has this

structure:

___________________________

Lesson

Learners: Out-of-school youth learners

Objectives:

To be able to fill out an application form for a job.Content / Materials Learning Activities Evaluation

FILLING OUT JOB

APPLICATION

FORMS

Materials:

Sample application

forms

A. Learning the parts

of the forms

- Personal

information- Job experiences

- etc.

B. Interpreting items

in the form

Filling out a sampleform


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Sample LessonLesson: Going to a Store

Learners: Preschoolers

Objectives: Identify things found in different kinds of store

Associate pictures with their names

Write the correct initial letter forms of the given words

Group things found in the store according to their beginning letters

Content/Materials Learning Activities Evaluation

Content: Names of ThingsSold in a Store

Initial Letters ofWords

Grouping Words

according to their Initial

Letters

A. Introduction1. Teacher presents

the picture of a

store.2. Asks pupils what

comes in their mind

when they see the

presented place?

1. Conduct a group

game. Let the pupils

group the items

found in the storeaccording to their

initial letters.


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MaterialsPicture of

a store

Picture or

real itemsbeing sold in

a store

Flashcards

3. Focus the pupils attention on the things

being sold or bought in the store.

B. Activities/Lesson Proper1. Teacher narrates a story about a girl who

goes along with her mother to a store.

2. Focus the pupils attention to the items,

which one can buy in a store.

3. A picture or a real sample of the item

may be presented top the class.

4. Assists the pupils in remembering the

names of the items.5. Teacher may use the flashcards in

presenting the names of the item sold in

the store.

6. Hold a discussion. Teacher may ask:

Where did mother and the girl go?

What can one buy in a store?

7. Focus on the names of the items foundin the store

8. Ask the pupils to name the initial letters

of these items

9. Let the pupils classify or group these

words based on their initial letters.

10. Hold a drill.

2. Present the

following pictures

found in the store

and let the pupils

write their initialletters.

3. Let the pupils say

and write the initial

letters of these

words:

catsup

shampoo

eggs

detergent

deodorant oilbutter softener

soap milk

canned goods

sponge


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What Did I Learn? Activity 1

Directions: Write True if the sentence tells something correct and write False if the

sentence tells something wrong.

_____1. Curriculum refers to the planned experiences which the learner may be exposed

in the classroom only.

_____2. The terms program, plan or guide can be used instead of curriculum.

_____3. The activities in a literacy class should be based on the characteristics and needs

of its learners.

_____4. The following usually compose a curriculumobjectives, contents, learning

activities, and evaluation.

_____5. Learning activities include the manner and materials to find out how the learners

benefited from the program.

_____6. Teacher-made tests, workbook exercises, graded recitations are evaluation tools.


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Directions: Match the terms in column A with their meanings incolumn B.

7.

8.

9

10.

A B

aims and objectives

contents

Learning activities

evaluation

the learning goals or desired

outcomes

certain patterns of learningand teaching

the manner and materials to

find out how the learnersbenefited from the program

the scope and nature of the

materials to be studied


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Activity 1.1Directions: Identify which are being described. Choose from the words listed inthe box.

1. The learning experiences which the teacher conveys to his/her

learners in the form of lessons, activities, resources and evaluationtools make-up the _____________.

2. Teacher-made tests, workbooks, exercises, graded recitations areamong the _____________ which are used to find out how thelearners benefited from the program.

3. Curriculum refers to all planned experiences which the learners maybe exposed to in and outside the _____________ in order to achievethe learning goals.

4. The learning goals or desired outcomes are also known as the____________.

5. The activities in a literacy class should be based on the characteristics

and needs of its ______________.

Learning Activities Curriculum Evaluation

Aims or objectives Evaluation tools types

Classroom learners experiences


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learning experiences for literacy learners

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