literacy and numeracy

1. ON PROMOTING
LITERACY AND
NUMERACY
SKILLS IN THE
CLASSROOM USING
CLASSPOINT APPLICATION
SHERWIN I. DIALA
March 16, 2023
2:00PM

2. SESSION OBJECTIVES:
TERMINAL OBJECTIVE:
 Provide technical assistance to teachers to achieve Indicator 2 proficiently.
ENABLING Objectives:
a. Determine how teachers should use a range of teaching strategies
that enhance learner achievement in literacy & numeracy skills
b. Apply potential & realistic assistance to critical episodes

3. What can you say about the pictures?

4. How would you define
literacy & numeracy?
How critical is our role
as teachers to help our
learners gain these
fundamental skills?

5. BASIC
CONCEPTS

6. LITERACY
-is the ability to identify, __________, interpret,
create, communicate, compute and use printed
materials associated with varying contexts.

7. LITERACY
-is the ability to identify, understand, interpret,
create, communicate, compute and use printed
materials associated with varying contexts.

8. CRITICAL LITERACY
-is critically analyzing and evaluating the meaning of
text as it relates to global issues to inform a critical
stance, response and/or action.

9. NUMERACY
-is the ability to understand and ___________
mathematical knowledge for calculating, problem
solving, and interpreting information in order to arrive
at educated and well-informed decisions.

10. NUMERACY
-is 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.

11. CRITICAL NUMERACY
-is the ability to effectively use mathematical concepts
in applying, analyzing, evaluating and creating ideas.

12. TEACHING STRATEGIES
-are techniques, practices, _______________, and
systems teachers employ in their classroom practice to
advance student learning.

13. TEACHING STRATEGIES
-are techniques, practices, approaches, and systems
teachers employ in their classroom practice to advance
student learning.

14. LEARNER ACHIEVEMENT
-is the realization by a learner of academic material or
content knowledge within a given period.

15. LEGAL BASIS
By 2030, ensure that all
youth and a substantial
proportion of adults,
both men and women,
achieve literacy &
numeracy.

16. LEGAL BASIS
“…the responsibility for literacy must not just lie with
the language teachers but with teachers of all subjects
who have the responsibility of supporting children in
developing their literacy skills.”
United Nations Relief and Works Agency (2013)

17. LEGAL BASIS
“Developing literacy skills not only supports learning but
also enhances understanding within the curriculum area
and is a key way of raising standards & outcomes in all
subjects.”
United Nations Relief and Works Agency (2013)

19. THEORETICAL
UNDERPINNINGS

20. PIAGET’S THEORY
OF COGNITIVE DEVELOPMENT
-is focused on development and proposed stages of
development; children was viewed as discovering or
constructing, thus obtaining knowledge through their
own individual activity.

21. PIAGET’S THEORY
OF COGNITIVE DEVELOPMENT
-is focused on development and proposed stages of
development; children was viewed as discovering or
constructing, thus obtaining knowledge through their
own individual activity.

24. VYGOTSKY’S
ZONE OF PROXIMAL DEVELOPMENT
-is the difference between what a child can achieve
by themselves and what a child can achieve with
help and encouragement from another person.

25. VYGOTSKY’S
ZONE OF PROXIMAL DEVELOPMENT
-is the difference between what a child can achieve
by themselves and what a child can achieve with
help and encouragement from another person.

28. GESSEL’S
MATURATION THEORY
-Children will read when they develop certain
prerequisite skills and teachers and parents can do
something to hurry the process of cognitive
development.

29. GESSEL’S
MATURATION THEORY
-Children will read when they develop certain
prerequisite skills and teachers and parents can do
something to hurry the process of cognitive
development.

31. HOLDAWAY’S
THEORY OF LITERACY DEVELOPMENT
-Learning to read was a natural development that is
closely linked to a child’s natural development of
oral language skills.

32. HOLDAWAY’S
THEORY OF LITERACY DEVELOPMENT
-Learning to read was a natural development that is
closely linked to a child’s natural development of
oral language skills.

35. Promotion of
Literacy &
Numeracy
in the Classroom
Vygotsky’s
Zone of Proximal
Development
Piaget’s
Cognitive
Development
Holdaway’s
Theory of Literacy
Development
Gessel’s
Maturation
Theory

36. CRITICAL
EPISODES

37. CRITICAL EPISODE 1
Teacher Daniela abruptly gave a reading selection to
her learners.
When she asked about the passage, one of the
students could answer questions at the literal level
but struggled with critical questions.

38. CONNECTING TO THEORIES
 Metacognitive reading strategies could be used to help
students to “think about their thinking” before and
after they read (PIAGET)
 Literacy activities and questions must be linked or
related to the level of a child’s intellectual
development (GESSEL)

39. CRITICAL EPISODE 2
Teacher Romina presented the percentage of pre-marital
sex in the Philippines through a pie chart but failed to
process the relevance of the numbers to the students and
to connect the inclusion of numeracy with the existing
topic; hence, presented it as a mere fact.

40. CONNECTING TO THEORIES
 Piaget emphasized that teachers should provide
support for students to explore and develop
understanding.
 Ensure a connection of all cognitive structures presented
in the class to make an individual knowledge base
(cognitive load theory)

41. CRITICAL EPISODE 3
Teacher Cassie introduces the topic, fraction and defines
it in class but fails to define as well, the words numerator
& denominator.
Then she let them answer a series of problems where
pupils add fractions together individually.

42. CONNECTING TO THEORIES
 Define general and specific terms in the lesson; both
are needed to develop learners’ full understanding of
literacy and/or numeracy concepts.
 Vygotsky emphasized that teachers should create many
opportunities for students to learn by co-constructing
knowledge along ‘the other’.

43. CRITICAL EPISODE 4
Teacher Margarette provided vocabulary activity to help
learners understand the reading text.
Hence, she introduced a question with an unfamiliar word
on it but failed to define it in class prior to the eliciting
of ideas.

44. CONNECTING TO THEORIES
 The teacher provides activities that address learners’
literacy but fails to do so in some critical parts of the
lesson, where the said skills is necessary.
 Literacy and/or numeracy should be developed
consistently across different areas of learning.

45. CRITICAL EPISODE 5
Teacher Mikoy let his students count-off for groupings
purposes.
Each group presented their outputs while the rest of the
groups raised their score as they evaluate the presenter’s
performance. After such, he let the class compute the
score they get from the other groups.

46. CONNECTING TO THEORIES
 Numeracy is more than counting numbers.
 Numeracy skills are built through meaningful and fun-
filled activities.
 Teaching numeracy and/or literacy is strengthened by
building links to the real world.

49. “Understanding that you need to use a variety of teaching
strategies in your class to cater to individual needs is very
important when teaching any subject and when trying to
extend learner’s literacy [and numeracy] skills”
- United Nations Relief and Works Agency, 2013

50. THANK YOU!
THANK YOU!
“Everybody should be information literate. It is
the key to development.”