OVERVIEW OF The ALS A&E LEARNING PROCESS

THREE LEVELS OF LITERACY ALS A&E LSDS THREE LEVELS OF LITERACY Secondary Level Self-Learning Level Elementary Level Semi-Literate Level (transition to self-learning level) Each learning strand starts with an overall conceptual framework and a schematic diagram which describes the relationship of the parts to the whole strand. Each strand contains terminal learning objective(s), which in some cases are also broken into subterminal learning objectives, and which are then followed by enabling objectives. The terminal objectives specify the broad functional learning outcomes to be covered in each learning strand. These broad terminal objectives are broken down into enabling (and sub-enabling) objectives which detail the specific skills, knowledge, attitudes and values (KAVS) which must be mastered in order to be able to accomplish the stated objectives in each learning strand. Next to the objectives (also known as competencies) are three columns indicating the level(s) for each. There are three levels: Basic Literacy, Elementary and Secondary Levels. Competencies at the basic literacy and elementary levels are needed if a learner chooses to obtain an Elementary Level certificate. Secondary education level competencies are needed to obtain the Secondary Level certificate. The three levels can be described as: Basic Literacy Level – illiterate level for those who have no literacy skills and the first step to basic/simple literacy towards functional literacy Elementary Level – semi-literacy level for the reinforcement of basic reading, writing and numeracy skills to a self-sustaining (neo-literate level) Secondary Level – adequately functionally literate of self-learning level for continuing education Basic Literacy Illiterate Level

ALS A&E LEARNING PROCESS: Come One, Come All! By the use of two ALS Placement instruments, such as the FLT; and Recognition of Prior Learning (RPL) How is the starting learning level of learners determined in the ALS A&E learning system? By asking basic questions like: Have you attended schools? What grade have you finished? What did you learn? What can you read? What can you write? What else can you do? How is the Recognition of Prior Learning done?

The ALS A&E Placement Process The facilitator-aided instruction, transition to self-learning and the self-learning process. What learning processes are used in the ALS A&E Learning Support Delivery System?

facilitator-aided instruction in structured learning group sessions. What learning process is used at the lower elementary level? It involves facilitator-aided instruction in structured learning group sessions.

Learning materials with accompanying facilitators’ guides and other materials like posters, cards and pictures. What learning materials are used at the lower elementary level?

Instructional Managers The Instructional Managers Who facilitates the learning group sessions?

How many learners compose a learning group? A learning group is composed of 20 - 25 learners.

Who decides on the schedule and venue of the learning group session? The learners decide on the schedule and venue of the learning group session.

Who decides on what modules to be read? The learner chooses the modules based on his needs and interests as specified in his Individual Learning Agreement. Who decides on what modules to be read?

Learning group session is usually held 2 - 4 hours, two - three times a week. How long is the conduct of each learning group session?

Reading of a particular lesson, discussion, What activities are involved during the 2 - 4 hour learning group sessions? practice exercises in reading & writing and/or a practical demonstration of a step by step process.

analysis follows leading to abstract conceptualization, and In every learning group session, the IM tries as much as possible to start it with an activity, either in the form of a game, simulation, role play, brainstorming or any other group group techniques How does the Experiential Learning Cycle or 4As of adult learning work in the facilitator-aided learning group session? After the activity, analysis follows leading to abstract conceptualization, and finally the application of the concepts or skills learned

Will the IM always follow what were written on the facilitator’s guide? The facilitator’s guide is purely suggestive in nature. If the activities provided are not suited to learners, another strategies may be used. Use other strategies,like small group discussions, jigsaw techniques, drama, panel discussion, demonstration, etc. How could the IM keep the learning group session alive?

process take place at the self-learning level? During the initial counseling: The list of the modules is presented to the learners; Learners select 2-3 modules that they want to study How does the learning process take place at the self-learning level? They read the modules by themselves in a place of their choice Learners work through the modules by completing the various lessons and self-assessment activities and check their answers by referring to the answer keys at the end of each module

Some learners will require some sort of face-to-face learning support activities like structured learning sessions, study groups and/or tutorials, semi structured group sessions, unstructured discussions, demonstration session, mentoring and remediation

Once they have finished the modules, the learner meets with the IM for possible revision of the ILA and for selection of another set of 2-3 modules.

How else do you measure/ assess the learner’s progress apart from using the self- assessment exercises in the modules? By using peer evaluation, a learning log or a journal, informal dialog with learner’s observation about the progress of fellow learners.

satisfied their learning Are learners required to complete the 800 hours of learning? They may exit anytime they think they have satisfied their learning needs or when they feel they are no longer interested to go on.

Activities to be rendered by the IM Screening and placement of the learners conduct of learning group sessions and other learning activities at the learning center identification of learner’s learning goals and assistance in the preparation of ILA. supervision of self-learning activities at the learning center

Activities to be rendered by the IM One-on-one tutorial support Conduct of learner counseling sessions Preparation of written feedback on completed module assignments Conduct of home visits