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ALS Learners First
Identified Instructional / Learning Gap...
ALS Elementary Advanced learners at Cecilio M. Saliba Elementary School (CMSES) experience persistent challenges in reading comprehension of English texts, as shown in their Functional Literacy Test results. According to their facilitator, Teacher John Durano, many learners can decode words but struggle with deriving meaning, identifying main ideas, and engaging with more complex comprehension tasks. Existing DepEd ALS modules, though comprehensive, are often text-heavy and not sufficiently scaffolded to match the learners’ diverse needs, especially given their irregular attendance.
Identified Instructional / Learning Gap...
ALS Elementary Advanced learners at Cecilio M. Saliba Elementary School (CMSES) experience persistent challenges in reading comprehension of English texts, as shown in their Functional Literacy Test results. According to their facilitator, Teacher John Durano, many learners can decode words but struggle with deriving meaning, identifying main ideas, and engaging with more complex comprehension tasks. Existing DepEd ALS modules, though comprehensive, are often text-heavy and not sufficiently scaffolded to match the learners’ diverse needs, especially given their irregular attendance.
Project Objectives...
To address these issues, this project aims to design contextualized and scaffolded supplementary booklets aligned with ALS K to 12 Curriculum (Learning Strand 1: Communication Skills – Reading). The materials are intended to reinforce lessons, provide flexible self-paced activities, and help learners gradually build comprehension skills. By grounding the design in task-based instruction, the project seeks to enhance both learner engagement and literacy outcomes. Ultimately, it demonstrates how carefully developed instructional resources can create meaningful impact in alternative learning contexts.
Project Objectives...
To address these issues, this project aims to design contextualized and scaffolded supplementary booklets aligned with ALS K to 12 Curriculum (Learning Strand 1: Communication Skills – Reading). The materials are intended to reinforce lessons, provide flexible self-paced activities, and help learners gradually build comprehension skills. By grounding the design in task-based instruction, the project seeks to enhance both learner engagement and literacy outcomes. Ultimately, it demonstrates how carefully developed instructional resources can create meaningful impact in alternative learning contexts.
Specifically the Instructional Design project aims to:
Strengthen ALS learners’ reading and comprehension skills by Design five scaffolded Reading and Comprehension Reinforcement Booklets.
Provide ALS teachers with structured, easy-to-use supplementary instructional resources.
Reinforce core competencies that supports classroom or group learning sessions in ALS learning centers.
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