THE Early Language, Literacy, and Numeracy (ELLN) Program under the K to 12 Basic Education of the Department of Education captures the importance of child’s early language, literacy, and numeracy skills as the foundation of learning.
One of the strategies to strengthen these skills is through the professional development of teachers. The program’s contributions of enhanced pedagogical knowledge, skills and attitudes on early literacy and numeracy, improved ability to assess learner’s literacy and numeracy skills, sustained commitment in mentoring/sharing of teaching experiences to improve instruction and outcomes are highly commendable.
It is in this note that I really want to highlight what I have learned and acquired through series of trainings and workshops on ELLN. One best thing is the gradual release of responsibility which is also known as I Do, We Do, You Do. This is a teaching strategy that includes demonstration, prompt and practice.
I love to use this strategy with my learners because I find it effective especially when I model the task, guide to do the task and let them do it independently. There is a transition from assuming all of the responsibility for performing a task to a situation in which the students assume all of the responsibility. At the beginning of a lesson, the teacher has a prominent role in the delivery of the content (I Do). But as the student acquires the new information and skills, the responsibility of learning shifts from teacher- oriented instruction to student processing activities.
While the teacher continues to model, question, prompt and cue students (We Do), the students move into the “You Do” phase. They rely more on themselves and less on the teacher to complete the learning task.
Thus, it leads to independence. This is such a great way of developing learners capable of thinking and learning. (Marie Iris B. Maquindang/DepEd-Matina District)