Name of Innovator/s: JANINE MAY T.
TIÑASAN
MAYREYJEN G. DIAZ
KRISTINE JOHN M. YUDE
Title of Innovation: Project TAKLLAD (Teachers Addressing K-6 Language Learning
And Difficulties)
Classification: Teaching
Category: Curriculum and Instruction Delivery
School/Office, District, Division: Porferio S. Porillo Sr. Elementary School, District Of
Binalbagan I, Division of Negros Occidental
Inclusive Date of Implementation: November 2022 – June 2023
Overview
Reading comprehension difficulties has assumed a global dimension nowadays.
Several studies have been conducted globally to identify the issues, challenges and
prospects. There are globally generalized findings regarding reading comprehension
abilities and at the same time, there are areas of discrepancies which cut across
cultures, races and boundaries. Reading is a socio-cultural process, which is based on
students’ prior knowledge and at the same time it helps to broaden students’
experiences and knowledge. A great deal of research has focused on the cognitive
aspects of reading (Adams, 1990) and has stressed the need to consider the balance
between cognitive and social aspects of reading and literacy (Guthrie and Wigfield,
2000). Reading is a process involving the activation of relevant knowledge and related
language to accomplish an exchange of information from one person to another.
Recent studies show that in the Philippines, readers had experienced difficulty n
reading especially in the advent of the Covid19 Pandemic. With the emergence of new
normal in every aspect known, its effect on education is evident. Learners of today are
forced to adapt despite unpreparedness for distance learning. Teachers are put in
situations where we must continue doing daily duties amidst the complexities that the
pandemic brings. There is no doubt that the educative process struggled. The
Philippines, in response to the need for the teaching and learning process during the
early months of the pandemic, implemented DepEd Order No. 012 s. 2020 “Adoption of
the Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of the
Covid-19 Public Health Emergency.” This covers interventions that grapple with the
challenges brought by the pandemic. The Department of Education through this order
ensured the continuity of learning even during this season. As learning pushes through,
several problems arose. One of which revolves around the literacy skills of learners.
Over the past couple of years, literacy scores among Filipino learners were significantly
low. In 2018, the Philippines joined the Programme for International Student
Assessment (PISA) where under reading literacy assessment, 1 out of 5 Filipino
learners (19.4%) only achieved at least the minimum proficiency level overall. This
result posed a challenge to the Department of Education (Ganaden, 2022). Since then,
the department carried out programs, interventions, and projects that are set to
eradicate factors that hinder students in improving their reading comprehension skills.
Based on the results of Phil-IRI conducted at the beginning of the school year
many of our pupils had difficulties in reading and comprehension. In which due to the
Address: Duran Street, Iloilo City, 5000
Telephone Nos: (033)509-7653; (033)336-2816
Email Address:
[email protected] Website: region6.deped.gov.ph
effects of the pandemic, pupils had experienced difficulties in reading and
comprehension because of the lack of teacher-pupil interaction, plus other factors,
pupils had it difficult when the school reopened to face-to-face classes .
Project TAKLLAD of Porferio S. Porillo Sr. Elementary School aims to contribute
to DepED’s goals of developing lifelong learners imbued with 21st-century skills. It is
designed to develop the literacy skills of slow and non-reader learners based on the
results of Phil-IRI at the beginning of the school year by providing individualized
activities that will catch the interest of the pupils and be able to love reading and
comprehension similar to numeracy that are essential for pupil’s progress in earning a
second language. Through this project, they will be able to make better decisions about
the types of actions to take in their lives if they are able to quantify and measure their
environment in different manners.
Individualized learning, or individualized instruction, is a method of teaching in
which content, instructional technology, and pace of learning are based upon the
abilities, interest and needs of each learner. The goal of individualized learning is to
engage students in the process, building on their interests, aptitudes, and strengths,
thus creating intrinsic motivation for achievement and success. Students feel
empowered when involved in goal-setting and decision-making processes. (Judy
Hughey 2020).
Innovation Description
Project TAKLLAD intends to assess and upgrade the students’ oral reading,
silent reading comprehension and/or listening comprehension levels by
providing individualized literacy activities.
Materials will be based on pupils needs as seen on the result of their Phil-IRI.
Identified instructional and frustration pupils will be taught using individualized
literacy activities every remedial hour.
Word games using fish bowl method, flash cards and activity sheets will be
given to every identified learner reading literacy, starting from the most basic to
complex reading materials.
Bring home activities will also be provided to help them practice more at home
with the help of Home Learning Partners. It targets to help them practice
reading. After a month, the recipients will be given an assessment.
The teachers/innovators will continue the said program until the pupils reached
the desired literacy level.
Goal Statement
Increase the reading proficiency level of struggling pupils from Grades one to
six.
Motivate learners to read by incorporating fun filled activities.
Establish strong links between home and school to promote the importance of
reading to their children.
Capacitate the teachers in crafting individualized activities that are suited for the
reading level of their pupils.
Implementation Procedure
Address: Duran Street, Iloilo City, 5000
Telephone Nos: (033)509-7653; (033)336-2816
Email Address:
[email protected] Website: region6.deped.gov.ph
A. Conceptualization
Teachers of each grade level started by reviewing the Phil-IRI results and
identify the areas where learners performed poorly.
Develop individualized learning materials that will address the specific learning
needs of each learner.
Consider using different materials, such as board games, visual aids, and
interactive activities, to cater to different learning styles.
Consult with other teachers, to get feedback on the individualized learning
materials and consider their feedback to make necessary adjustments to the
materials.
Validate the individualized learning materials by using them with a group of
learners who got low scores on the test.
Collect feedback from learners and use it to refine the materials.
Use assessment data to measure the effectiveness of the materials in improving
learners' literacy skills.
By using these conceptualization activities, teachers can create and update
individualized learning materials that can cater to the unique needs of slow and non-
reader learners. These activities can help learners develop their skills and concepts to
improve their literacy skills.
B. Process Flow/Framework
Identified learners
will be called every
remedial hour
Teacher will use
From struggling Individualized
readers to activities every
independent lesson and help
readers learners read basic
reading materials
Independent Reader
Giving of more
Individualized Individual reading
activities
Assess the
learners using the
Phil Iri graded
passages
C. Project Management
Address: Duran Street, Iloilo City, 5000
Telephone Nos: (033)509-7653; (033)336-2816
Email Address:
[email protected] Website: region6.deped.gov.ph
The teachers as innovators are in charge of the said project and are responsible
for its implementation. The teachers with the help of the School Head are in charge of
implementing the interactive powerpoint and in providing of the needs for it. There will
be a monitoring and communication between the teachers and facilitators to ensure that
the tool is carried out well without any technical errors.
D. Timeline
Activities Expected Location Persons Involved Time Frame
Output
Conduct Identified Porferio S. Porillo Teachers/Pupils September 4-8,
Comprehensive moderate and Sr. Elementary 2023
Reading full refresher School
Literacy learners
Assessment
(Pretest)
Training and Utilized Porferio S. Porillo Teacher/Innovators September 18,
Familiarization effectively the Sr. Elementary 2023
sessions for Interactive School
grade level Powerpoint
adviser on how
to effectively
utilize the
Interactive
Powerpoint
Conduct Support of Porferio S. Porillo Teachers, September 20,
Orientation for parents and Sr. Elementary Parents/Home 2023
the parents of understanding School Learning Partner
the identified on the benefit
learners of the
interactive
powerpoint
Implementation Improvement of Porferio S. Porillo Pupils, September 25-June
of Interactive Reading skills Sr. Elementary Teachers/Innovators 4, 2024
Powerpoint School
Conduct Decreased Porferio S. Porillo Pupils, June 5, 2024
CRLA percentage of Sr. Elementary Teachers/Innovators
Post-test moderate and School
full refresher
Continuation of Upgrade the Porferio S. Porillo Teachers, Pupils, June 6, 2024 up to
Project students’ oral Sr. Elementary Parents/Home present
TAKKLAD reading, silent School Learning Partner
reading
comprehension
Address: Duran Street, Iloilo City, 5000
Telephone Nos: (033)509-7653; (033)336-2816
Email Address:
[email protected] Website: region6.deped.gov.ph
and/or listening
comprehension
levels.
E. Resource Utilization
The resources used for this innovation is provided by the teachers/ innovators.
Materials bought are laminating film, yarn, Worx Board paper and printer ink. The
project requires only small amount of money to be materialized.
F. Risks and Issues Management
Since our school is in a far-flung area, the only problem we had was about the
Home Learning Partners, some slow and non-reader pupils have parents who are also
non-literates, what we did was talk to the parents and advised them to ask teachers and
even their neighbors who knows how to answer if they are having difficulties.
G. Progress Monitoring
There was a constant communication between the teachers and the parents
about the pupil’s progress.
Output/Outcomes
Outputs/Outcomes Beneficiary/ies
(Enumerate the outputs or outcomes (who benefited the corresponding outputs
produced from this innovation) or outcomes)
Reusable flashcards, word games, activity Teacher, pupils
Sheets
Improved reading proficiency level Teacher, pupils, parents
From 50% struggling readers to 30% Teacher and Pupils
Sustainability Plan
The teachers/ innovators will continue making Individualized Learning Activities
to be used in teaching. Progress to pupil’s literacy skill is evident in the first month of
the project so parents are encouraged, and pupils are motivated to continue their
participation.
Address: Duran Street, Iloilo City, 5000
Telephone Nos: (033)509-7653; (033)336-2816
Email Address:
[email protected] Website: region6.deped.gov.ph
Seeing the project’s potential, the school plans to continue the program and use
it to improve the reading proficiency level of learners every school year.
Address: Duran Street, Iloilo City, 5000
Telephone Nos: (033)509-7653; (033)336-2816
Email Address:
[email protected] Website: region6.deped.gov.ph
