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OVERVIEW OF The ALS A&E LEARNING PROCESS

OVERVIEW OF The ALS A&E LEARNING PROCESS. ALS A&E LSDS. THREE LEVELS OF LITERACY. Secondary Level Self-Learning Level. Elementary Level Semi-Literate Level (transition to self-learning level). Basic Literacy Illiterate Level. ALS A&E LEARNING PROCESS: Come One, Come All!.

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OVERVIEW OF The ALS A&E LEARNING PROCESS

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  1. OVERVIEW OF The ALS A&E LEARNING PROCESS

  2. ALS A&E LSDS THREE LEVELS OF LITERACY Secondary Level Self-Learning Level Elementary Level Semi-Literate Level (transition to self-learning level) Basic Literacy Illiterate Level

  3. 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?

  4. 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?

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

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

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

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

  9. 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.

  10. 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?

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

  12. 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.

  13. 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

  14. 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?

  15. 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

  16. 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

  17. 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.

  18. 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.

  19. 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.

  20. 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

  21. 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

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