Truly, the utilization of the alternative learning materials is made more relevant, profound and meaningful through the application of support strategies and practices to develop the literacy skills and competencies of the learners. Evidently, these support practices are based on the actual and direct learning needs and capacities of the learners. In order to attend properly and effectively attend to the diverse learning needs and demands of the learners, teachers strive to facilitate the utilization of alternative learning materials in the most creative and innovative ways possible. These innovative practices include setting and facilitating instructional delivery with the use of alternative materials that equally considers the needs of high ability and low ability groups of learners.
Teachers are also cognizant that learners with different ability levels or ability groups would also have unique and different ways of coping with the learning needs and demands of understanding the contents of alternative learning tools. Certainly, high ability groups would attain a distinctive level of mastery of skills covered in the teacher- compared to the performance of the low ability groups. Thus, teachers may initiate to develop sets of alternative instructional tools separately for both ability groups. There are also teachers who initiate to design the same sets of learning materials but the support practices, mentoring and instruction as reinforcements would be more maximized for the low ability groups who are requiring more interventions.
These teacher-initiated services and endeavor in line with the development and production of alternative learning materials only reflect the noble advocacies of teachers to support and foster the sustainability of instruction and education despite of the crisis. The use of these teacher-initiated learning tools and resources concretizes and exemplifies the commitment and endeavor of all teachers to ensure learners’ access to resources that help them receive developmentally-appropriate instruction even in times of crisis.
By: Rowena M. Cunanan | Teacher III | Cataning Elementary School
