Implementation of National Learning Camp as Program of the Department of Education at Santiago Elementary School, Balatan District

By Presentacion R. Clorado

Teacher II

Santiago Elementary School shows genuine support for the Matatag Basic Education Agenda and in partnership with the National Learning Recovery Program (NLRP). The National Learning Camp successfully achieved its objectives of promoting educational excellence, fostering collaboration, and inspiring innovation among participants. Moving forward, the insights gained from this program will great help in our work. This year’s camp brought together over 60 learners and 5 teachers with the primary goal of enhancing teaching methodologies, fostering leadership skills and facilitating meaningful learning activities.

The National Learning Camp was a successful initiative that met its objectives of skill enhancement through reading and numeracy skills, enhance facilitating skills of the Teacher-Volunteers showcasing their contents, mastery, pedagogies and assessment in teaching reading and numeracy among volunteer-learners, and strengthen collaboration of stakeholders – teachers, parents, community leaders, for the improvement of students’ reading and numeracy skills. Tangible outcomes achieved and continuous support of the program.

As a volunteered teacher, I voluntarily participated as teacher-facilitator in the National Learning Camp. The learning camp was held for three consecutive weeks starting July 1 up to July 19, 2024. The following reports reflect the program’s execution with the class comprising 10 learners creating an environment conducive to learning, collaboration and innovation. By prioritizing literacy, numeracy and investing in educational opportunities for all children, societies can break the cycle of learning poverty and unlock the potential for every learner. However, tackling this complex challenge requires sustained commitment, collaboration, and innovation across sectors to ensure that every child has the opportunity to fulfill their potential through education. The program will develop in Filipino children literacy and numeracy skills and attitudes which will contribute to lifelong learning. For primary school learners especially, a well-developed reading capacity lays the groundwork for future academic success. In essence, effective reading is the linchpin of a high-quality education. It builds a stronger foundation for future academic success, improve teacher effectiveness and engaging learning environment for all students.

The role of teachers in motivating learners cannot be overemphasized. It is recommended that teachers should create an active learning environment that enhances learners’ perceived autonomy and competence, providing learners with choices and opportunities for self-directed learning, and planning learning activities that might increase their feeling of mastery. Teachers volunteers creating an environment conducive to learning, collaboration and innovation. By prioritizing literacy, numeracy and investing in educational opportunities for all children, societies can break the cycle of learning poverty and unlock the potential for every learner. However, tackling this complex challenge requires sustained commitment, collaboration, and innovation across sectors to ensure that every child has the opportunity to fulfill their potential through education.

The National Learning Camp was a successful initiative that met its objectives of skill enhancement through reading and numeracy skills, enhance facilitating skills of the Teacher-Volunteers showcasing their contents, mastery, pedagogies and assessment in teaching reading and numeracy among volunteer-learners, and strengthen collaboration of stakeholders – teachers, parents, community leaders, for the improvement of students’ reading and numeracy skills. Tangible outcomes achieved and continuous support of the program. Reading difficulties present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained or need attention. This project has elucidated ways to identify and help children who may struggle with reading before the problems become entrenched. The teacher fund ways to assess the skills, developed and tested interventions for children at risk of developing reading disabilities. This includes designing culture-based reading materials to deepen their understanding of how to read effectively including students who are struggling to learn to read. Children who have reading difficulties is a challenge for a teacher that there’s no child left behind specifically called for us to make intervention on how our students come up with their reading difficulties. There is a great need for every teacher to persistently enhance the teaching learning process by formulating suitable strategies and intervention materials for them to arouse their interest. Collaboration brings together diverse perspective and expertise which can lead to more creative and effective solutions to complex problem. However, many learners encounter various challenges that can impede their reading development. Understanding these difficulties is essential for developing effective interventions and support strategies. Nonetheless, teachers should be adaptive and creative in in teaching. Such principles were made and adapted in the academe to make the curriculum responds, conforms, reflects, and be flexible to the needs of the learners, especially the 21st century learners who need to be holistically and skillfully developed. We should understand more the concepts by relating them to ideas that we can easily comprehend, appreciate, and relate in our lives, but the standards of quality and relevant education should always be considered all the times and should not be compromised just for the sake of lesson. The exchange of knowledge and best practices among participants. Participants learn from each other, gain new insights and develop skills are beneficial for their own roles and responsibilities which contribute to achieving shared goals more effectively. Literacy sets the stage for lifelong learning. It instills a love for reading and learning and creates a positive attitude toward education. a child’s first teachers, parents and primary caregivers have a unique opportunity to foster a love for reading, language, and learning from the very beginning, which is pivotal to creating strong early literacy development for a child’s lifelong success.

By providing a nurturing and supportive environment, they can create a strong foundation for language development and literacy skills. Parents and caregivers serve as models for language use, communication, and reading behaviors, influencing children’s attitudes toward reading and learning. Children who develop early literacy skills are more likely to become lifelong learners, continuously seeking knowledge and engaging in intellectual pursuits. By implementing the effective strategies outlined here to promote literacy, parents, caregivers, educators, and communities can empower children to develop strong literacy skills and foster a lifelong love for reading and learning.