Project REDLAND: An innovative learning environments

By Frankie A. Palacio

Head Teacher I

Pulang Daga Elementary School-Balatan District

As professionals in the education sector, we understand the critical role that reading skills play in determining a student’s academic success. Unfortunately, many developing learners struggle with acquiring essential reading skills, which can significantly hinder their overall academic performance. To address this challenge, various intervention methods have been developed, with remedial enrichment emerging as a highly effective approach. This article explores the benefits and best practices of differentiated remedial enrichment for developing learners in schools.

Pulang Daga Elementary School sees itself flourished in the next three years as dynamics learning environment where diversity is celebrated. School Project REDLAND: Remedial, Enrichment on Developing Learners to Acquire Necessary skills in reading thru Differentiated intervention which aim to emphasize literacy instruction on K-stage 1 struggling learners who need more focus on foundational skills specified in the domains of literacy to empower student with a love for reading and writing providing a critical and effective communication thru innovative teaching method, explicit teaching, and relatable localized/contextualized materials to appreciate community-based information.

Teaching personnel envision a professional development program on early literacy specially in reading approaches such as Marungko, Two-Track, Fullers, bridging primer and explicit teaching thru capability building, SLAC school workshops fostering expertise to cultivate a dynamic learning community where educators continuously enhance their skills ensuring a transformative impact on students’ literacy outcomes

Active involvement of stakeholders creates aspiring and supportive ecosystem to engage parents, community members and partners collaboratively fostering a shared responsibility for students’ success and well-rounded environment to produce an enriching educational.

By the end of the school year 2024-2025, Project REDLAND of Pulang Daga Elementary School has improved 16 of out 16 full refreshers to light refreshers from grade 1 to 3 and 56 out of 56 light refreshers to grade ready learners from grade 1-3 when given suitable and developmentally appropriate materials in reading intervention.

Likewise, 3 teachers from grade 1-3 have equipped with school capacity building and mentoring in crafting contextualized reading materials such as workshop thru collaborative expertise/SLAC and INSET on early literacy and DAP to become more upskilled in terms of reading approaches.

Lastly, 95% of stakeholders have supported literacy improvement thru collaboration effort to have a significant and positive impact

Project REDLAND refers to targeted instructional strategies designed to support students who are experiencing difficulties in specific academic areas. In the case of reading, remedial enrichment aims to help students acquire essential reading skills, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. However, not all remedial enrichment programs are created equal. Differentiated remedial enrichment tailors’ instruction to meet the unique needs of individual students, taking into account their learning styles, interests, and cultural backgrounds.

One of the most significant advantages of differentiated remedial enrichment is its ability to address the root causes of reading difficulties. According to the National Reading Panel, students who struggle with reading often have underlying deficits in phonemic awareness, the ability to hear, identify, and manipulate individual sounds in spoken words. By providing targeted phonemic awareness instruction, differentiated remedial enrichment can help students overcome these deficits and improve their reading skills.

Another benefit of differentiated remedial enrichment is its flexibility. Traditional remedial programs often follow a one-size-fits-all approach, which can be ineffective for students with diverse learning needs. In contrast, differentiated remedial enrichment allows teachers to tailor instruction to meet the unique needs of each student. For example, teachers can use multisensory instructional strategies, such as visual aids, auditory cues, and tactile experiences, to engage students who have different learning styles.

Moreover, differentiated remedial enrichment can help foster a positive learning environment. Traditional remedial programs can sometimes stigmatize students, making them feel isolated or demotivated. However, by incorporating differentiated instructional strategies, teachers can create a more inclusive and supportive learning environment. This approach can help students feel more engaged and confident in their learning abilities, which can lead to improved academic performance.

To ensure the success of differentiated remedial enrichment programs, schools contextualized learning materials focusing in the improvement of the following literacy skills in reading; Oral Language, Alphabet knowledge, Phonological awareness, Vocabulary Development, Book and print knowledge, Phonics and word recognition, Spelling, Phonics and word recognition, Fluency, Writing and composition, Grammar awareness & Structure, Vocabulary Development and Learning comprehension.

In conclusion, differentiated remedial enrichment is a highly effective approach to supporting developing learners in acquiring essential reading skills. By tailoring instruction to meet the unique needs of individual students, teachers can address the root causes of reading difficulties, foster a positive learning environment, and promote academic success. Local schools should consider implementing differentiated remedial enrichment programs, using best practices such as comprehensive assessments, evidence-based instructional strategies, ongoing support, collaboration with families, and fostering a positive learning environment. By doing so, they can help ensure that all students have the necessary skills to succeed in their academic journey.