DIVISION ROLL-OUT ON INSTRUCTIONAL

LEADERSHIP TRAINING (ILT):

STRENGTHENING LEARNING
CONDITIONS FOR EARLY LITERACY

Batch 2
January 23-26, 2024
MODULE SESSION 3.2

3 GESI and Literacy

Instruction

ABC+: Advancing Basic Education in the Philippines MODULE 3 2

SESSION OBJECTIVES
At the end of the session 3.2
participants should be able to:
▪Unlock and Understand GESI principles in creating a

•PHOTO: RTI INTERNATIONAL FOR USAID

positive learning environment as one of the conditions
for literacy
▪ Discuss the GESI guidelines for learning materials, their
connection to literacy instruction, in particular to LEA
strategy.
▪ Use GESI guidelines in identifying appropriate literacy
materials.
▪ Discuss the importance of literacy leadership
 What is your understanding of the term GESI?
FREEPIK.COM
CREDIT:

GENDER EQUALITY
 • Gender Equality
• Avoidance of gender bias and stereotypes
• Modeling positive reactions to gender
exploration
GESI • Acceptance of diverse gender expression
• Social Inclusion –
PRINCIPLES awareness and acceptance of:
• People with special needs
• People with disabilities
• People with different races
• People with different social classes
• People with different religions and culture
Video
Social Inclusion is
defined as “the process
of improving the terms
of participation in
society, particularly for
people who are
disadvantaged, through
enhancing opportunities,
access to resources,
voice, and respect for
rights” (United Nations)
 Therefore, in teaching literacy, we want to
use books and literature that reflect these
differences. We want our students to understand
these differences and develop respect and
appreciation for their differences as well as
empathy for others.
In addition, our students will want to read
more if they recognize their own culture or reality
in our lessons or the books that we read. When
we are more socially inclusive, our students will
feel that they are included, that they belong, and
that they are valued, this is what social inclusion
is all about. Again, with GESI framework we can
uncover important factors that hinder the
student's literacy performance, especially factors
that we ourselves are not aware that we are
doing.
 What are some actions then that
school heads and supervisors can do to
ensure GESI in their schools?
FLAG

SCHOOL

ABC+: Advancing Basic Education in the Philippines MODULE 3 13

Ensure teachers and HLPs use children’s
literature which challenge gender Ensure girls' participation and success
stereotypes.

Ensure equity in schools Ensure boys are motivated to learn

Raise awareness about gender

Ensure teachers, staff, school heads
stereotypes, equity etc. and then work
address negative stereotypes.
towards change in attitudes and behaviors

Respect for different cultures, ethnicities,

Celebrate girls' strong identity.
religions etc.
What are your new
understandings of Gender
Equity and Social
Inclusion (GESI)?

How can you support

teachers or school heads to
infuse GESI strategies in
teaching and learning in
schools?
(SABI 2017)
http://sabi-sl.org/wp-content/uploads/2018/02/SABI-GESI-
Strategy-SDDirect_toDFID_Dec17.pdf
Teachers’ actions and words
help shape the classroom
culture and tell children how
teachers feel about gender
and social barriers (Cahill &
Theilheimer 1999).
 Does this book
adhere to GESI
principles?
Let’s find out?

ABC+: Advancing Basic Education in the Philippines MODULE 3 17

 Use the tool below to determine if it complies with the
standards of GESI.
YES NO

Do the characters in the illustrations reflect society’s diversity?

Did the illustrations represent all social subgroups—whether

characterized by sex, religious or ethnic backgrounds, or presence
or absence of disabilities—with the frequency in which they occur
in the population and in positive, empowering ways

Was the language used in the illustrations use words/pronouns

that refer to mixed-sex groups of individuals.

Were Girls and women portrayed in the illustrations home-based

or reproductive roles, while boys and men were portrayed in more
socially productive roles?
 Do the characters in
the illustrations
reflect society’s
diversity?

ABC+: Advancing Basic Education in the Philippines MODULE 3 19

 Did the illustrations
represent all social
subgroups—whether
characterized by sex,
religious or ethnic
backgrounds, or presence
or absence of disabilities—
with the frequency in
which they occur in the
population and in positive,
empowering ways

ABC+: Advancing Basic Education in the Philippines MODULE 3 20

 Was the language used
in the illustrations use
words/pronouns that
refer to mixed-sex
groups of individuals.

ABC+: Advancing Basic Education in the Philippines MODULE 3 21

 Were Girls and
women portrayed in the
illustrations home-based or
reproductive roles, while boys
and men were portrayed in
more socially productive
roles?

ABC+: Advancing Basic Education in the Philippines MODULE 3 22

 If you will use this tool to check the learning materials used for the
students in the school , what do you think will be the results?

YES NO

Do the characters in the illustrations reflect society’s diversity?

Did the illustrations represent all social subgroups—whether
characterized by sex, religious or ethnic backgrounds, or presence
or absence of disabilities—with the frequency in which they occur
in the population and in positive, empowering ways
Was the language used in the illustrations use words/pronouns that
refer to mixed-sex groups of individuals.
Were Girls and women portrayed in the illustrations home-based or
reproductive roles, while boys and men were portrayed in more
socially productive roles?
4 Factors that will guide us to determine appropriate
GESI learning materials

Equal Frequency of
Representation

ABC+: Advancing Basic Education in the Philippines MODULE 3 25

4 Factors that will guide us to determine appropriate
GESI learning materials

Gender Equitable and

Inclusive Illustrations
4 Factors that will guide us to determine appropriate
GESI learning materials

Gender Equitable
and Inclusive
Language
4 Factors that will guide us to determine appropriate
GESI learning materials

Gender Equitable and

Transformational Roles
 Teaching and learning materials are
powerful role models for children, because
the images and language with which
children interact can impact their
understanding of the world. Therefore, it is
crucial that materials children are exposed
to reflect empowered individuals from all
areas of society, and especially from those
areas that are marginalized, disadvantaged,
and/or underrepresented.
 LEARNING ORGANIZATION

5 DISCIPLINES
Shared Vision, Personal Mastery, Mental Models,
Systems Thinking, Team Learning

FLAG

SOCIAL- Well Being

EMOTIONAL ● Capacity to Care
LEARNING ● Sense of
(SEL) SCHOOL
Belonging
● Growth Mindset
● Collaborative
Problem-Solving
GESI

Literacy Leadership
 4 Reasons Literacy Leadership Matters

School Leaders School Leaders

Directly Impact Promote Equitable
Student Achievement Outcomes

School Leaders Build School Leaders are

Strong Literacy Teams Instructional Leaders
CREDIT: HARRY JAMES CREO FOR USAID BASA
PILIPINAS

Key Messages

ABC+: Advancing Basic Education in the Philippines MODULE 3 32

To be an effective literacy leader, one needs to
be familiar with all the literacy domains,
literacy approaches, and strategies that will be
used to teach the learners. A balance of top
down and bottom up approaches must be
utilized in order to achieve the full scale of
foundational literacy skills that learners in the
K-3 need for the future.

Literacy leaders develop challenging literacy

programs for the learners, by clearly
communicating to the teachers what learner’s
competencies should be targeted and by
ensuring a culture of feedback to further
improve the delivery of literacy programs.

CREDIT: KAYE SUCGANG FOR USAID BASA PILIPINAS

Literacy leaders must model the use of
GESI principles in instruction and
ensure equitable practices that nurture
students’ self-efficacy and lead to
comparable academic outcomes.

Literacy leaders are learning leaders

first, adopting a culture of collaboration,
accountability, and reinforcing practices
that advance learning and literacy.
Literacy Leaders are responsible for
setting high literacy expectations and
engaging colleagues in reflective
conversations about instructional
practices and student learning.

CREDIT: KAYE SUCGANG FOR USAID BASA PILIPINAS

Any questions?
Key take away?
A readership crisis is really a leadership
crisis. And for people who know how to
respond, crisis is just another way of
saying opportunity for continuous
literacy improvement.
SELF-PACED TASK:
1.Watch TT1 and TT2 videos
2.Answer these Reflection questions:
a. Which teaching strategies did you see in the video are very
essential to be used by the teachers at this point in time? Why do
you think so?
b. Which teaching strategies are being used successfully by your
teachers if any? What factors contribute to its effectiveness?
c. How can you encourage your teachers to utilize the effective
teaching strategies in the videos?

ABC+: Advancing Basic Education in the Philippines MODULE 3 37

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 PHOTO: KAYE SUCGANG FOR USAID BASA PILIPINAS
DAMO NGA SALAMAT!
ABC+: Advancing Basic Education in the Philippines 38