Developing Low-Cost and High-Impact Teaching and … · Teaching and Learning Materials:...
Transcript of Developing Low-Cost and High-Impact Teaching and … · Teaching and Learning Materials:...
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Developing Low-Cost and High-Impact
Teaching and Learning Materials:
Constraints and Opportunities
CIES Annual Conference
New Orleans, LA
March 11-15, 2013
Prepared by: Jennae Bulat, Jessica Mejia, Timothy Slade, and Emily Miksic
RTI International, Research Triangle Park, North Carolina, USA
Three Models of Development
• Malawi reading program development – What can
be done in 7 days?
Emily V Miksic, RTI International
• Kenya Primary Math and Reading Project:
Developing bilingual early grade reading curriculum
in Kiswahili and English.
Jessica Mejia, RTI International
• The Liberia Teacher Training Program (LTTP):
Reading and Math Curriculum Development,
Publishing, and Distribution.
Tim Slade, RTI International
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Malawi reading program development – what can be
done in 7 days?
Developing Low-Cost and High-Impact Teaching and Learning Materials:
Constraints and Opportunities
Presented by
Emily Miksic
CIES – New Orleans – March 2013
Malawi Teacher Professional Development Support Program
Creative Associates ● RTI international ● Seward Inc.
Reason for intervention and approach
• Extremely low reading results (Early Grade Reading
Assessment [EGRA])
• Program requirements
– Report cards in communities in 2 districts
• Teaching and materials not in line with best practices
literature, (“big 5,”* explicit instruction)
• Language characteristics
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*Phonemic awareness, alphabetic principle, fluency, vocabulary, comprehension
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Preparation
Contextual
• available resources and teacher practices in schools
• considered stakeholders and experts
• examined current opportunities and challenges (system,
attitude/behavior…)
Project specific
• options for use of limited financial and human resources
Technical
• reviewed academic papers on Chichewa language
• brought raw materials – “routines” as building blocks for
lessons
• created frequency lists – letters, syllables, words
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Workshop – Overview
• Scope and sequence
• Adaptation of routines/activities
• Trialing in school
• Content development
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Workshop calendar
Agenda – February 28 to March 8, 2011
M Reading basics presentation & Malawi data (presentations) – decision on
letter sequence, decision on skills for scope and sequence – solicited new
activities and review and translation of routines/activities
Tu Begin writing content for first few weeks – practice a lesson plan with
feedback
W Pilot in MIE primary school – discussion of pilot and adaptation of scope
and sequence and lesson plan based on pilot – continue first 14 weeks of
content (reader and scripted lesson) writing in small groups
Th Continue content writing
F Continue content writing
M Malawi data presentation – groups work on content in 3 areas, story writing
– listening comprehension, reading book/scripted lessons, independent
learning activities
Tu Continuation of group work in 3 areas – sharing out and consolidation –
discussion of next steps
Overall - Input from national players
scope and sequence
At workshop*
scripted lessons
At workshop*
reader/lesson content
development
At workshop*
formatting
Consultative – comments and revisions
illustration
Consultative & illustrators affiliated with MIE
training adapted by trainers (MoEST) between training
of trainers (ToT) and teacher training
* Institutions participating in development workshop: Ministry of Science, Ed, and
Technology (MoEST, including Dept of Inspection and Advisory Services, Dept of Teacher Ed
Development, and Basic Education); Malawi Institute of Ed; Centre for Language Studies;
and Teacher Training Colleges.
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Some future revisions advised
• Technical terms in Chichewa
– (use of ministry and teachers)
• Reading terms
– In lessons for children
• Review multi-letter graphemes versus consonant
blends, and when to introduce consonant clusters
• Training material more user-friendly
• Add pre-literacy lesson plans and materials (could look
at/potentially use Malawi Break Through to Literacy
[MBTL] or Complementary Basic Ed [CBE])
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Revisions, cont’d.
• Book size (reduce) and images (review quality)
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Thank you!
Kenya Primary Math and Reading (PRIMR)
Initiative: Developing bilingual
early grade reading curriculum in Kiswahili and
English
Jessica Mejia
March 12, 2013
RTI International, Research Triangle Park, North Carolina, USA
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Context: Kenya PRIMR Initiative
• Education Data for Decision Making (EdData II) Task
Order
• Aug 2011–Aug 2014
• Collaboration between USAID/Kenya & Kenyan MOE
• 500 schools across Nairobi, Kiambu, Nakuru, and
Kisumu counties
• Expected results
– Improved reading outcomes in Kiswahili and English
– Improved math outcomes
– Improved planning for national reading program
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Early Reading Teaching and Learning Materials –
Grade 1
• Teacher Lesson Plan
Book, English
• Teacher Lesson Plan
Book, Kiswahili
• Pupil Book, English
• Pupil Book, Kiswahili
• Pocket Chart
• Letter Cards
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Development Process – Teacher Lesson Plan Book
1. Scope and Sequence workshop – 3 days
– MOE, linguists, reading specialists, PRIMR and
home office staff
– Letter sequences and activity sequences
2. In office working groups complete scope and
sequence and write lesson plans – 3 months
– Linguists, reading specialist, PRIMR and home office
staff
– Final scope and sequence and lesson plan book
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Development Process – Pupil Book
1. Design format
– PRIMR and home office
staff
2. Insert content from scope
and sequence
– Local intern
3. Finalize graphic design
– Home office graphics
design
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Development Process – Revision
– Teacher review
– MOE review: every word of every book 2x by teams
of 3-5 senior experts
– Added writing, homework, grammar
– Shortened scripts
– Cut activities not working
– Publishing
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Teacher Lesson Plan Book
Year 1 Year 2
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Pupil Book
Year 1 Year 2
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Challenges
• Short timeline – development and
revision
• Capacity and knowledge of
formatting and graphics design
• Time for MOE/Kenya Institute of
Education (KIE) approval
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Question and Lessons Learned
Question raised:
• MOE/KIE questioned the need for scripted lessons
– UK DFID funded expansion test outcomes without scripted
lessons
Lessons Learned:
• Professional publishing efficient, thus more cost
effective
• More development time
• Time for revision and inclusion of teachers and MOE
key
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The Liberia Teacher Training
Program (LTTP):
Math Curriculum Development,
Publishing, and Distribution
March 12, 2013
Prepared by Timothy Slade
RTI International, Research Triangle Park, North Carolina, USA
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Context: EGRA Plus (2010) assessment results
Process (1): Working through a publisher
• Brattle Publishing
Group (BPG)
• Chard, Platas, Geller
Scope and Sequence
for Grades 1 – 3
math
• Episodic consultation
with LTTP, MOE
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Development of Mathematical
Concepts & Models
Vocabulary and Reasoning
Procedural Fluency
and Flexibility
Liberian National Curriculum (2009)
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• The format of the curriculum was 2 Teacher Guides, 1 Student Activity
Booklet
• Teachers lacked content knowledge in mathematics pedagogy
• Explicit guidance supports teachers:
• While they are mastering/internalizing content knowledge, they can
follow closely
• As they become more comfortable, they can begin to introduce
innovations and add their own spin
• I Do / We Do / You Do approach
• “I Do” – Teacher icons indicate that a section contains scripting and
instructional strategies for teachers to follow
• “We Do” – “We do” lesson steps include scripted instruction and
activities
• “You Do” – “You do” lesson steps include independent practice
activities that students perform on their own or in groups in the
classroom
• Absence of resources in schools (number cards, shape chart, rulers,
etc.) meant they had to be provided/bundled with the curriculum
Product (1): Instructional approach, cont’d.
Product (2): Program features
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Product (3): Alignment with Liberian Natl Curriculum
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Challenges
• Maintaining MOE
buy-in over an
extended timeline
• Distribution delays
implementation
delays
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Lessons Learned, Questions Raised
• LL: Assessment component included from outset
• LL: Localization – challenging at a distance
• Q: Inclusive development process – what does that
really mean?
– LL: Document every instance of consultation
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Three Models: Three Timelines
Liberia Kenya Malawi
Analysis of existing
resources (such as
Liberian National
Curriculum)
Off and on for 6-
7 months
Off and on for
year
3 months
Mapping of new
curriculum
3 months 3 day workshop
with MOE
2 days
Developing the new
content
7 mos. for Gr 1
9 mos. for Gr 2
6 mos. for Gr 3
3 mos. in office
with linguists,
reading specialist,
and staff
90% content
developed in 7
day workshop.
3 months
formatting, filling
gaps, illustrating,
putting pieces
together
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Three Models: Three Timelines, Continued
Liberia Kenya Malawi
Training teachers,
coaches, other
stakeholders
3 days for program
staff, MOE (Aug
2012)
5 days for Coaches
(Sep 2012)
5 days for Teachers
(Oct 2012)
10 days of ToT for
coaches and Teacher
Advisory Centre (TAC)
tutors;
5 days for teachers
plus termly refresher
training and monthly
cluster meetings
10 days for Primary
Education Advisors
(PEAs—in coaching
and teacher training)
8 days for teachers
and directors
Testing and revising
Some MOE piloting
since Sep 2012
Some project
schools using Gr 1
curriculum since
Nov 2012
Meetings with MOE
to receive feedback
from Apr-May 2013
Revision by BPG in
Jun 2013
Implementation: Jan-
Oct 2012
Revision: Aug-Dec
2012
Teacher review
MOE review (2x)
Material revision
Implementation:
since Sep 2011
Pre-printing ongoing
revisions with MOE :
Mar-Jun 2011
Post-printing,
minimal revisions
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Questions?