PROVIDING AN ARRAY OF OPTIONS FOR LEARNING IN SCHOOLS

BY HOMRAJ ACHARYA

Multi-Text Approach

Platter Model

• Everyone served the same thing

• This model (paradigm) assumes that texts are planned centrally

• Schools assumed to be loyal customers

• Developed with the broadest common denominator in mind: all students in nation

• Not a multi-text approach

• This is the existing system

Singularity Paradigm

Multi-text approach

Kitchen Table Model Buffet Model

“Teacher at the stove” “Management at the buffet table,”

with central authority providing the buffet

Supplementary Paradigm

Diversity Paradigm

Ideas/goals underlying this approach

Drawing from multiple texts recognizes and implicitly teaches students that:

Knowledge is found in many places, not in one “sacred text” that must be memorized

Knowledge can be questioned. Not every author presents things the same way, sees the same

things as most important, or even agrees with each other. Knowledge is something that the

learner might memorize as appropriate, but also might engage with, argue with, seek for, and

participate in

Ideas/goals underlying this approach

Accommodate diversity. Children with limited Nepali may benefit by initially learning subject content in their home language

Recognize individual differences. Not everyone learns the same way. The teacher (and nation’s) job is to enable everyone to learn and bring out the best in everyone, not winnow out “the best” while assuming that most are “the chaff”

The philosophical underpinnings:

Democratic. Engaged. Empowering.

THE COOK IN THE KITCHEN,THE MANAGEMENT AT THE BUFFET LINE,

OR THE GUESTS WITH PLATTERS …

WHAT COULD THIS MEAN IN THE CONTEXT OF NEPAL?

Exploring the Paradigms

Kitchen Table Model (Supplementary Paradigm)

Use of different sections from a variety of texts and/or supplementary material

In the course of a year, a teacher might use sections from three or more different core texts

When? Why? How? It’s up to the teacher.

So this approach empowers a teacher,but also demands more preparation.

Kitchen Table Model (Supplementary Paradigm) cont’d

This paradigm requires every teacher to have:

high level of pedagogical skilla high level of subject knowledge will, skill and institutional support to tailor teaching to the needs of individual classes and students not only be trained, but put training into practice a strong work ethic, since this model assumes they plan their own lessons, often without a guidebook the physical and monetary resources to find and distribute supplementary material (resource books, internet access, printer, Xerox machine, regular electricity, enough money to do all of that)In lieu of some of these “perfect world” qualities, a readymade series could be developed and/or approved centrally, with clear guidance and supplements provided

Buffet Model (Diversity Paradigm)

Centralized control with increased localization and teacher/school

empowerment as a goal

Textbooks may or may not be privately written, but are centrally approved

In Nepal’s case, this would be the Ministry of Education

Local or regional school authorities choose between centrally approved texts

For example, there might be 3 approved science curricula for Class 6, each with different textbooksChoices could made at highly localized level (individual schools) or at district level (such as a theoretical state Board of Education in a federal state; provinces in Pakistan select between Ministry-approved texts)

Text options can address local needs and realities

Supplementation Paradigm:

Full textbooks in native language Core textbooks used with

supplemental texts available Several texts used over the course

of the year as per teacher’s decision

Diversity Paradigm:

Regional textbooks can be designed as one option for target audience in a broadly similar region (e.g. Western terai, Himal, etc.)

Linguistic needs can be met while fostering inclusion rather than ethnic separateness through tools such as multi-lingual vocabulary lists and glossaries in a single regional textbook option

Texts for subjects such as

Science and Environment

can devote more space to key

topics of regional pride

or concern Relevance through local examples

Equips students to be informed, engaged

citizens of their communities, region and nation

Includes national/ global examples, but ‘tweaks’ core

text (e.g., local history chapter in Social Studies, etc.)

The U.S. Experience in Brief

The US has never had a national curriculum. In fact, this would be unconstitutional. It has always had a de facto Multi-Text Approach, using both the Diversity and the Supplementation paradigms.

Since there is no national School Leaving exam, there is no need for national-level textbook approval (which would be unconstitutional anyway). The highest authority for textbook approval is the federal state.

Large states often use regional editions of nationally marketed curricula. (Example: CPO Science California edition)

Many textbook series either exist only in general edition or have a general edition as well as a state edition. (Example: Prentice Hall Science Explorer series)

In practice, teachers often use supplementation to localize courses such as Social Studies.

More on the US Experience: Buffets and Kitchen Tables, but no

Platters

Some states must approve textbooks. Others do not, but require schools to teach to standards. Regardless of whether or not there are approved texts, it is the school districts or even individual schools who choose their textbooks, not the state.

While there is no national curriculum, state standards are similar, if not identical, and major textbook publishers write to this (and influence this). Alignment happens in practice because large textbook publishers pay attention to the state standards of buyers (large states). No alignment, fewer sales.

The US also uses minority language version of textbooks in some areas. This is politically controversial. It is generally promoted or accepted by non-native speakers and liberals, but unpopular with conservatives, who see it undermining national identity.

Nepal’s schools are

already “multi-texting”

Private schools select from and use a variety of texts (of varying quality) designed to align with national curriculum.

They also produce higher pass rates.

There are additional factors to consider, such as a self-selecting, higher-income student body whose low performers will not end up taking the SLC from that school.

But in effect, they have already informally “piloted” this approach. Data is lacking, but their experience can be instructive for the public system.

Challenges of Multi-Text Approach

Pakistan has found that aligning texts with national curriculum is crucial (and so far has been a weakness there)

Aligning all texts with national tests is also crucial.

Success will depend on effective work by central authority (MoE in Nepal) in regards to setting guidelines, approving, and aligning texts to tests

PILOTING and TESTING

Preparation for pilot:

To test new textbooks effectively, give the teachers lead-time for training so they’ll be

ready .You want to be evaluating the texts,

not accidentally evaluating how prepared the teachers are to handle the texts.

Preparation for pilot:

To test new textbooks effectively, give the teachers lead-time for training so they’ll be

ready .You want to be evaluating the texts,

not accidentally evaluating how prepared the teachers are to handle the texts.

Write the texts so that the need to rely on

extensive training is minimized. Even

teachers who don’t absorb or follow through on the

training should be able to use the new

text effectively “out of the box.”

Write the texts so that the need to rely on

extensive training is minimized. Even

teachers who don’t absorb or follow through on the

training should be able to use the new

text effectively “out of the box.”

Choose appropriate sample areas and controls schools.

Select for diversity: geographic, ethnic, school performance (higher and lower performing), etc.

Choose appropriate sample areas and controls schools.

Select for diversity: geographic, ethnic, school performance (higher and lower performing), etc.

Develop training and

assessment tools

Develop training and

assessment tools

 

Evaluation activities during pilot

Observe in-service training

Interview teachers, principals, bureaucrats

involved in implementation

Observe classroom instruction

Conduct focus groups with students, parents

Develop and conduct assessments

(that include controls)

Analyze results of assessments

DATA TELLS ONLY PART

OF THE STORY

A case study

Primary School Math Pilot

Primary schools piloted a math program that had been successful elsewhere in the world.

The pilot program lasted two years.Students in the pilot schools were evaluated

quarterly along with controls.Students from the pilot schools were also

tracked in secondary school to see how their enrollment in advanced math courses compared to controls.

Sample of ResultsTotal items tested on a single quarterly evaluation, Class 5

New Program,Pilot Schools where most extensively implemented

New program,Pilot Schools where it was implemented but less extensively

Total Results for Pilot Schools

Total Results for Control Schools

25 17.03 14.8 16.19 9.49

Schools were subdivided into those with greater and lesser implementation. Those with fullest implementation significantly outperformed those with lesser implementation, and “for every assessment, at every level, students in the [pilot] performed significantly higher than students in the Control schools.”

- evaluation report by the concerned school system

Impact on Later School Performance

WR

ON

G?

What went

Money. Habit. Politics.

Many teachers (around 25 percent) disliked it. Their biggest complaint: It was different from what they were used to teaching. People like to be in their comfort zones. Habit is a strong motivator.

The highest district authority, who made the ultimate decision, had always supported a competing approach. The pilot program had been urged on the schools by a parents’ group. There are always underlying politics.

The school system had already spent considerable money on the superintendent’s favored approach. Previous investment (time, money, reputation) is a strong motivator.

Pilot schools were told they could continue, but would have to pay for the books themselves. Only one chose to continue; the others dropped the program. Money speaks.

Other rationales given for rejecting Singapore Math in

Montgomery County, Maryland (metropolitan Washington, D.C., U.S.A.)

Successful pilot results were explained by saying that the attention of being in a pilot (training, publicity, etc.) would have produced good results no matter what. (“It was the teachers, not the texts.”)

A small portion of the program did not align with state standards (e.g., Singapore introduces statistics vocabulary later than Maryland’s voluntary standards). Pilots schools had successfully supplemented by using a multi-text approach, but lack of complete alignment was one reason for saying that the program should not be implemented.

What can go wrong on the way to school?

What problems could arise in Nepal to derail pilot programs?

What might be overlooked in a pilot design?

What might keep texts from being implemented regardless of success (as in Maryland)?

Could ineffective texts be implemented regardless of not succeeding in a pilot, and why?

Keep Nepal’s realities in mind.

When developing the pilot, be realistic. Ask hard questions. Will teachers be able to follow through effectively when they’re back in the challenges of the classroom? Is the new text user-friendly for the average teacher? (Not just stars and the super-energetic?)

Keep the students in mind.

Is the new text user-friendly for the average student, even in crowded and under-resourced classrooms? If a teacher doesn’t or can’t follow through on the trainings, can the students still use this text effectively? Sometimes new programs can rely too heavily on trainings for success. A user-friendly text enables individualized learning.

Education is their key to the future. If it’s designed right, it will open doors for all of Nepal’s children.