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The Case of Basic Skills and Behaviors Acquisition by Gambian Teachers
Background: The Gambia
Population:1.4 million 574 schoolsOfficial language: English Major languages: Wolof, Serer-Sine,
Saraxulle, Pulaar, Maninkakan, Mandjaque, Mandinka, Jola.
Language of instruction: English
Background: Reading outcomes EGRA 2011:
Grades 1, 2, and 3 averagedOverall students’ performance in reading skills (familiar words and non-familiar words reading and passage reading) is very low.
In region 1 and 2 students are able to read at most 13 to 14 words out of 60, whereas students in regions 4, 5 and 6 are able to read on average only 3 to 6 words in a minute.
4
National assessment NAT, 2012
G3 Student performance in English content areas
41.3
49.0 46.8
30.9
44.6
53.1
44.839.5
0
10
20
30
40
50
60
70
80
90
100
G3E
nglis
h (%
)
Recog
nising
lette
rs
Spellin
g
Readi
ng c
ompr
ehen
sion
Vocab
ular
ies
- Visu
al lin
king
- Cog
nitio
n
- Ver
b
Key issues in most current reading instructions
Teachers often prioritize oral repetition over connecting sounds and symbols
So the children don’t “get” that there is a connection between print and sound, and don’t practice making that connection automatic.
Students have very poor knowledge of English, especially in rural areas.
(Field observations, Kenya 2012, Gambia 2011)
6
Pilot Monitoring and Evaluation
.
9
BaselineLearning outcome
s
Monitoring the implementation
Teaching –learning process
Ex-post assessmen
tLearning
outcomes
The Treasure Chest,not a Black Box!
Pilot implementation
Classroom lessons were monitored by coaches (3 to 4 visits)
Generally only about 25 out of 50 lessons were covered
If most students had not learned various lessons, teachers were told to restart
Nevertheless, outcomes were significant
10
The implementation: number of lessons covered, out of 50 (Jola)
Dec-11 Jan-12 Feb-12 Mar-12 Apr-12 May-12 Jun-120
5
10
15
20
25
30
35
Jola -lesson taught on the day of the obser-vation Talinding
Annex LBSTalinding Proper LBSSt. John Vianey LBSNdemban LBS class 1Ndemban LBS class 2Somita LBSKanuma LBSKilly LBSSibanor LBSSt Matthews LBSTamba-kunda LBSArrangalen BCSKappa LBS class 1Kappa LBS class 2
Lesson U
nit
11
The outcomes• Large differences between pilot and
comparison schools• Transference of national language reading
skills into English
Despite the fact that:
The pilot was only partially implemented; fewer than 25 of 50 lessons were taught
Anticipated targets were not achieved on average, but several classes attained goals
12
The outcomes: student performance
Percentage of students reading at least 80% of letters correctly
Baseline Post-test
Comparison Pilot Comparison Pilot
Jola 8.0% 15.9% 31.1% 49.1%
Mandinka
10.8% 10.7% 3.2% 36.9%
Pulaar 16.5% 7.6% 29.5% 68.7%
Saraxulle 5.3% (N=3) 2.0% (N=3) 16.5% 41.1%
Wollof 6.7% 16.7% 12.6% 56.8%
13
The outcomes: reading connected text
Percentage of children reading at least 1 word in National Language passage (45-49 words, 1 minute)
Note: Wolof comparison data questionable
Comparison Pilot Comparison PilotJola
0 0 3.4% (N=6) 22.9%
Mandinka 1.4% (N=1) 0 3.2% (N=1) 50.0%
Pulaar
1.4%(N=2) 0.7% (N=3) 2.1%(N=3) 44.3%
DSarahulle
1.8 (N=2) 2.0% (N=3) 4.3% (N=4) 17.0%
WWolof
0.7 (N=1) 0.5 (N=1) 43.3% 31.6%14
The outcomes: student performance in English
Percentage of children reading at least 1 word - posttest
Comparison Pilot
JJola
1.7% (N=3) 51.5%
MMandinka
6.5%(N=2) 31.9%
PPulaar
1.4% (N=2) 23.3%
SSarahulle
1.0% (N=1) 17.0%
WWollof
59.1% 64.3%
15
The “Who” Who are the trainees?
Teachers (125 Year I, + 100 Year II)
Coaches (around 60 coaches)
School directors
Trainers of teachers
16
The “What”: Principles for efficient literacy instructionInputs from cognitive neuroscience:
- Perceptual learning of scripts
- The role of working memory- the importance of speed
- Fluency , Automaticity – the importance of analogies
- The chunking principle in memory
- Relationship between reading and comprehension
17
The “What” Knowledge and method
Teaching reading in national languages:
- Knowledge of the language (orthography and basic linguistic features)
- Knowledge of the reading methodology (emergent literacy, basic decoding skills, reading fluency and reading comprehension) 18
The “What”Elements of an efficient teaching of early literacy
a) Phonological awareness and emergent literacy exercises
b) Instruction of letters one by one, particularly in the beginning (synthetic phonics) “touch and say”
c) Systematic introduction of blending syllables and blending words “touch and say”
d) Techniques for individual turns for each student
e) Opportunities for independent reading every day
f) Build local-language vocabulary
g) Opportunities for reading practice at home
h) The initial reading instruction to make children master the reading mechanisms under these principles, may only need 13 to 15 weeks of consistent work. 19
The “What” Detailed lesson plans
STEP 1. Review letters sound and shape in mixed-up order STEP 2. Phonological awareness (first 10 lessons only)
STEP 3: Teach new letter, sound, shape, key word analysis; point to the right letter, touch it, say it (text book)
STEP 4: Blend letters to form syllables and syllables with new letter to form words (textbook)
STEP 5: Independent reading practice (with text book); brief feedback to all by teacher and better students during independent practice
STEP 6: Homework (practice writing new letters and words)
20
The “What”Develop Consistent Routines for Each Part of the Lessons
Teacher will allow time for students to think and process
All students will get practice
Teacher will know which students are confident with answers
Students will be able to devote mental energy to learning, not figuring out the activities during the lesson
The “What”Follow Routines EXACTLY
Following the scripted routines helps teachers make the best use of instructional time.Often teachers talk too much during lessons and don’t give
the students enough practice.
It takes practice to learn the routines so that they are “automatic”.Practice the routines during theTOT.
Write scripted routines during the TOT.
The “How” Features of effective professional development Introduction of scripted lessons for teachers Hands on training, provided periodically inside
the the classes. Use the modeling approach for teaching
behaviors and practices including small videos to show new practices
Supporting teachers: coaching within the schools
Recognize the coaching as part of in-service training
Improve capacity of training providers 23By Aigly
Zafereirakou, Moldova, April 2012
The “How” An evolving training model: the coaching
50 Classes in
Jola
50 classes in
Mandinka
50 classes in
Sarahule
50 classes in
Pulaar
50 Classes in
Olof
The “How”An evolving model: national trainers and integrated locally coaches
Periodical support, M&E
by the
National team,
MoE
25
In each school:
-1 to 4 classes for reading in NL-I to 2 coaches-- the school director
The “How”Training of trainers: scripted lessons, practice, video analysis, coaching
Safi, a teacher who becomes a trainer… she learns how to teach blending syllables, Fundamental workshop Oct 2011
26
The “How”Role as Coach
Each coach is selected among experienced teachers
Insures that teachers follow scripted lessons
Observes each teacher twice a month
Provides feedback to teachers about what they are doing well and how to improve their instruction
Meets with teachers in groups twice a month to discuss observations
Receives support
What the Coach do?
Coach
Observe
Support/Problem
Solve
Collect Data
Train
Demonstrate
From the classroom observations (i)
Are the teachers following the steps in the scripted lesson plan?
1816
1820
16
4
2
31
5
1
0
0 0 0
1
53 3 3
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Mandinka Sarahulle Wolof Pulaar Jola
Missing
No
Sometimes
Yes
Coach observations, June 2012 records
Classroom observations (ii)
Are the teachers point to print when saying letter sounds orreading syllables and words?
18 1817
22
15
2 05
0
6
3
0
0 00
1
52 2 3
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Mandinka Sarahulle Wolof Pulaar Jola
Missing
No
Sometimes
Yes
Coach observations, June 2012, records
Classroom observations (iii)
32
Coach observations, June 2012, records
Are the teachers giving each students individual terms andcorrective feedback?
18
12
19
23
16
2
5
2
0
6
2
0
10
02
6
2 1 2
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Mandinka Sarahulle Wolof Pulaar Jola
Missing
No
Sometimes
Yes
Challenges for Teacher Professional Development Be consistent in leadership and
management Understanding the “coaching” Equity in supporting teachers in difficult
geographic areas Use of IT to reach out teachers (cell
phones, radio) Refresh training for coaches and
national trainers Focus on results: All Children Reading!
33
Impact: one year later1. Pilot evaluation shows promising results:
MoE capacity increased; the piloted and revised materials are creating a new dynamic in boosting reading for all children.
2. The coaching model showed efficiency in introducing new teaching skills and practices and impacts the national professional development system.
3. A community of practice is starting to take place in the country, sharing experiences in supporting all teachers using the coaching approach
4. The initial teacher training institution introduces a reading module
34