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INTRODUCTION TO L3 P1 AND P2 MATERIALS A training session for Senior Mentors.

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Presentation on theme: "INTRODUCTION TO L3 P1 AND P2 MATERIALS A training session for Senior Mentors."— Presentation transcript:

1 INTRODUCTION TO L3 P1 AND P2 MATERIALS A training session for Senior Mentors

2 Objectives of training By the end of the training Senior Mentors will: Identify what is new and different about the L3 Initiative Explain how to implement some of the instructional practices Explain the weekly cycle of activities (Kinyarwanda Math and English) Explain the role of the teacher and the learner, as well as the radio teacher and the radio children, in interactive audio programs Describe the materials and teaching aids used to deliver the course content and explain how and when to use the various materials Plan and prepare a training on L3 materials for SBMs 2

3 Agenda for the training Day 1 Introduction to L3 initiative Review of materials to support L3 initiative Overview of L3 Primary School Strategies The School Based Mentoring Program = REB Implementation Agent Day 2 Examining the new teaching practices in the instructional materials Learning how to use the cellphones and speakers Exploring how we can involve parents in the experimental program Practical session on using the resources 3

4 EGRA and EGMA 2011 study showed that by the end of P3, 15% of students (more than 1 student out of 10) cannot read a word 2011 study showed that students in P3 and P5 could correctly answer simple math questions, but that they did so very slowly. If they are to handle more complex math questions, they need to be able to do basic math questions much faster. If you were the Minister of Education what would you do? 4

5 The goals of the L3 initiative Improve the quality of reading, mathematics and English teaching in P1 to P4 Improve the amount of instructional materials for Kinyarwanda reading P1 to P3 and English and mathematics materials in P1 to P4 Support the transition to English as the language of instruction in P4 Ensure that girls and students in isolated regions have increased access to quality education (improve learning equity) 5

6 Improving literacy and numeracy in P1 to P4 through English materials 2. Math materials 3. Kinyarwanda materials 5. Teacher and Head teacher training 4. School- based mentor training 8. Community volunteer program 7. Parent Teacher Committee training 6. Preservice training School- community partnership Training Instructional materials 6

7 Task: Getting to know the L3 Initiative You will be divided into groups. Each group will be assigned one focus area and receive a short description of the L3 activities planned for this area Your group must read the material provided, work together to understand it and prepare a short presentation summarizing the key activities (without reading their documentation). 7

8 What materials do you have to support your subject area? A. Textbooks B. Teacher’s guide C. Interactive audio programs D. Teacher read aloud story collection E. Daily student reader Kinyarwanda A, B, C, D, E English A, B, C, E Math A, B, C 8

9 Interactive audio instruction Why do we call these types of audio programs interactive programs? How are these programs different from regular radio programs? What is the role of the classroom teacher? What is the role of the learner? Who are the people in the audio programs and what is their role in the program? What technology is used to play the programs? 9

10 Why use interactive audio? It models for teachers new teaching practices …and learner-centered teaching and learning… It brings professional developing into the classrooms, so that teachers learn while teaching (as opposed to attending training on weekends or holidays) It models pacing for teachers (how to move lessons along so that maximum learning happens) It models proper pronunciation (English) and bring fluent speakers of English into every program It increases students’ engagement and participation in learning and listening skills It introduces students to group and pair work In all countries where it has been used over the past 40 years, it has increased student scores on evaluations 10

11 Audio demonstration – Key questions How does the classroom teacher know when to begin talking or explaining? How does the classroom teacher know when the children should stop an activity? How does the program help a teacher with their classroom management? Where, in a classroom, is the best place to place the phone and the speakers? 11

12 Video of teacher using interactive audio Were the students learning? How did you know? What good management practices did the teacher use? How did the teacher control the pace of the lesson? How did she give feedback to the children? What could the teacher have done to make better use of the programs? 12

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14 TASK: How to involve family and community In order to improve P1 and P2 students’ Kinyarwanda read skills, students need to take their daily readers home and someone in the home has to listen to them read and help them read. 1. What can be done at schools to make families aware of the reading program and to get older siblings and family members involved in reading? 2. How can teachers get the community or students to help make or collect materials for mathematics? 3. How can you community members be involved in administering the diagnostic tasks, identifying at risk students, and ensuring that they get support? 14

15 Demonstration - debrief What difficulties did you run into in administering the task? What could a teacher do to overcome these difficulties? How could you easily record the results of each student on each task? Who could help administer the tasks to P1 and P2 and give the results to you, the teacher? 15

16 Completed Assessment Record Sheet NamesTask 1Task 2Task 3 Katuura, Protogene  16 WEEKS 2 AND 3 ASSESSMENT TASK RECORD Record student performances on the tasks like this:

17 USING THE CELLPHONES AND SPEAKERS 17 Session 10

18 Can you decipher the following codes? M-P2-T1-W2-L1? E-P1-T1-W3-L5? K-P1-T1-W3-L7? M-P1-T1-W4-L4? K-P2-T1-W7-L5? E-P2-T2-W6-L3? 18

19 Putting an SD card in a phone Turn off phone 2. Flip phone 3.Slide back 4. Remove back

20 Putting an SD card in a phone 20 5.Remove Battery 6. Prepare card 7. Open slot 8. Flip slot

21 Putting an SD card in a phone Insert card 9. Close slot 10 Insert battery7. Close back

22 Find a program 22 1 Select apps 2 Select my apps 3 Open subject 4 Open level

23 Find a program 23 5 Open term 6 Open week 7 8 Play Open lesson


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