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Introduction to L3 P1 and P2 materials

Introduction to L3 P1 and P2 materials. A training session for Senior Mentors. 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

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Introduction to L3 P1 and P2 materials

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  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 andexplain how and when to use the various materials • Plan and prepare a training on L3 materials for SBMs

  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 instructionalmaterials • Learning how to use the cellphones and speakers • Exploring how wecaninvolve parents in the experimental program • Practical session on using the resources

  4. EGRA and EGMA • 2011 studyshowedthat by the end of P3, 15% of students (more than 1 student out of 10) cannotread a word • 2011 studyshowedthatstudents in P3 and P5 couldcorrectlyanswer simple math questions, but thattheydidsoveryslowly. If they are to handle more complex math questions, theyneed to be able to do basic math questions muchfaster. If you were the Minister of Education what would you do?

  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)

  6. 1. English materials School-communitypartnership Instructionalmaterials 8. Communityvolunteer program 2. Math materials 7. Parent TeacherCommittee training Improvingliteracy and numeracy in P1 to P4 through.... 3. Kinyarwanda materials 6. Preservice training 4. School-based mentor training 5. Teacher and Head teacher training Training

  7. Task: Gettingto know the L3 Initiative • You willbedividedinto groups. • Each group willbeassignedone focus area and receive a short description of the L3 activitiesplanned for this area • Your group must read the materialprovided, worktogether to understandit and prepare a short presentationsummarizing the key activities (withoutreadingtheir documentation).

  8. Whatmaterials do you have to support yoursubject area? • Kinyarwanda • A, B, C, D, E • English • A, B, C, E • Math • A, B, C

  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? • Whattechnologyisused to play the programs?

  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 pacingfor 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 whereit has been used over the past 40 years, it has increasedstudent scores on evaluations

  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?

  12. Video of teacherusing 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? • Whatcould the teacher have done to makebetter use of the programs?

  13. TASK: How to involvefamily 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. • 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? • How can teachers get the community or students to help make or collect materials for mathematics? • How can you community members be involved in administering the diagnostic tasks, identifying at risk students, and ensuring that they get support?

  14. Demonstration - debrief • Whatdifficultiesdidyouruninto in administering the task? • Whatcould a teacher do to overcomethesedifficulties? • How couldyoueasily record the results of eachstudent on eachtask? • Whocould help administer the tasks to P1 and P2 and give the results to you, the teacher?

  15. Completed Assessment Record Sheet WEEKS 2 AND 3 ASSESSMENT TASK RECORD Record student performances on the tasks like this:

  16. Using the cellphones and speakers Session 10

  17. Can youdecipher 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. Putting an SD card in a phone 1. Turn off phone 2. Flip phone 4. Remove back 3.Slide back

  19. Putting an SD card in a phone 6. Preparecard 5.RemoveBattery 8. Flip slot 7. Open slot

  20. Putting an SD card in a phone 8. Insert card 9. Close slot 10 Insert battery 7. Close back

  21. Find a program Open subject Open level Select apps Select myapps 1 2 3 4

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

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