The Case of Basic Skills and Behaviors Acquisition by Gambian Teachers

1. The Case of Basic Skills and Behaviors Acquisition by Gambian Teachers

2. Background: The Gambia Population:1.4 million 574 schools Official language: English Major languages: Wolof, Serer-Sine, Saraxulle, Pulaar, Maninkakan, Mandjaque, Mandinka, Jola. Language of instruction: English

3. Background: Reading outcomesEGRA 2011: Grades 1, 2, and 3 averaged Overall 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

5. 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 The Treasure Chest, not a Black Box! .

7. 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

8. The implementation: number of lessons covered, out of 50 (Jola)

9. 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

10. The outcomes: student performance Percentage of students reading at least 80% of letters correctly

11. 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

12. The outcomes: student performance in English Percentage of children reading at least 1 word - posttest

13. The “Who”Who are the trainees? • Teachers (125 Year I, + 100 Year II) • Coaches (around 60 coaches) • School directors • Trainers of teachers

14. The “What”: Principles for efficient literacy instruction • Inputs 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

15. 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)

16. The “What”Elements of an efficient teaching of early literacy Phonological awareness and emergent literacy exercises Instruction of letters one by one, particularly in the beginning (synthetic phonics) “touch and say” Systematic introduction of blending syllables and blending words “touch and say” Techniques for individual turns for each student Opportunities for independent reading every day Build local-language vocabulary Opportunities for reading practice at home The initial reading instruction to make children master the reading mechanisms under these principles, may only need 13 to 15 weeks of consistent work.

17. 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)

18. 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

19. 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.

20. By Aigly Zafereirakou, Moldova, April 2012 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

21. The “How” An evolving training model: the coaching

22. The “How”An evolving model: national trainers and integrated locally coaches In each school: -1 to 4 classes for reading in NL • I to 2 coaches • - the school director Periodical support, M&E by the National team, MoE

23. 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

24. 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

25. What the Coach do?

26. From the classroom observations (i) Coach observations, June 2012 records

27. Classroom observations (ii) Coach observations, June 2012, records

28. Classroom observations (iii) Coach observations, June 2012, records

29. 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!

30. Impact: one year later Pilot evaluation shows promising results: MoE capacity increased; the piloted and revised materials are creating a new dynamic in boosting reading for all children. The coaching model showed efficiency in introducing new teaching skills and practices and impacts the national professional development system. A community of practice is starting to take place in the country, sharing experiences in supporting all teachers using the coaching approach The initial teacher training institution introduces a reading module