residential training for alp school teachers and principals

RESIDENTIAL TRAINING FOR ALP SCHOOL TEACHERS AND PRINCIPALS

TRAINING PACKAGE

ALL COUNTIES

ACCELERATED QUALITY EDUCATION FOR LIBERIAN CHILDREN

RESIDENTIAL TRAINING ALP SCHOOL TEACHERS AND PRINCIPALS

TRAINING PACKAGE All Counties

January 2020

USAID/LIBERIA ABE: ACCESS IDIQ CONTRACT

AID-OAA-I-14-00073/AID-669-TO-17-00001

Prepared for:

Judy Webb, Contractor Officer (CO)

Office of Acquisition and Assistance

United States Agency for International Development/Liberia

c/o American Embassy

502 Benson Street

Monrovia, Liberia

Prepared by:

Education Development Center

43 Foundry Avenue

Waltham, MA 02453-8313

USA

USAID/Liberia ABE:ACCESS IDIQ Contract AID-OAA-1-14-00073/AID-669-TO-17-00001 This document was made possible by the support of the American people through the United States Agency for International Development (USAID). This document was produced for review by the United States Agency for International Development. It was prepared by Education Development Center, Inc. (EDC) for USAID/Liberia Accelerated Quality Education for Liberian Children.

Rights and Permissions: This work is available under the Creative Commons Attribution 4.0 IGO license (CC BY 3.0 IGO) http://creativecommons.org/licenses/by/3.0/igo. Under the Creative Commons Attribution license, you are free to copy, distribute, transmit, and adapt this work, including for commercial purposes, under the following conditions:

- Attribution—Please cite the work as follows: USAID and MOE, 2020. Residential Training (Aug. 2019) for ALP School Teachers and Principals, Training Package, All Counties. Monrovia: USAID and MOE. License: Creative Commons Attribution CC BY 4.0 IGO

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Accelerated Quality Education for Liberian Children | Residential Training for ALP School Teachers and Principals

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Table of Contents

ACRONYMS ......................................................................................................................................................................................... 2

OVERVIEW OF TRAINING .............................................................................................................................................................. 3

SESSION 1: INTRODUCTION TO THE TRAINING ................................................................................................................ 9

SESSION 2: TEACHING AND LEARNING MATERIALS TO SUPPORT THE AQE PROGRAM AND WHY ......... 12

SESSION 3: USE OF MOBILE MONEY: TEACHERS PAYMENT TRACKERS .................................................................... 14

SESSION 4A: INTRODUCTION TO SAFER LEARNING ENVIRONMENT CURRICULUM UPDATES AND LEARNING TOGETHER ................................................................................................................................................................. 18

SESSION 4B: TEACHING ALP LEARNING TOGETHER CURRICULUM ......................................................................... 21

SESSION 4C: LEARNING TOGETHER MICRO-TEACHING PLENARY ........................................................................... 24

SESSION 5A: MATHEMATICS TEACHING AIDS ................................................................................................................... 26

SESSION 5B: MICROTEACHING NUMERACY/MATHEMATICS ...................................................................................... 30

SESSION 6A: INTRODUCTION TO THE IMPORTANCE OF READING INSTRUCTION ......................................... 33

SESSION 6B: LITERACY AND LANGUAGE: USING TEACHING AIDS TO SUPPORT LANGUAGE LEARNING ................................................................................................................................................................................................................ 38

SESSION 6C: GETTING TO KNOW THE LITERACY/ELA CURRICULUM AND RESOURCES ............................... 44

SESSION 6D: MICROTEACHING LITERACY/ELA ................................................................................................................. 48

SESSION 7A: PRINCIPALS TRAINING – SCHOOL QUALITY IMPROVEMENT PROCESS (SQIP) PART 1 – INTRODUCTION TO SQIP TOOL ............................................................................................................................................. 50

SESSION 7A (CONTINUED): PRINCIPALS TRAINING - SCHOOL QUALITY IMPROVEMENT PROCESS (SQIP) PART 2 – INTRODUCTION TO SQIP PLANNING TOOL .................................................................................................. 54

SESSION 7B: EOS TRAINING - DEO CERTIFICATION OF LEVEL COMPLETION PARTS 1 AND 2 ...................... 57

SESSION 8: TEACHERS TRAINING – SCIENCE MOTIVATORS ......................................................................................... 61

SESSION 9: TEACHERS AND PRINCIPALS TRAINING: LEARNER CLASS LISTS 2019-20 – COMPLETION AND TRANSITION STEPS ......................................................................................................................................................................... 65

SESSION 10: WRAP-UP ................................................................................................................................................................... 69


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ACRONYMS

ABE Accelerated Basic Education

AE Accelerated Education

AEP Accelerated Education Principles

ALP Accelerated Learning Program

AQE Accelerated Quality Education for Liberian Children

CEOs County Education Officers

DEOs District Education Officers

ECE Early Childhood Education

EDC Education Development Center

ELA English Language Arts

LOP Life of Project

MCSS Monrovia Consolidated School System

MOE Ministry of Education

SFCG Search For Common Ground

STS School To School

UNESCO United Nations Educational, Scientific and Cultural Organization

UNICEF United Nations Children’s Fund

USAID United States Agency for International Development


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Accelerated Quality Education for Liberian Children Year 3 Residential Training for ALP Teachers and Principals

Residential: August 2019 (Montserrado, Grand Bassa, Margibi, Nimba, Bong and Lofa)

Background/Introduction

USAID Accelerated Quality Education for Liberian Children Activity (AQE) is a collaboration with the Ministry of Education to implement an Accelerated Learning Program (ALP) in 260 schools for children, aged 8-15 years, who have never been to school or who have dropped out before completing Grade 6. The activity is implemented by EDC in six counties: Bong, Grand Bassa, Lofa, Margibi, Montserrado and Nimba. The activity focuses on two major result areas: institutionalizing a framework for ALP and increasing the number of learners who are eligible to re-enter the formal school system The USAID AQE is a four-year intervention designed to increase access to primary education for approximately 48,000 over age and out-of-school children (ages 8 – 15 years), allowing them to reenter and complete formal primary school in a shorter amount of time, thereby giving them a boost to pursue further education or training. AQE is a collaboration with the Ministry of Education to implement an Accelerated Learning Program (ALP) in 260 schools for children across six counties—Montserrado, Grand Bassa, Bong, Margibi, Lofa and Nimba.

Overview of Training Rationale: The residential training is geared towards meeting AQE Intermediate Result 2: adequate teacher ALP instruction provided which is a means of improving the quality of instruction and administration in ALP schools, teachers and principals participate in continuous professional development training and receive frequent support through practice, feedback, mentoring and coaching. This will build a community of teachers for ALP sites that produce and prepare them to reflect on their teaching practice and experience, and take charge of their own learning. Characteristics of Participants: The training implementation will bring together new and old teachers and principals. Master Trainers (MTs) and County Team Leads (TLs) will lead the training with support from the AQE Technical team comprised of teaching and learning material and Teachers Professional Developers (TLM/TPD). M&E will also monitor the quality of implementation. County Level Educational staff from all six counties will also participate in the training.

Methodology The training will deal with different range of topics, and will include a mixture of experiential and participatory learning approaches such as:

§ Reflection, and brainstorming § Modelling strategies, presentations, § Session handouts § Focused peer-to–peer discussions


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Learning Outcomes

The expected outcomes are:

§ By the end of this training, participants will be able to:

Pedagogy Knowledge

§ Use the ALP toolkit (Teacher Guides, Learner’s Workbook and recommended teaching aids) to implelement Unit 1 of the ALP program

§ Model ALP multi-grade/ mixed-ability teaching strategies used in the AQE/ALP curriculum

§ Implement the academic calendar for their teaching site (general preparation) § Identify the knowledge and skills learners should have after the completion Unit 1

Subject Content Knowledge

§ Demonstrate the use of teaching aids in mathematics and language classes; § Micro-teach a language and mathematics lesson form the ALP curriculum (Teacher

Guide and LWB) ; the steps, skills, practices and integration of teaching aids § Demonstrate simple science experiments that can be integrated in science curriculum

teaching and learning

Safe Learning Environment Knowledge

§ Outline ways to promote and maintain safe and supportive learnings environment to enhance teaching and learning

§ Explain how MoE Teacher Code of Conduct impacts teacher professional conduct and protects learners and promotes Safe Learning Environments in ALP schools

Teacher Professional Knowledge

§ Record goals for teaching and learning § Develop plan for new classes

Principal Professional Knowledge

• Develop school quality improvement plans


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Agenda

Venues Coastal – Margibi, Grand Bassa and Montserrado Counties; Inland - Bong, Lofa, Nimba Counties

Participants Teachers and Principals Date Day 1-August 19/ 26, 2019

Time Session 8:00 – 9:00 Breakfast & Registration

9:00 – 10:00 Session 1: Introduction to training – training cycles 2019-20 semester one Hopes and fears Pre-Test administrations

Slides/ handout TPD

10:00 – 12:00 Session 2: Teaching the first six weeks of ALP ALP revised curriculum; different level of teaching – from foundational to advanced skills; Teachers guide and learner’s workbooks; accelerated; assessment tools and recording –-of unit assessments, roll-book, end master grade sheet;

TPD

12:00 – 01:00 LUNCH

01.00 – 02:30 Session 3: Use of Mobile Money (Lone Star/Orange): AQE/ALP Teachers Payment Trackers

Finance

02:30 – 04:00 Session 4A: Creating Safe Learning Environments—Positive discipline Teacher Code of Conduct

TPD

04:00 – 04:30 Session 8C: Teachers and principals • Learner class lists 2019-20 – generation of class lists

TPD & M&E

4:30 – 05:00 Sessions Debrief

Participants Teachers and Principals Date Day 2, August 20/ 27, 2019

Time Session 08:00 – 09:00 Breakfast, registration and reflections

09:00 – 12:00 Session 4B: Skills and method in Teaching AQE/ALP Learning Together Curriculum - Groups Assignment for Learning Together - Micro teaching: Learning Together (Practice) - Q and A Reflection activity

TLM – Learning Together

12:00 – 01:00 LUNCH

01:00 – 02:30 Session 4C: Learning Together Micro-teaching Presentation

04:00 -- 05:00 Debrief


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Participants Teachers and Principals Date Day 3: August 21/ 28, 2019

Time Session 08:00 – 09:00 Breakfast, registration and reflections

09:00 – 12:00 Session 5A: Mathematics/Numeracy Teaching Aids

Stations – with

• Materials for making teaching aids • Video of teaching aides • Updated Maths handout on how to

use teaching aids

TLM - Maths

12:00 – 01:00 LUNCH

01:00 – 04:30 Session 5B: Microteaching Numeracy/Mathematics Numeracy/Mathematics Curriculum - Groups Assignment - Micro teach Numeracy/mathematics (Practice) - Q and A Reflection activity Microteaching Numeracy/Mathematics Plenary

04:30 -- 05:00 Debrief

Venue Ganta, Nimba – Cluster Inland county EOs and TLs Participants EOs

Day and Date

Day 3, August 28, 2019

Time Special Sessions – EO Certification 08:00 – 09:00 Registration and Breakfast TPD &

M&E 09:00 – 11:00 Session: EOs – DEO Certification of Level Completion Part 1 - Review

2018/19 level completion results; Certify level completion for the school year 2018/19

M&E

11:00 – 13:00 Session: EOs – DEO Certification of Level Completion Part 2 - Discussion strategies and develop action plans for supporting learners to explore transition pathways specified in the learner eligibility

TPD & M&E

13:00 – 14:00 Lunch


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Participants Teachers and Principals

Date Day 4: August 22/ 29, 2019

Time Session

9:00 – 10:20 Session 6A: Introduction to the Importance of Reading TLM - Language

10:20 – 12:00 Session 6B : Literacy and Language: Using Teaching Aids to Support Language Learning Literacy and Language Arts Getting to know the Literacy ELA curriculum and Resources

12:00 – 1:00 LUNCH

1:00 –2:00 Session 6C: Getting to Know the Literacy/ELA Curriculum and Resources

2:00- 4:00 Practice Session 6D: Micro teaching- ELA/Literacy Q and A /Reflection activity

Participants Teachers and Principals Date Day 5: August 23/ 30, 2019

Time Session 09:00 – 11:00 Session 7A: Principals – School Quality Improvement Process

(SQIP) Part 1– Introduction to SQIP Tool

TPD & M&E

11:00 – 12:00 Session 7A continued: Principals – School Quality Improvement Process (SQIP) Part 2 – Introduction to SQIP Planning

TPD

09:00 – 11:00 Session 8A: Teachers training – Science motivators – Introduction and practice

TPD

11:00 – 12:00 Session 8B: Teachers training - Academic Calendar – walk through handouts for levels 1-3

TPD

12:00 – 13:00 Lunch 13:00 – 15:00 Session 8C: Teachers and principals

• Learner class lists 2019-20 – consolidation of class lists

• Preparations for school opening – PTA Meeting and Orientation Days Sept 2&3 – walk through handouts

M&E CMAs (PTA) MTs (Orientation Days)

14:00 – 16:00 - Training Summary - Post-test - Training evaluation - Finance & Close-up


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Venue Monrovia, Montserrado – Cluster Coastal Counties EOs and TLs

Participants EOs Day and

Date Day 6, August 24, 2019

Time Special Sessions – EO Certification 08:00 – 09:00 Registration and Breakfast TPD &

M&E 09:00 – 11:00 Session: EOs – DEO Certification of Level Completion Part 1 - Review

2018/19 level completion results; Certify level completion for the school year 2018/19

M&E

11:00 – 13:00 Session: EOs – DEO Certification of Level Completion Part 2 - Discussion strategies and develop action plans for supporting learners to explore transition pathways specified in the learner eligibility

TPD & M&E

13:00 – 14:00 Lunch


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Day 1

Session 1: Introduction to the Training

Duration: 1 hour

Session Objectives By the end of this session, participants will have • Been welcomed to the workshop • Shared expectations of the training • Accepted the agenda for the workshop.

Key learning points: • Background/rationale for the training • Names, positions, schools and other units/orgs represented in the training • Expectations of participants for the training • Planned learning outcomes • Agreements about any expectations that will not be met in the training • Agenda • Knowledge expectations for the workshop (pre-test)

Preparation and Materials: Preparation

• Facilitator to read and review session. If multiple facilitators conducting the session ensure that each understands and is clear about where s/he starts/stops.

• Develop and/or read the talking points for the opening speaker • Select specific activities to be used in the introductions. • Prepare FLIPCHARTS ahead of time (see specifics below)

Materials • Prepared flip chart and Handout 1.1 learning outcomes and/or agenda for the training • Prepared flip chart with introduction points; question for expectations; and parking lot. • Blank flip charts; markers, nametags; pens; notebooks; masking tape. • Folders, pads, pens per participant • Agenda and Objectives

Time Activities Notes 20

minutes

Introduction and Warm up § Call participants to order. § Invite County EO or TL to make welcome statement and officially

open the workshop. § Introduce the training team: Allow each team member to call

his/her name and position.

Talking points to be developed for the first welcome which provides a very


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Time Activities Notes § Allow participants to set a 1-hour appointment between 8 &12 and

write it in the copybook. Let them find their partners with the same appointment time to share names and positions

§ Review trainings objectives and do a power point presentation on the AQE/ALP overview of the training semester 1 cycle.

Copies of power point on Semester 1 – Training and Mentoring Cycle

Discussion on Slide Presentation – ‘AQE Cycles of Training’

• 3 groups review the PowerPoint – • group 1 the ‘residential training’ slide; • group 2 the ‘school-based support’; and • group 3 the ‘cluster training’ • What is ‘similar’ and what is ‘different’ between the

three types of training? • How do the trainings ‘fit’ together into a ‘cycle’ of

professional development? • Where are we now in the cycle? What will be the take-

aways form this training?

brief rationale for the training. Keep this quick and brief… there will be opportunities to get to know each other throughout the training.

30 minutes

Expectations: Ask participants (Why are we here?), (What would you like to happen in this workshop?) write key points

• Share the proposed learning outcomes, and together with participants, point out how the learning outcomes are related to the expectations.

• Share and call on volunteer to read the workshop agenda Lead participants into setting workshop norms by asking the questions below:

- How we will work together during this workshop? - What will make our work/time effective? - What can we do to avoid things that might take away from

our effectiveness? After the workshop norms have been formulated, post it at a visible part of the training room. Introduce notion of “parking lot” and post a flipchart that will be the parking lot to capture outstanding issues. Share administrative info:

Expectations, Objectives and Parking Lot should be displayed and used throughout the training.


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Time Activities Notes Restrooms; location of charging stations; when allowances will be paid; any other concerns that might distract participants. Ask for other questions and respond to questions.

10 minutes

Conclude the session Explain that, we now know our intended outcomes; norms about

how we will work; and an agenda for completing our work. Transition to Pre-Test

Share rationale for pre-test: Explain that the test is to ensure that the participants are identified, inform decision-making and measure the before and after for training purposes; individual results will be confidential though we need an identifier to compare before and after. .

Distribute Pre-test and collect after 10 minutes


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Session 2: Teaching and Learning Materials to support the AQE program and why

Duration: 1 hour

Outcomes: By the end of the session, participants will be able to:

• Identify the materials to support their particular subject areas • Explain how and when to use the various materials • Explain how the AQE materials make their lives easier as teachers • Outline how the Learner’s work helps learner to practice knowledge and skills • Explain the practices learners need to use to take care of the Learner’s Workbook

Preparation and Materials: Preparation Important: For each subject area, prepare a clear, 3 minutes presentation or “commercial” about the teaching and learning materials for that subject area. The presentation should communicate what the materials are and how they are used in the classroom, the structure of the week and of a typical lesson. It should emphasize how the different materials weave together. The speech should be linked to the session objectives:

• Identify the materials to support their particular subject areas • Explain how and when to use the various materials • Explain how the AQE materials make their lives easier as teachers • Outline how the Learner’s Workbook helps learner to practice knowledge and skills • Explain the practices learners need to use to take care of the Learner’s Workbook. It is

important to have the presentation memorized and practiced. • Photocopy treasure hunt page ( 1 page per small group) • A prize for the best group

Materials • Copy of AQE teaching and learning materials (Teacher’s Guide, Learner’s Workbooks,

Teacher Read aloud story collection, teaching aid etc. • Treasure hunt

Time Activities Notes

10 minutes

Introduction and Warm up Introduce an AQE motivator or warm activity.

• Use mingle, mingle to group participants into small groups 4 in each group

• Distribute the treasure hunt handout to the group. • Read through the questions on the treasure hunt with the

participants. • Explain to the groups, that an AQE representative will have three

minutes to tell you about the materials for each subject area. • After their presentation, you will discuss the questions on your

handout and answer them as best you can. The group with the best answers will win some treasure.

Ask the participants

The purpose of this is to focus on the topic quickly.


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Time Activities Notes

15 min 15 min

Main activities: Mini Presentations on Each Subject Area in AQE Presentation should follow the outline.

• Introduce the subject areas, introduce themselves, make the presentations for 3 minutes. If possible use a timekeeper and stick to the time – this will reinforce the message about time on task.

After the presentation, refer groups to the treasure hunt questions. Groups work:

• Ask the treasure hunt questions and allow groups 5 minutes to discuss and write their answers.

• Remind them that group who gets most correct answers wins a prize!

After 5 minutes, announce pens down. Make the next presentations. After all the presentations, ask the groups to write their names on their sheet and submit them to the presenters.

• Correct the Treasure Hunt – Whole group debrief • Have groups exchange sheets to mark answers of another

group. • Debrief by correcting answers. During discussion, be sure to

clarify any misunderstandings. • Issue to group that got most number of correct

answers…treasure! Q&A: Ask participants for questions; take few questions before responding

Each presentation should follow this presentation outline. Presentation for content area in core subjects are inserted below Before each presentation share the treasure hunt questions. Tell Participants to listen carefully as they will answer the questions based on the presentation.

Activity 2: Learner Profile • Provide this background:

The curriculum is intended to help learners develop skills and knowledge specific content area. At the end of the first six weeks of instructions, learners are expected to be able to do different task based on knowledge and skills acquired in the different content areas.

• Put participants in small groups. Give each group a copy of the learner’s profile. Ask them to read for a few minutes.

• Discuss the learners’ profile by asking questions. Sample questions:

• What are learners expected to be able to do upon completion of unit 1 literacy, numeracy, learning together?

• What knowledge and skills do the need to have to do these things?

5 min

Conclusion • 3 things we have learner • 2 insights • 1 question that is burning


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Session 3: Use of Mobile Money: Teachers Payment Trackers

Duration: 1 hour

Session Objectives: Participants will be able to

• Describe how to correctly and properly fill in Teachers/Principals attendance sheet • Explain variety of process to teachers and principals receiving stipends • Role play scenario

Learning Outcome: Participants will be able to,

• Collect quality AQE/ALP teachers and Principals attendance sheet to process for payment

• Monitor and timely submit Attendance sheets to be Used for payment • Identify common mistakes that causes delay in receiving stipends payment

Materials:

• flip chart papers/posters, markers • Teacher attendance sheet

Preparation: Come to session with these below;

• Objectives written on Flipchart paper, • Examples of flashcards, teaching aids • Copies of teachers and administrators attendance

Timing Activity Notes 10 min Introduction

Welcome and greet participants to this session • Place poster with written session objectives on the board

and have a volunteer reads. Warm-up

• Have participants turn to someone next to them and make a pair.

• Have them image and share features of the AQE/ALP attendance sheet that are used for stipends payment

After 5 minutes, • Ask pairs representatives to say what was discussed

write key points down • Thank the participants and move to next

Participants to name what they are aware of in the process of mobile money

30 min Group work: Benneta Process of AQE/ALP stipend payment Scenario

• Distribute scenario to groups

• Tell groups to practice role play using the scenario

Participants to role-play common mistakes that causes delay in receiving or not


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Timing Activity Notes Scenario Benneta used the AQE/ALP profile form to fill in her information and spell her name as Benneta Yekeh. After one month of teaching, she and her colleagues used the AQE attendance sheet to fill in their daily lessons taught in February 2018. The principal signed the attendance sheet without carefully checking. The principal gave it to one of the teachers to take to the AQE office. The teacher took the attendance sheets to the Monrovia head Office and left it with the high expectation. The Finance Manager noticed miss-spelled of her name, repeated lessons for 3 days, School stamp is missing, no AQE staff intervention then her phone number not register to GSM company. This had cause delay after weeks of careful observation. The manager sent the attendance to the field office to be taken back to the school for proper filling but did not receive the sheet or information from the principal. Benneta realized that she hasn’t receive her stipend payment while other colleagues had received. Bennete threatens to stop teaching because her stipend is delay. After the role play, ask these questions

1. What do you think happened to the process of receiving stipends?

2. What are lessons learned from the scenario? 3. How can you fix this differently as it relates to the

scenario?

receiving stipends payment

20 min Provide information on copy of attendance sheets • Distribute copies of the attendance sheet to

participants • Use the copy of the attendance sheet to explain the

features and processes that are key to Finance Features of attendance:

- At the top of the attendance Table are; Name of Facilitator, Month, Year, Name of Site, Program, Level, District and County

- There are 6 columns of the table that have these title; Date, Signature, Content, Area, Level, Lesson # and Lesson Title

- Below the table, Attendance Summary and Reporting Period

- There is another table that has columns and rows right below the large one which carries features like; level, No of days present, No of days absent, Total # of days allotted for teaching, No of


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lessons taught and below it is, Comment, Reported by, Approved by, Facilitator and Administrator/Supervisor

Processes of receiving stipend payment Emphasize that the proper and correct filling in is done by:

- Writing correct answer to every space provided, daily entry of lessons and numbers taught.

- Principal check, approve by signature and stamp. - AQE Staff verify, collect the attendance and take

them to the Administrative Finance Officer (AFO) who will verify and sent to Head Office.

- The stipend Manager and finance boss will also verify and process payments for GSM companies

- GSM will alert you at the end of month mobile money payment on your phones using the numbers that you have provided to the companies.

Ask participants if they have question

• Respond to questions if there is any 10 min Roundup

• Ask participants: o Has this session been useful? Why? o How could lesson learned from processes help

improve your teaching? Give specific examples


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Residential Training: Learning Together, Unit 1

Learning Together, Unit 1 will be taught at the beginning of each level in the AQE schools. Learning Together, Unit 1 includes topics intended to help teachers and learners create and maintain a safe and enjoyable learning environment. Sessions 4, 5, and 6 at the August 2019 Residential Training will provide teachers with an orientation to Safe Learning Environments (SLE), how to create safe spaces in the classroom, the characteristics of learners in the early to middle stages of adolescents, introduction to Learning Together, unit 1 lesson topics, and provide an opportunity for each teacher to practice teaching some of the content through micro teaching.


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SESSION 4A: Introduction to Safer Learning Environment Curriculum Updates and Learning Together Duration: 1 hour Objectives: By the end of the session, participants will be able to:

• Discuss components of a safe learning environment (SLE) • Share how participants will create safe spaces in their classrooms • Describe characteristics of learners in the early to middle stage of adolescents

Materials and Preparation:

• Session objectives on flip chart paper • Session: Creating safe learning environments in the classroom

o Questions for participants to discuss should be on flip chart paper o Elements of a safe learning environment on flip chart paper

• Flip charts • Handout 4A • Handout 4B

Time Activities Note 15 min

Introduction § Introduce teachers to the session objectives. § Tell teachers that in the AQE program, we are working

together to ensure all learners have Safe Learning Environments. USAID defines Safe Learning Environments in a specific way and that definition can be found in Handout 4A. Pass out or ask teachers to find Handout 4A.

§ Read the definition to teachers: A safe learning environment is typically defined as a place where structured learning happens that is free from environmental, internal, and external risks to learners’ and education personnel safety and well-being . . . where infrastructure of a learning environment and also to the people within a learning environment is deemed safe.

§ Explain that: Environmental risks can include, but are not limited to, natural disasters and public health risks. Internal risks can include, but are not limited to, school-related gender-based violence (which includes rape, unwanted—including both physical and sexual—touching, unwanted sexual comments and abuse, corporal punishment, bullying, and verbal harassment), and gang activity/ recruitment within a school. External risks can include, but are not limited to, attacks on the way to/from school, ideological attacks on learning environments, armed/violent attacks on learning environments, occupation of learning environment infrastructure by armed groups.

§ Tell teachers that the AQE project conducted research on Safe Learning Environments and as a result Life Skills and Learning Together were updated to include lessons to


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Time Activities Note support safe learning environments, trainings for different groups like principals and education officers were updated, and the project is testing out different activities on the topic with PTAs. The next few session will provide teachers with information on the Learning Together lessons and provide them with an opportunity to practice teaching some of the lessons through micro-teaching.

§ This training focuses on Unit 1 lessons so we will only be covering Learning Together in this training. Life Skills and Learning Together semester 2 lessons will be covered in the next training.

20 min Creating safe learning environments in the classroom § An important part of Safe Learning Environments is to create

safe spaces for learners in the classroom for all lessons in all subjects, but especially when it comes to challenging or uncomfortable lesson topics.

§ Ask the participants to work in pairs and discuss the following questions:

o What does ‘safe spaces for learners’ mean to you? o How can you create a safe space for learners in your

classroom? § Ask a few volunteers to share their responses. § Close the discussion by summarizing the elements of a safe

classroom environment: Tip for facilitator to read o Engages and enables all learners to participate and

make decisions affecting them o Protects all learners from all forms of violence and

abuse as well as dangerous spots/objects to ensure their well-being

o Ensuring that all learners respect each other regardless of their background.

o Understands the specific needs and differences of girls, boys and children with disabilities and making sure that those needs are being addressed

o Being non-judgmental towards learners. o Allowing learners to express their views without

putting them down. o Using disciplinary measures which allow learners to

grow and learn from their mistakes without making the situation worse.

o Responding to questions regardless of what your perceptions of the questions are.

o Building a rapport with your learners so that they can feel confident to approach you with any challenge they are facing.

Ask 1-2 volunteers: How does the list above compare to the responses shared by participants in pairs?

Put questions on flip chart paper These elements of a safe classroom should be on copied and issued.

20 min Stages of Development § Tell teachers that an important part of teaching Learning

Together well is to understand where the learners are in their stages of development. Most learners in AQE classes are between 8-14 years of age. So learners are either

Facilitator should walk around the room while discussion is taking place to


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Time Activities Note entering or in the early to middle stages of adolescents. As a first step in this session, we’ll quickly discuss the stages of development.

§ Teachers should form groups of 5 with the people right around them.

§ Ask teachers to turn to Handout 4B. § Each person in the group will be responsible for reading one

of the five boxes in the handout to themselves: Intellectual, Social, Physical, Emotional and Moral. The group should agree who is reaching which box. Once each person is done reading the box they chose, they will have 1 minute to summarize it for the rest of the group.

§ Give groups 15 minutes to read and report back to other group members.

Summarize this activity by explaining that adolescents is a challenging and exciting time for young people. Many things are changing in their bodies, minds, and emotions. They are developing new types of relationships, making important moral decisions, and trying new things. This is normal and learners go through these stages in your own time. People, like teachers, who work with young people should understand these changes are taking place so that they can better understand, communicate with and teach the learners.

ensure groups are on tasks and summarizing each box. If there are some groups that are smaller, members can read more than one box.

5 min Reflection and Conclusion § Thank teachers for their active participation in this session. Tell teachers that they’ll have the opportunity to look at the new revised lessons in more detail in the next session and do micro-teaching.


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DAY 2

Session 4B: Teaching ALP Learning Together Curriculum Duration: 2 hours Objectives:

By the end of the session, participants will be able to: Describe Learning Together lesson topics relevant to the level participants teach Practice teaching a step from Learning Together


• Written session objectives on flip chart • Handout 5A • Printed lessons Learning Together lessons:

o Level 1, Lesson 1: Classroom Rules o Level 1, Lesson 2: Listening Skills o Level 2, Lesson 14: My Rights at School (Part 2) (LWB needed) o Level 2, Lesson 19: Gender Roles and Stereotypes o Level 3, Lesson 12: My Rights at School (LWB needed) o Level 3, Lesson 14: Student Responsibilities

Lesson options for micro-teaching with suggested steps to teach

Level 1 Level 2 Level 3

Lesson 1: Classroom Rules

Step 1: Introduction: Welcome and warm-up Step 2: Brainstorm Step 3 and 4: Writing Activity and Group Discussion

Lesson 14: My Rights at School (Part 2)

Step 2: Class Brainstorm and Discussion (LWB needed) Step 3: Pair Work: Giving Advice


Step 2: Class brainstorm and discussion Step 4: Group Work (LWB needed)

Lesson 2: Listening Skills Step 1: Introduction: welcome and warm-up Step 2: Demonstrate Step 3: Listening Activity

Lesson 19: Gender Roles and Stereotypes

Step 1: Introduction: Welcome and Warm-Up Step 2: Classwork and discussion: Clap, Clap, Clap

Lesson 14: Student Responsibilities

Step 2: Class Brainstorm: Student Handbook

Step 4: Group Work


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Introduction § Introduce teachers to the session objectives:

o By the end of the session, participants will be able to:

o Describe Learning Together lesson topics relevant to the level participants teach

o Practice teaching an activity from Learning Together

20 min Learning Together Content for Unit 1 § Ask teachers to refer to Handout 6A that describes

lessons in Learning Together for Unit 1, Semester 1 in all 3 levels. The lessons in bold focus on Safe Learning Environments. Life Skills and Semester 2 lessons will be discussed and teachers will practice these lessons in a future trainings.

§ Give teachers a few minutes to look over Handout 6A and ask a Level 1 teacher to summarize what the content will be for Learning Together, Level 1.

§ Ask a Level 2 teacher to summarize what the content will be for Learning Together, Level 2.

§ Ask a Level 3 teacher to summarize what the content will be for Learning Together, Level 3.

§ Tell teachers that they will have an opportunity to see some of the lessons and practice them in the next session but each lesson will contain the following things:

o Lesson objectives o Lesson learning points o Preparation and Materials o Background to the lesson o Steps of the lesson o Many lessons, but not all, will also contain

homework. Some lessons are labeled ‘Home Links.’ Home links homework means that learners should do that homework with someone at home – parent, older brother or sister, or another adult at home. Home links homework assignments are also being discussed with PTAs so that parents will know about Home Links homework assignments.

Level 1 Summarized content can include: Classroom management and organization, communication, getting to know each other, rights and responsibilities, personal hygiene, jobs.

Level 2 Summarized content can include: Classroom management and organization, communication, getting to know each other, rights and responsibilities, gender roles and stereotypes, personal hygiene. Level 3 Summarized content can include: Classroom management and organization, communication, getting to know each other, rights and responsibilities, personal hygiene, jobs.

30 min Introduction: Preparing to Micro-teaching § Tell participants that they will now break up into groups

of 3-4 for micro-teaching o If participants know what level they will teach,

assign them to work in groups based on their level, and use a lesson plan from that level.

§ Each group member should read over the entire lesson plan they have been given and groups should agree on which person is teaching which step.

Ask teachers who have previously taught the AQE/ALP lessons to model for the new teachers Teachers in some groups may need to teach the same step, but try to minimize this.


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Time Activities Note o Evaluation and homework does not need to be

taught. Suggested steps are listed in the box above.

§ Group members should prepare to micro-teach the step they have agreed on with the group.

Some lessons require writing something on the board, in that case, provide the teachers with a flip chart paper or piece of A4 paper to use.

60 min Micro-teaching § Micro-teaching (about 10 minutes): Each group

member should teach the step they have agreed to. They should respect the time provide for the step.

§ Feedback (3-5 minutes): After each step is taught, other members of the group should give feedback. Members who give feedback should list at least 1 thing the teacher did well and 1 thing that can be improved.

Facilitator moves throughout the room and observes steps to make sure groups are on task and positive feedback is being provided. Consider which teachers should be selected to demonstrate micro-teaching in the plenary group on day 2.

5 min Conclusion § Tell learners thank you for participating in micro-teaching. § Following lunch, a select number of teachers will present

their micro-teaching in plenary.

Facilitator selects the best 2 for each level that will present in the plenary on day 2.


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Session 4C: Learning Together Micro-Teaching Plenary Duration: 1.5 hour Objectives: By the end of the session, participants will be able to:

• Understand specific Safe Learning Environment lesson content • Discuss how to handle challenges related to teaching this content


• Printed lessons Learning Together lessons: • Printed lessons Learning Together lessons: • Printed lessons Learning Together lessons:

o Level 1, Lesson 1: Classroom Rules o Level 1, Lesson 2: Listening Skills o Level 2, Lesson 14: My Rights at School (Part 2) (LWB needed) o Level 2, Lesson 19: Gender Roles and Stereotypes o Level 3, Lesson 12: My Rights at School (LWB needed) o Level 3, Lesson 14: Student Responsibilities

Lesson options for micro-teaching with suggested steps to teach

Level 1 Level 2 Level 3

Lesson 1: Classroom Rules

Step 1: Introduction: Welcome and warm-up Step 2: Brainstorm Step 3 and 4: Writing Activity and Group Discussion


Step 2: Class Brainstorm and Discussion (LWB needed) Step 3: Pair Work: Giving Advice


Step 2: Class brainstorm and discussion Step 4: Group Work (LWB needed)

Lesson 2: Listening Skills Step 1: Introduction: welcome and warm-up Step 2: Demonstrate Step 3: Listening Activity

Lesson 19: Gender Roles and Stereotypes

Step 1: Introduction: Welcome and Warm-Up Step 2: Classwork and discussion: Clap, Clap, Clap

Lesson 14: Student Responsibilities

Step 2: Class Brainstorm: Student Handbook

Step 4: Group Work


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Introduction § Introduce teachers to the session objectives:

o Understand specific Safe Learning Environment lesson content from all 3 levels

o Discuss how to handle challenges related to teaching this content

75 min Micro-teaching: Plenary presentation

§ Two teachers from each level should present their step in front of the plenary group. Teachers should be selected to teach a step from both lessons for each level. Teachers selected should present the same step they taught in the small group.

§ Before each teacher beings to teach their step, they should tell the plenary group the title of the lesson and the objectives.

§ Teachers from the 3 levels should have about 10 minutes to present their step.

§ One person from the plenary group should provide feedback after each teacher. They should say 1 thing the teacher did well and one thing that could be improved.

If there is time, more than one person from the plenary group can provide feedback.

10 min Conclusion § To conclude this session, ask teachers:

o What was easy or challenging about teaching these steps?

o What support would you need to handle the challenges? And who can you ask for support?


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DAY 3

Session 5A: Mathematics Teaching Aids Duration: 3 hours Objectives: By the end of the session, participants will be able to:

• Create teaching aids for numeracy/mathematics • Explain how a teaching aid is used in a numeracy/mathematics classroom • Lead an activity using a numeracy/mathematics teaching aid

Preparation and Materials:

• Copies of Semester 1 TGs and LWBs for L1, L2, L3 • The session handout ‘Numeracy Teaching Aids’, one for each station. • Bring a set of teaching aids: Prepare a full set of teaching aids using the teaching aid

guidance in the Level 1 Semester 1 Teacher Guide. Model good practices by posting charts on the wall and storing small teaching aids (counters, cards) in a bag or box.

• Prepare Stations: Arrange the tables into 6 stations, and label each station with the name of one of the teaching aids. Put the materials for the appropriate teaching aid at each station (in the table below). Each station should also have flipchart paper and makers.

• If tablets are available, place one at each station, loaded with the video for that station’s teaching aid.

Station Materials Counters

Sets of small objects to be used as counters: beans, bottle caps, stones, etc.

Number line

Sheets of paper (to make a number line on the ground)

Number cards

Scissors Straight edge

100 chart

Straight edge

Place value chart

Straight edge Pencils/pens (to represent tens) Counters (to represent ones)


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Fake money

Straight edge Copies of fake money

Time Activity Notes 20 minutes

Activity 1: Introduction and Warm Up • Introduce session: Place objectives written on

poster/flipchart on the board and read Skip Counting Activity:

• Skip count by 2’s with a number line. Point to the multiples of 2 on the number line and count aloud: “2, 4, 6, …”

• Show participants the 100 chart and ask how they would use it to

count by 2’s. Allow a volunteer to demonstrate.

• Show participants the counters and ask how they would use

them to count by 2’s. Allow a volunteer to demonstrate.

• Ask participants in pairs to skip count by 2 using their bodies.

Ø For example: One person starts by raising his or her two hands up and counts 2, then the 2 of them raise their hands and count 4, and continue.

• Ask participants and take some responses: Ø What is teaching aid? (Example: It is a tool used to teach or

show a concept) Ø What teaching aids have you seen being used to teach

maths in Liberia? (Examples: multiplication table, blackboard)

The facilitator shows how to use the number line to skip count by 2’s. The rest of this activity should allow participants to demonstrate skip counting using different tools.


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Time Activity Notes • Explain teaching aids:

Ø This session is about numeracy/maths teaching aids that are used in the AQE program.

Ø Teachers in the AQE program will create teaching aids to be used during lessons. They will use everyday materials.

• Ask participants to find the “Teaching Aids” section of the Level

1 Teacher Guide. Give participants 1-2 minutes to look over the section, then ask them to explain what they see.

1 hour Activity 3: Group work: Creating teaching aids • Form six groups of participants and assign them each to work at

one of the six stations: counters, number line, number cards, 100 chart, place value chart, fake money.

Instructions: • Explain that participants will work in groups to become

‘experts’ on one teaching aid. They will then present that teaching aid to the large group.

• These are the steps to complete in groups: 1. Read the Teacher Guide section on your assigned teaching

aid.

2. Watch the video about how to use the assigned teaching aid.

3. Make the teaching aid using materials at the station.

Ø Each member of the group should make their own.

4. Prepare to present the teaching aid. Choose 3 group members to present and assign them roles.

Roles: Ø Presenter: 1 group member explains the teaching aid

to the large group. They should explain how they made it and why it is useful in maths.

Ø Activity Leaders: 2 group members will each lead the large group in a different activity using the teaching aid.

Facilitator has read the section on teaching aids in advance. Walk around the room to make sure groups understand their teaching aid.

1 hour 30 minutes

Activity 4: Group Presentations

• Each of the 6 groups will have a maximum of 15 minutes to present their teaching aid. Keep track of time. Ø 5 minutes: Explaining what the teaching aid is, including

how it is made and how it is used. Ø 10 minutes: Lead 2 different activities using the teaching

aid (5 minutes each)


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Time Activity Notes • Allow participants from other groups to ask questions they may

have about the teaching aid.

10 minutes

Wrap-up Activity: Debrief • Ask these questions. Record answers on flipchart to form parts

on workshop notes.

1. What are some teaching aids that can be used to teach: Ø Counting? (Examples: counters, number cards, 100

chart) Ø Addition? (Examples: counters, number line, place

value chart, addition table) Ø Multiplication? (Examples: counters, number line,

multiplication table) Encourage participants to see that different teaching aids can be used to teach the same topic. It is good to use a variety of teaching aids. Let them also see that one teaching aid can be used to teach variety of lessons (multi-purpose teaching aid)

2. Why do you think it is a good practice to use teaching aids in a numeracy/maths classroom?

3. What did you find easy /challenging about making or using the teaching aids?

4. What support would you need to handle the challenges?

• Thank group for their participation. Encourage participants to talk to the MT when they have issues.


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Session 5B: Microteaching Numeracy/Mathematics Duration: 3 hours Objectives: By the end of the session, participants will be able to:

• Teach a segment of a lesson plan using appropriate teaching aids and strategies • Provide feedback to other participants


• Copies of Semester 1 TGs and LWBs for L1, L2, L3 • Flipchart paper, markers, tape

Each group of participants will be assigned one of the lesson plans in the table below. The lessons use different teaching aids and strategies. You may not cover all of the lessons. If you have a smaller group of participants, assign lessons to small groups starting from the first row.

Level 1 Level 2 Level 3 A. Place Value 1A. Lesson 9: Place

value of numbers up to 20

2A. Lesson 2: Numbers in the Hundreds (100s)

3A. Lessons 4-5: Whole Numbers – Comparing Numbers and Place Value (stop before Guided Practice)

B. Comparing and Ordering Numbers

1B. Lesson 22: Comparing and Ordering numbers up to 100

2B. Lesson 10: Comparing and Ordering Large Numbers

3B. Lesson 6: Whole Numbers – Putting Numbers in Ascending or Descending Order

C. Addition 1C. Lesson 32: Addition with Counters

2C. Lesson 23: Addition of 2-digit Numbers without Carryover

3C. Lesson 20: Whole Numbers – Addition of 3 and 4 Digit Numbers

D. Subtraction 1D. Lesson 39: Subtraction with a Number Line

2D. Lesson 20: Introduction to Subtraction

3D. Lesson 22: Whole Numbers – Subtraction of 3 and 4 Digit Numbers


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Time Activity Notes 5 min Activity 1: Introduction

• Introduce session • Place objectives written on poster/flipchart on the board and

read • Form groups of 4-5 participants, and assign each group a lesson

plan from the table above. Ø If participants know what level they will teach, assign

them to work in groups based on their level, and use a lesson plan from that level.

30 min Activity 2: Prepare to Teach

• Participants should read over their entire assigned lesson plan. • Each member of the group should prepare to teach one step of

the lesson plan (they do not need to do homework review, but should choose an activity from Step 2 onward). They should collect the teaching aids they need.

Ø If there are not enough steps for each group member to be assigned one, then multiple group members can lead the same step.

1 hour 30 min

Activity 3: Leading a Lesson Segment

• Microteaching (~10 minutes each): Each group member leads their lesson activity. Participants should respect the time limits from the lesson plan.

• Feedback (<5 minutes each): After each group member’s presentation, the group should tell them at least 1 thing they did well, and 1 thing that could be improved.

The facilitator should walk around and visit each group. The facilitator may also give feedback.

45 min Activity 4: Plenary Presentation

• One group from each level (1, 2, 3) presents a 10-minute microteaching activity. Allow one representative of each group to present the same activity they presented in their small groups.

Ø Select 3 groups that worked on the same topic in the 3 different levels. Choose only one of the topics for presentation: A. Place Value B. Comparing and Ordering Numbers C. Addition D. Subtraction

• Give each group 10 minutes to present. Allow 5 minutes for feedback. Other participants in the large group should tell them at least 1 thing they did well and 1 thing that could be improved.


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Time Activity Notes 10 min Wrap-up Activity: Debrief

• Ask these questions. Record answers on flipchart to form parts

on workshop notes.

1. How is place value taught at the 3 different levels? What pattern did you see from one level to another? Ask this question about the topic presented in Activity 4. For example, if the groups presented on addition from 3 different levels, ask them about addition. Encourage participants to understand that the same topics are taught in different levels, but the difficulty level, teaching aids and strategies are different.

2. What did you find easy /challenging about using the lesson plans and leading a lesson activity?



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DAY 4

Session 6A: Introduction to The Importance of Reading Instruction Duration: 1 hour 20 minutes Subtopic 1 What is reading? Why is the teaching of reading important?

Time: 45 minutes

Learning outcomes: At the end of this session, participants should be able to:

1. Reflect on their personal reading experiences 2. Summarize why reading is important

Content Notes Introduction (15 mins) Activity: Reading Autobiography Reflection Tell participants that before we dive into thinking about reading development and effective teaching, they are going to spend some time thinking about themselves. Ask the participants to read the writing prompts Tell participants to write their answer to each of the five prompts in their notebook. The five prompts are:

1. Your first memory of reading 2. Your experience of reading in one language versus

another 3. Books you remember reading 4. People who influenced your growth as a reader 5. Your experience sharing reading with others

Reading Autobiography Share Ask participants to turn to their partner and share their reading autobiographies. Large Group Share: Ask the partners to share, with another pair of partners, the highlights of their discussions. Conclude this section with a brief summary of what you (the facilitator) heard from the large group share about any of the points. Tell the participants that we are now going to try and build a shared understanding of what we mean by skilled reading. Pre-reading: (5 mins) Explain, “Reading has not historically been taught as a formal subject in most teacher training programs in many countries; this is an essential question. Explain to the participants that they are going to do a reading activity. Refer participants to the handout Why Is the Teaching Of Reading So Important? Ask the participants to read the title and predict what information might be in the text. Take a

If participants have not included these answers, you can provide the following summary at the end of this activity: Reading needs to be taught—most learners will not learn it on their own. Reading is not just memorizing letter names, sounds, lists of words, or being able to pronounce the words. Reading is about comprehension – understanding what the words and sentences mean. • The ability

to read and write is the foundation of all


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few answers from the room. Then, explain to the participants that they are going to read some facts and statistics that outline why the teaching of reading is so important. After they have read the piece, we will try and answer the question Why Is the Teaching Of Reading So Important? Using information from the article. During Reading (10 mins) Allow time for the participants to read silently. If time allows, ask volunteers to read aloud after the participants have read the piece independently. Advise participants if they come across a word; they don't know they should raise their hand, and you will explain the meaning of the word. After reading (10 mins) Elicit from the participants some of the main points of the article. Write them on the chalkboard. Ask the participants to note the points in their notebook. Ask the participants if there was anything they didn't understand or need more information about to help them understand more. Discussion: Before beginning this activity, refer the participants back to the question on the board: Why is the Teaching of Reading so Important? Ask participants to turn to their partner and discuss the question. Ask the pairs, to write down their ideas, as they will be asked to share with the larger group. After 5 minutes bring the entire class together and ask the pairs to share their ideas. Record their responses on the board. Conclusion (5 mins) Conclude by asking the participants to record any ideas they had not already thought of in their notebook.

academic success

• Reading needs to be taught—most learners will not learn it on their own • Many learners in Liberia are not learning to read, even though they go to school • Learners who do not learn to read in Level 1 are more likely to drop out of school. • The Matthew Effect - This means that the gap between good readers and struggling readers keeps growing wider and wider as time passes. • Most teachers have no training in how to teach reading. However, teaching reading is a complex process, and it requires specific knowledge and skills and attitudes. • All teachers—especially in primary school but also at the secondary level—need to understand how to teach reading. This is because learners with


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underdeveloped reading and writing skills are found even in secondary school, often struggling in silence


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Subtopic 2: What is Skilled Reading?

Time: 30 Minutes

Learning Outcomes: At the end of this session, participants should be able to: Articulate the characteristics of skilled readers

Content Methodology Introduction (10 mins) Think-Pair-Share: What Do Skilled Readers Do? Explain to the participants that in the last activity, we discussed the importance of teaching reading, we learned that, teaching reading is a complex process, and it requires specific knowledge, skills, and attitudes. In this activity, we are going to think-pair-share again, but this time we are going to think about the following question, write the question on the board: What are skilled readers able to do? Ask participants to think and then share with their partner their response to the question. Ask the pairs to write down their ideas, as they will be asked to share with the larger group. After 5 minutes bring the entire class together and ask the pairs to share their ideas about what skilled readers do. Summarize the main points on the board. Pre-reading: (5 mins) Introduce this section by writing the following words on the board: Alphabetic system Fluently Explain to the participants that they are going to do a reading activity, and these words are in the text. Ask the participants to read the words, ask them if these words are familiar to them, if participants cannot explain the meaning of the words or use them in a sentence, explain the meaning of the words. Refer participants to have their handout, What Do Good Readers Do? After they have read the piece, we will discuss as a group if we read something new or interesting. During Reading (5 mins) Allow time for the participants to read the piece silently. After reading (10 mins) Elicit from the participants some of the main points of the article. Write the main points on the chalkboard.

: Often when you ask teachers to describe a good reader, they will provide the following answers:

• pronounces the words correctly

• pauses at the full stops • reads in a clear voice.

This is not surprising as often teachers place a lot of emphasis on these characteristics in classrooms, and as a result, learners perceive this as skilled reading.

Conclude: Summarize by providing this information:


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Research have defined reading as a set of component skills. There are five components of reading instruction. Write the following on the board:

• Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension Explain to the participants that throughout the year, we will be learning and demonstrating the five areas of reading instruction.


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Session 6B: Literacy and Language: Using Teaching Aids to Support Language Learning Duration: 1 hour 40 minutes Session Objectives: By the end of the session, participants will be able to:

• Summarize how teaching aids help learners to develop literacy skills • Demonstrate how to use the recommended teaching aids in the AQE program • Identify what materials they will need to make for their classrooms

Background Information for Facilitators

Accelerated Learning pedagogy is learner-centered, active, participatory, and varied to meet the needs of all. Teaching is age-appropriate and aims to support different learning styles. Older learners learn well through peer-to-peer approaches where they can learn from each other. This social interaction is also important for them to strengthen their social support networks. Teachers who use Accelerated Learning teaching approaches avoid lecture-style teaching. Instead, they guide and facilitate learners to find out for themselves while having a firm grasp of what learners are expected to discover. Accelerated Learning approaches recognize that students have different learning styles, including visual, auditory, and kinaesthetic, and they harness different types of intelligence and the ways in which information is retained and recalled. Accelerated Learning approaches begin with the individual needs of learners, motivating, and actively engaging them to learn as efficiently as possible through learner-centered, fun, and interesting activities. (2017 AEWG Guide to the Accelerated Education Principles)

Providing students with multiple ways to access content improves learning (Hattie, 2011). Providing students with multiple ways to demonstrate knowledge and skills increases engagement and learning and provides teachers with more accurate understanding of students' knowledge and skills (Darling-Hammond, 2010).

It is very important that the tasks teachers set their learners are designed to focus on real learning and not on simply keeping the learners active. Teachers need to shift from traditional methods of instruction and adopt participatory and interactive methods that engage young people in the learning process, both in groups and as individuals. This ensures that learning is active, participative, and engaging rather than passive and that it is personalized, addressing learners’ individual needs and expectations.


• Copies of Semester 1 TGs and LWBs for L1, L2, L3 (Literacy and English Language Arts) • Session handout low-cost no-cost materials - one for each station inserted below-. • Copies of warm-up, games from the Literacy ELA curriculum for each station-inserted

below • Bring a set of teaching aids: Prepare a full set of teaching aids. Model good practices

by posting charts on the wall and storing small teaching aids (counters, cards) in a bag or box.

Ø Alphabet chart( to be used for warm –up and station this for station1)


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Ø Bingo lettercards- for station5 Ø Bingo sight word cards-station 5 Ø Set of sight words from units 1-3 (Literacy/ELA curriculum)-put some sight words

at each station Ø Set of alphabet cards-upper case letters-station 2 Ø Set of alphabet card-lower case –Station 3 Ø Set of alphabet card-with lower and upper case letters Ø A word list for fastest finger games-inserted blow - 5-10 copies for station

• Prepare Stations: Arrange the tables into five stations, and label each station with the

name of one of the teaching aids(in the table below). Put the appropriate teaching aid and the notes on how to make and use the aid at each station. Each station should also have flipchart paper and makers.

Station Background information Alphabet chart Learners will benefit from activities that familiarize

them with the letters of the alphabet and their sounds. You can use this alphabet chart for a variety of activities for early literacy development, such as identifying individual letters, practicing writing letters, or creating words from letter combinations. http://www.readwritethink.org/classroom-resources/printouts/alphabet-chart-30192.html#related-resources Why teach about the alphabet? Letter naming is a strong predictor of later reading success Learning letter names helps a child learn letter sounds It helps students develop their understanding of the alphabetic principle. https://www.readingrockets.org/strategies/alphabet_matching

Alphabet flashcards

Learners have to learn to recognize and attach sound to four sets of letters—uppercase print, lowercase print, uppercase cursive, and lowercase cursive. Some letters, such as lowercase b and d, and q and p, as well as uppercase M and W, and F and E, have subtle differences. It takes time and practice to distinguish one from the other in each pair. It is essential to assess a child's knowledge of the alphabet at the beginning of level one to plan the instruction needed. Accuracy and speed are both important, and both should be assessed. https://www.readinga-z.com/books/alphabet-books/strategy-bank/ Emphasize that the teacher also has to use their voice and mouth to teach some of these sounds. For


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example: /b/ To produce the /b/ sound, use the following cues with your learners. Watch My Mouth (this will help them see what your lips are doing) You can then reinforce this with the flashcards.

Sight word flashcards

Quick, quick Use flashcard drills to help kids automatically recognize and read words, especially those that are used frequently. Teachers should make sure that learners have several exposures to these words. Talk about them with leaners, point them out during shared readings, highlight them when you write them on the board. Keep flashcard drills short. Ten minutes maximum, it's important that practice is distributed over several days. When learners get a sight word, wrong say, "This word is ______." Then spell the word and name the word again, and say, "Read that word again." Remember to give immediate feedback. https://www.readingrockets.org/article/reading-tips-parents-second-graders

Bingo Letters card

Bingo can be adapted easily for review; letter names and sight words and requires little instruction in how to play. Through playing Bingo, learners can review or relearn concepts and terms in a quick, efficient manner. Also, the instructor can use BINGO to check learners' understanding of fundamental concepts. https://www.readingrockets.org/strategies/alphabet_matching

Sight word Bingo cards


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Time Activity Notes 15 mins Activity 1: Warm-Up and Introduction

• Place objectives written on poster/flipchart on the board and read.

• Put the Alphabet Chart up. • Sing Alphabet song I Have The Alphabet In

My Mouth (sung to the tune of 'He has the Whole World in His Hand.) Point to letters on the chart as you sing.

• Use I Do; We Do, You Do to teach the song. • Ask participants and take some responses:

Ø What do you remember about teaching aids from the numeracy session? (Possible answer: They are tools used to teach or show a concept.)

Ø What teaching aids have you been using to teach Literacy/ELA in your school? (Possible answers: alphabet chart, blackboard.)

Ø Why are teaching aids necessary in the teaching and learning process? (Possible answer: help learners understand, remember, practice.)

I do, we do, you do is a teaching strategy that includes demonstration, prompt, and practice. When new material is being introduced, the teacher has a prominent role in the delivery of the content. This is the “I do” phase. But as the learner acquires the new information and skills, the responsibility of learning shifts from teacher-directed instruction to student processing activities. In the “We do” and “You do” phases, (Levy, 2007)

30 mins Activity 2: Literacy and Language Games Introduce participants to the teacher guide. Show them where the teaching aids are listed in each

lesson plan under the preparation and materials heading.

Model few of the following games using the appropriate instructional aid. Emphasized that these games in addition to showing how literacy content can be taught, will also show how a set of teaching aids are repeatedly used.(I DO)

You can model the following games: Identify lessons in which these games are used before hand and prepare the materials needed for the game. • Buzz Game • Fastest Finger • March Around

The Alphabet • Matching Pairs • What Comes

Next? • What Is Missing?


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60 mins Activity 3: Independent Practice (YOU DO) • Form five groups of participants and assign them

each to work at one of the five stations: alphabet chart, letter flashcard, sight word flashcard, bingo letter card, bingo sight word card.

• Explain that participants will work in groups to practice to discuss and practice using one of the teaching aids.

• These are the steps to complete in groups: Ø Read the notes on how teaching aid can

be made and used. Ø Practice the game in their groups; one

person should be the teachers and the others the learner.

Ø After 10-15 minutes move to the next station. Read the notes on how teaching aid can be made and used and practice the game.

EACH GROUP WILL VISIT AT MOST 2 stations.

• After 30 minutes call groups to attention. Invite two groups to describe:

o their teaching aid, how it is made o how it is used o model one of the games practiced at the

stations.

In this activity, participants will be working independently, moving from station to station, and completing activities. As teachers are practicing, circulate, and ask them questions like how it is made? How is it used? What skill are you practicing? Encourage participants to ask questions they may have about the teaching aids and the games.

15 minutes

Activity 4: Wrap-up Activity: Debrief • Ask these questions.

5. What are some teaching aids that can be used

to teach: Ø Letter naming? (Examples: alphabet chart,

alphabet flashcard, bingo letter) Ø Letter sounding? (Examples: alphabet

chart, alphabet flashcard, bingo letter) Ø Sight word recognition? Examples: sight

word flashcard, bingo flashcard, )

6. Why are teaching aids used in the literacy/ELA classroom?

7. What materials will you start collecting to make these teaching aids? When will you start making them?

8. What did you find easy /challenging about using the teaching aids?

Record answers on flipchart to form parts on workshop notes. Encourage participants to see that different teaching aids can be used to teach the same topic. It is good to use a variety of teaching aids. Let them also see that one teaching aid can be used to teach a variety of lessons (multi-purpose teaching aid.)

1

2

34

5


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Summarize: It is important to note that everyone can make teaching aids; you do not need to be a professional artist to do so. Many pictures, objects, numbers, letters can be made from simple lines and shapes. It is a good idea to start with the materials needed when making teaching aids. Teachers can use any locally available materials to contextualize the lessons. Examples; bags, scissors, twine, needle, rope, thread, boxes, bottle tops, etc., to demonstrate lessons Using teaching aids makes lessons fun.

• Thank the group for their participation. Remind participants to talk to the MT when they have issues.


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Session 6C: Getting to know the Literacy/ELA Curriculum and Resources Duration: 1 hour Session Objectives: By the end of the session, participants will be able to:

• Identify components of a literacy/language lesson. • Teach lessons in the curriculum for the first few weeks following the scripted lesson plan • Describe how the Learner’s Workbook is used during and after the lesson


• Copies of Semester 1 TGs and LWBS for L1, L2, L3/overview of Units 1-3 level 1, 2 & 3 • Teaching aids

Ø Flipchart paper, markers, tape Ø Alphabet chart Ø Bingo letter cards Ø Bingo sight word cards Ø Set of sight word flashcards (see list below) Ø List of sight word for fastest finger game (1 per group)


• Warm-up using I do. We do, you do.

• Highlight the following:

I he it can be am A in get by the she is on but at as we run you red are will jump up

A Part of a Family

I am a part of a family, happy, happy o, happy, happy o happy o,

I am a part of a family, happy, happy o, hap-py, hap-py ooh.

When a father in the family, happy, happy o happy, happy, happy o,

When a mother in the family, happy, happy o happy, happy, happy o,

When sister, brother, etc. in the family happy, happy o, hap-py, hap-py ooh.


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Time Activity Notes Ø A feature of the Literacy ELA curriculum is, to begin

with, a warm-up activity. This signals to learners that class is starting. It helps the class to focus and creates a positive learning environment. So, as we go through these sessions, we will do some of these warm-up activities. They are in the lesson plans, and we should do them with learners.

Ø Warming up prepares the body and encourages the brain and muscles to work together as a team. A good warm-up only needs to last 2–4 minutes.

• Place objectives written on poster/flipchart on the board and read.

• Ask participants if they have any questions.

40 min Activity 2-AQE Facilitator Guide • Form 5 groups. Distribute the curricula from Semester 1

curriculum for all three levels among the groups.(assign groups curriculum as follow: level 1-2 groups; level 2-2 groups; level 3 1 group

• Assign lessons to groups. See lessons for assignment in note column.

• Post pre prepared questions on flip chart. • Ask them to read lessons and answer the following questions: ( pre

written on flip chart) Ø What are the steps of the lesson plan? (Answers:

Introduction & warm-up; activities; formative assessment & homework)

Ø What does the teacher have to do in advance of the lesson to prepare? (Answers: Identify and prepare the different materials and teaching aids needed- find pictures or draw jug, key, insect, lantern; Identify teacher's tasks and learners' tasks in the lesson)

Ø How would you describe the teacher in the lesson? (Answers: busy, providing information, modeling, demonstrating, assessing learning and giving feedback)

Ø What are the teaching and learning materials needed? ( TG, LWB, Aids)

Ø Why are timings included in the lesson plan? (Answers: keep teachers on task so they can finish the entire lesson and assess learners, allows learners to practice skills for short periods every day.)

Ø What activities do the learners do? Why do you think they are doing these activities? (Listen, participate in games, practicing with, and after the teacher reading, writing. They have to practice the skills so they can master them.)

2 lessons from each level Level 1- Lessons 3 & 9 Level 2-Lessons 11 & 12 Level 3-Lessons 2 & 16 For group presentations


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Time Activity Notes Ø What content and skills are introduced/reviewed in this

lesson? (the answer will vary depending on lesson and level. Possible answers for literacy lesson 9 could be, letter naming, letter-sound association, letter recognition, letter writing)

Ø How is learning assessed in the lesson? ( learners are asked to do something they learned from the lesson)

• Invite three groups ( 1 Level 1; 1 Level 2; 1 Level 3) to make a presentation based on their discussion.

• After their presentation, invite the other groups to make additional comments on their lessons plan but avoid repeating what has already been covered.

• Summarize: Highlights the following points: Lessons have different parts:

o introduction which includes a warm-up activity o Step by step activities o Conclusion and evaluation

Each part of the lesson is equally important and should be given the deserved attention. They should follow the recommended timings. There is a clear indication of what teachers and learners should be doing, for how long, and what they should be using to carry out the tasks. This is equally important and teachers should pay keen be attention to this. Teachers should lead learners into doing different LWB activities in the various steps, provide feedback to learners by checking the LWB activities and going over the activity with the whole class, etc. There are very few lessons without Corresponding workbook activities. All lessons with LWB activities have 2-3 activities that need to be completed during the lesson. When visiting sites, MTs will check learner’s workbooks to see that learning activities are being completed and checked. Teachers are strongly encouraged to engage learners in doing these activities. The lessons follow a teaching and learning cycle-teaching-assessing – teaching. There are inbuilt formal and informal assessment activities in the curriculum. They include the:

Ø Daily assessment at the end of a lesson Ø Mid unit assessment Ø Diagnostic assessment Ø End of unit assessment.

All of these assessments are important and will serve different purposes. Teachers should remember to do them as part of their teaching tasks.


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Time Activity Notes Maters Trainers will work with them in helping them prepare for the diagnostic assessment.

• Give tips to handle different aspects of a lesson, for example, how to choose a sample of LWB activities or homework to correct/check.(hand out -Tips for checking homework/in class LWB activities -see handout below)


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Session 6D: Microteaching Literacy/ELA Duration: 2 hours Objectives: By the end of the session, participants will be able to:

• Teach a segment of a lesson plan using appropriate teaching aids and strategies • Provide feedback to other participants


• Copies of Semester 1 TGs and LWBs for L1, L2, L3 • Flipchart paper, markers, tape

Each group of participants will be assigned one of the lesson plans in the table below to teach using different teaching aids and strategies. You may not cover all of the lessons. If you have a smaller group of participants, assign lessons to small groups starting from the first row. If there are more group of participants, one or more group can work on the same experience.

Level 1 Level 2 Level 3 Lesson 3 Lesson 11 Lesson 2

Lesson 9 Lesson 12 Lesson 16

Lesson 31 Lesson 32 Lesson 21

Lesson 63


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• Introduce session • Place objectives written on poster/flipchart on the board and

read • Form groups of 4-5 participants, and assign each group a lesson

plan from the table above. Ø If participants know what level they will teach, assign

them to work in groups based on their level, and use a lesson plan from that level.

25 min Activity 2: Prepare to Teach

• Participants should read over their entire assigned lesson plan. • Each member of the group should prepare to teach one step of

the lesson plan (they do not need to do homework review, but should choose an activity from Step 2 onward). They should collect the teaching aids they need.

Ø If there are not enough steps for each group member to be assigned one, then multiple group members can lead the same step.

50 min Activity 3: Leading a Lesson Segment-small group • Microteaching (10 minutes each): in their groups, Each group

member leads a lesson activity/step. Participants should respect the time limits of the lesson plan.

• Feedback (5 minutes each): After each group member's presentation, the group should tell the teacher at least one thing they did well, and one thing that could be improved.

The facilitator should walk around and visit each group. The facilitator may also give feedback.

40 min Activity 4: Plenary Presentation • Select one group from each level (1, 2, 3) to present a 10-

minute microteaching activity • Give each group 10 minutes to present. Allow 5 minutes for

feedback. Other participants in the large group should tell them at least one thing they did well, and one thing that could be improved.

5 min Wrap-up Activity: self- assessment

• Give each participant a copy of the self-assessment form to complete.

• Collect and analyze forms and document results to form part of the workshop notes.

• Use the information to inform the coach and to mentor during school visits. Ask these questions.


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DAY 5

Session 7A: Principals Training – School Quality Improvement Process (SQIP) Part 1 – Introduction to SQIP Tool

Duration: 2 hours

Session Objectives

By the end of the session, participants will be able to:

• Describe the steps involve in MoE School Quality Improvement Process Framework, and how they can be applied to improving the quality of ALP programs.

• Analyze SQIP results related to quality standard and classification scores. • Identify ways in which results from the School Quality Assessment can be used to improve

teaching and learning environment and community links/support to Accelerated Education.

Background information

AQE is working along with the MOE to revise the process and tool for quality improvement of ALP, based on expansion of Module 9 of the MOE School Quality Assessment Tool. The revised Module 9 will integrate two quality standards of ALP namely, Teaching and Learning Environment and Community Links and Support. An array of stakeholders including principals, teachers, learners and PTA representatives constitutes an important data source for the School Quality Assessment process. Materials

• Flipchart paper and markers • Handout 1.1 - Characteristics of Young Learners

Timing Activity Notes 15 min Introduction

§ Display and explain the pre-written session objectives, and clarify where there are questions.

§ Tell participants that they are going to do a warm-up activity called “traffic light.” Use the note below to explain how the game is played.

Explain that red light mean STOP and when you shout red light, participants should stop. Yellow light means GO SLOW and green light suggest that participants should MOVE FAST. Play the game for 2 minutes and then call participants to order afterwards.

§ Facilitate an interactive discussion by asking the below questions: o How can you relate the “Red Light” and the action it

depicts to school quality improvement process?

Red light—the school is having serious gaps and there is a need for intervention. Yellow light—the school is performing, but challenges exist in meeting all required standards.


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Timing Activity Notes

o What relation can you draw for the “Yellow Light” and the action it portrays to school quality improvement process?

o In the context of school quality assessment, how can you explain the “Green Light” and the action it depicts?

Red light—the school is performing in line with acceptable standards.

15 min Activity 1: What is the School Quality Improvement Process (SQIP)

§ Distribute copies of Handouts 1.1

§ Ask participants if they know what is School Quality Improvement Process (SQIP) is, and if they have participated in the SQIP process?

§ Take responses from few participants.

§ Handout 1.1 – School Quality Improvement Process (SQIP) Tool

25 min Activity 2: Steps and procedures of the School Quality Improvement Process (SQIP)

§ Use the tool handout to explain the content, standards, data source and the interview scoring guide and process.

§ Start with explanation on the use of ALP Site Quality Improvement tool.

§ Tell participants that the SQIP tool is used to assess 2 quality standards on ALP provision

o the T&L environment and o the community links

§ Tell them the SQIP is designed to support ALP in relation to safe learning environment and community engagement at the site.

§ Stress that the tool will:

1. Collect Data • EOs plan visits to school – inform principal • Data collected by DEOs via site seeing, interviews &

document reviews • Data source is principals, teachers, learners & PTAs • Data collection is standard based and evidenced

2. Analyze data • Tool designed to analyze data using scores • Scores supported by evidence (document or

testimony)

3. Identify quality gaps • Low scores represent quality gaps for SLE

Clarify questions and concerns from participants

§


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Timing Activity Notes • SLE quality gaps indicate SRGBV risks for leaners

4. Classification of school (A-F) • Classification is a team consensus between DEO and

school authority • The lower the classification, the more demand for

quality improvement • DEO and school authority agree on status/class of

school and sign off

5. SQIP conference and recommendations for quality improvement

• DEO and school authority jointly have a conference on SQIP assessment

• Discuss site strengths and challenges • Agree on areas for improvement • Agreed areas for improvement signed into SQIP

report

6. Monitoring: • SQIP developed for review during next SQA visit • Ongoing monitoring and support by DEO

Ask participants to comment on the relevance, usefulness and scope of the tool.

30 min Activity 3: Let’s look at 2 SQIP Results – Montserrado County

§ Distribute copies of Handouts 1.2 (Examples Montserrado on 2 public school quality assessment) to participants.

§ Ask participants to form 2 small groups

§ Each group reads 1 Montserrado example and scores – Public School 1 or Public School 2

Discussion questions for Group 1

§ Why did Public School 1 get Class B classification? • Read the report on quality scores • What features and characteristics were taken into

consideration?

Discussion questions for Group 2

§ Why did Public School 2 get Class D classification? • Read the report on quality scores • What features and characteristics were taken into

consideration?

§ Handout 1.2 Examples - Two

Montserrado Public Schools SQIP quality standard scores and

classification


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Timing Activity Notes 25 min Group discussion and presentation

§ Tell participants to form 4 small groups to discuss and present on the following questions:

1) What can the ALP school do to have satisfactory results in the next SQIP assessment?

2) What specific role can principals play to ensure that schools have satisfactory results in the next assessment?

§ Ask a representative from each group to present what the group has discussed. Allow some time for question and answer.

10 min Roundup: Discussion

§ Ask the following questions to summarize the session:

1) What are three things you have learned about SQIP?

2) List two ways you will apply what you have learned.

3) What is one thing you still want to learn more about?

§ Inform participants that the discussion for the session will be used to inform action-planning process on school improvement.


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SESSION 7A (Continued): Principals Training - School Quality Improvement Process (SQIP) Part 2 – Introduction to SQIP Planning Tool Duration: 2 Hours Session Objectives:

• Verify priorities for action based on SQIP report examples and on ALP site needs • Develop action plans on 3 priorities to respond to SQIP school assessment.

Key learning points Preparation and Materials Materials:

• Prepared flip chart with template for action planning • nametags; pens; notebooks; masking tape.

Time Activities Notes 10 min Activity 1: Introduction and review of school leader groups:

• Display and explain the pre-written session objectives, and clarify where

there are questions.

• Distribute handout 2 – and identify priorities for planning from School Quality Improvement Conference report for 2 schools

• Decide on 3 priorities you could plan for your school improvement to respond to SQIP assessment on ‘teaching and learning environment’ and ‘community links’ standards.

• Example of priorities from the Montserrado examples include:

- Rewarding learners and teachers to encourage retention

- Engage in extra curriculum activities for ALP

- Improve the physical environment of the school

Group work Handout 2.2 – Examples of SQIP priorities Montserrado County

20 min Activity 2: Action plan preparation

• Have groups prepare their plans first on flip charts, using the planning guide (with priority mapping plan; school plan with objectives, activities, tasks, success criteria).

Step 1: Priority mapping • Do one example with SCHOOL LEADER showing how to

o Do priority mapping of priority, o Activities to achieve priority, o Tasks for each activity and timeline to complete tasks

Step 2: School SQIP Plan

Facilitator demonstration of one example Handout 2.1 – School Improvement Priority and Planning template


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Time Activities Notes • Develop objective that is SMART (Specific, Measurable, Achievable, Relevant

and Trackable) • Link objective with output (success criteria) that SCHOOL LEADER

expects to achieve • Link the output with activities and tasks they need to carry out to achieve it

25 min Activity 3: Participants continue to work in 3 groups

• Each group prepares a plan for one priority, activity and tasks • Groups put priority, activity and task plans on wall for sharing with other

groups

Group work

20 min Activity 4: Gallery walk

• SCHOOL LEADER plans and actions to present/respond to SQIP PRIORITIES in their schools

• Participants circulate the room to view the action plans of other groups.

They should write commits and suggestions on post-it notes and share the relevant group(s).

• Use different color of post-it note as follow: o What is good about the plan (write on green post-its) o What could be improved (pink post-its)

Circulation of groups – posting of comments on post-its

10 min Activity 4: Summary and wrap-up

• Make a summary of plan activities and stress the following tasks will should be completed at some point in time.

o Digitization of plans by facilitator

o Sharing of flip chart plans with SCHOOL LEADERS

o On school visits – share the digitized plans

Facilitator & participants


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Action Planning

Ask SCHOOL LEADERs to identify 2-3 priorities for school improvement in their Action Planning Template.

• Note 1: It’s a good idea to o get the SCHOOL LEADER to put the plan on a flip chart o include a smart objective for their priority activity o then transfer that flip chart activity into the template (hard copy) o then the MT digitizes all school plans (soft copy)

Step 1 Planning: Put the plan on a flip chart using the template as a guide

Planning on flip chart – with the help of template and guide

Put plan on wall; Review – is the plan SMART?

MT take a photo and digitize the plan


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SESSION 7B: EOs Training - DEO Certification of Level Completion Parts 1 and 2

Duration: 2 hours part 1; 2 hours part 2

TO BE CONDUCTED ON SATURDAY 24 AUGUST, MONROVIA – COASTAL COUNTIES; ON WEDENSDAY 28 AUGUST, GANTA - INLAND COUNTIES

Objectives:

By the end of the session, participants will be able to:

• Elaborate on the role of CEOs, DEOs, and Principals in level completion and certification process

• Explain level completion components for levels I, II and III for the 2018/2019 school year

• Certify level completion for the 2018/2019 school year

• Discuss strategies and develop action plans for supporting learners to explore various transition pathways specified in the Learner Eligibility and Transition Policy.


1. Pre written session objectives

2. Level completion results

Time Activities Note Session 7C Part 1 – Principals and EOs morning

session

10 min

Introduction 1. Display and explain the prewritten session

objectives and clarify questions that may arise. 2. Ask participants if they have participated in ALP

placement or completion assessment. Tell them to share their experiences about the assessment they participated in. They should focus on their roles and how they supported the process.

3. Thank participants for sharing their experiences

and inform them that the assessment process with be looked at later on in the session.

50 min

Small group discussion and presentation

The Learner Eligibility,


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Time Activities Note 1. Using think-pair-share, ask participants to discuss

and share their ideas about the ALP Learner Eligibility, Assessment and Certification Guidelines Revised 18 Dec 2018. Write down participants’ responses on flipchart paper.

2. Referring to participants’ responses, elaborate on

ALP Learner Eligibility, Assessment and Certification Guidelines Revised 18 Dec 2018. (See Handout)- Print Learner Eligibility Policy slides 1 to 8 to be used as handout

3. Clarify any questions or concerns that participants

may have and then explain 2018 ALP Level Completion process.

Explain all the steps found in Learners Eligibility, Assessment, and certification Guidelines sections 9.0, 10.0 and 11.0 (Learners) Answer and clarify and question and move on

Group Work 4. Ask participants to go into their district groups

and distribute the results 2018-19 level completion. (Print 2018-19 completion results). Tell participants to review the 2018-19 level completion results. They should answer the questions below and prepare to present.

• How many learners were a part of the completion exercise in your district?

• What is the average passing rate? • How many learners passed the completion

test? • What led to the high turnout and passing

rate for 2018-19 academic year?

Allow group representative to present. After all the presentations clarify questions and concerns that participants may have and then move on to the step.

assessment and Certification Guidelines policy provides:

1. Eligibility requirements per level including age, assessment methods and scores.

2. Recruitment and selection steps to promote inclusive, gender and adolescent sensitive practices.

3. Enrollment process & forms with EMIS required info

4. Process of certification of successful level completion, including standard process for delivery of recognized certificate for each level; recommended schedule and locations for testing, roles and responsibilities and internal controls


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Time Activities Note 50 min Review and sign off exercise

5. Inform participants that according to the Learner

eligibility and certification guidelines 9.0, To promote consistency across programs and ensure learner readiness, all schools implementing the ALP will use a standardized level-completion assessment approved by the Ministry of Education. Level completion assessments will be completed at the end of levels 1, 2, and 3. The assessments will be administered by trained teachers and monitored by the school principal and results will be certified by the DEO. The signed level completion certification entitles level 1 and 2 to move to the next level or, if age appropriate, to the equivalent grade in the formal school system. The level 3 certificate/report must be issued by the school principal. The certificate entitles learners to apply to and enroll in formal school at grade 7. The certification is the approved MOE report card for ALP.

Clarify and answer any question and move on. 6. Present DEOs with folders with 2018-19 result

lists of their learners. 7. Tell DEOs to review and sign the result lists (one

copy for DEO records and one copy to be returned to AQE office).

8. Circulate the room to provide clarity and support where needed/ necessary.

9. Collect the signed list for AQE office and thank

participants for the exercise. Thank participant and close the session.

Handouts – letter and sign-off

10 mins Summary In summary, allow each district group to list ways how they will support their ALP learners in their district to be retained up to completion and how they intend to celebrate the level 3 learners who passed the completion Thank the participants for the engagement

Session 7C Part 2 – EOs only afternoon session 90 mins Strategy and action planning Handouts – Learner

eligibility pathways;


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Time Activities Note • Discuss strategies for supporting learners to

explore various transition pathways specified in the Learner Eligibility and Transition Policy – 1. transition between ALP levels 2. transition back to conventional schools –

primary level 3. transition to secondary school – secondary

level 4. transition to work place/ work readiness /

tvet skills programs • Develop action plans

Handout – action planning tempalte

30 mins Present action plan – on flip charts; gallery walk; digitization by facilitation team


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Session 8: Teachers training – Science motivators

HANDS-ON SCIENCE MOTIVATOR TOT

Duration: 2 hours

Session Objectives:

By the end of the session, teachers will be able to:

• Successfully incorporate at least 5 short science motivation experiments into AQE lessons using locally available materials


Locally available materials for science motivators: Balloon in a bottle: 3 balloons Paper in a cup: 2 plastic basins at least 6 inches deep Alcohol effects: 2 straight, thick sticks about a meter long Two eyes: about 50 clean sheets Heart pump: 4 water basins that can hold at least 4 L water

2 large (1 liter) mineral water bottles Cloud in a bottle: 1 box of matches Light energy: 2 round, sort of deep plastic bowls

2 mirrors that can pit inside the bowls Pulley war: 2 thick ropes (to use for a tug of war)

2 rods that will not break (a foot of PVC pipe or a broom stick can work)

Toothpick break: about 70 toothpicks Friction: 2 sharpened pencils

about 1 liter volume of uncooked rice Vibrating Spoon: 18 metal spoons

18 pieces of string (thin white twine) of about 2.5 feet each Various experiments: 4 small mineral water bottles 2 buckets full of water Trainers’ own copybooks and pens


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Time Activities Reference

5 min INTRO ENERGIZER: STATES OF MATTER

Act out the states of matter model as detailed on the Handout.

(5 mins)

Handout page 1

AQE sessions:

Level 2: lessons 26-28

5 min WHY SCIENCE MOTIVATORS? Introduction: what are the benefits of a short activity like this in a training program?

Motivators help you refocus your mind. It is difficult to just sit and do one thing like write and read for long periods of time.

Emily and David will introduce themselves briefly. Explain the Hands-On Science Handbooks briefly.

Demonstrate the Balloon in a Bottle motivator from the handout, and ask trainers to point out effective parts of demonstration.

Key parts to include are introduction questions, dramatic presentation, and discussion questions.

Review the difference between teacher centered and learner centered activities.

TC: one person is speaking for everyone else. Ex/ lecturing or calling a student to the board

LC: Learners are working individually or in small groups at their own pace.

Explain that trainers will receive a motivator from the handout and present to the group. The group will break into two groups of 17 or 18 people. Each person will be given 5 minutes to present one motivator. They should incorporate student-centered practices wherever possible and ask introduction and discussion questions.

(30 mins)

Handout page 1

AQE sessions:

Level 2: lesson 149


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35 min PREPARATION TIME

The group goes into two classes. Each person will draw a motivator out of a bag. They should read their experiment, make a plan for presentation, check their supplies, and practice presenting. (45 mins)

80 min PRESENTATIONS

Each participant will be given 5 minutes on a timer to present their motivator to the group in the order that follows. Three experiments will be presented by a pair of participants and will get 10 minutes, noted below.

1. Paper in a Cup (pg 2) 2. Alcohol Effects (pg 2) 3. Two Eyes (pg 3) 4. Sensitivity of the Skin (pg 3) 5. Sound Direction (pg 3) 6. Circulatory System: Heart Pump (pg 4) 7. Water Cycle: Cloud in a Bottle (pg 4) 8. Space and the Solar System: Sun, Earth, Moon (pg 5) 9. Light Energy: Reflection, Refraction, Water Prism (pg 6)

Pair – 10 minutes 10. Door Push (pg 7) 11. Pulley War (pg 8) 12. Toothpick Break (pg 8) 13. Friction (pg 9)

Pair – 10 minutes 14. How Sound Travels: Vibrating Spoon (pg 10)

Pair – 10 minutes

(90 mins)

Handout pages 1-10

170 min DEBRIEF

Allow trainers to ask any questions.

Discuss successes and challenges that they experienced or saw in their peers presenting.


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Brainstorm challenges they might face in doing these motivators during the non-science training sessions.

(10 mins)


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Session 9: Teachers and Principals Training: Learner class lists 2019-20 – completion and transition steps

Duration: 3 hours Objectives: By the end of the session, participants will be able to:

• Review level completions learner lists for the 2018/2019 school year • Organize learner lists into class lists based on criteria for ALP class organization • Discuss activities for setting up classes for September School Opening – learner report

card; academic calendar ; first lessons language, maths, learning otegether

Materials and Preparation: • Pre written session objectives • Sites learner lists - completion and placement assessments • Template for Mapping ALP Classes for School Year 2019/20


Introduction • Display and explain the prewritten session objectives

and clarify questions that may arise. • Ask participants if they have participated in site

completion and placement assessments • Tell them to share their experiences about the

assessment they participated in. They should focus on their roles and how they supported the process.

• Thank participants for sharing their experiences and inform them that the completion and placmenet assessment learned lists will be looked at later on in the session.

10 min Small group presentation Explain all the steps found in Learners Eligibility, Assessment, and certification Guidelines sections 9.0, 10.0 and 11.0 (Learners) – with regard to learner placement and completion assessments leading to ALP class organization

• Inform participants that according to the Learner eligibility and certification guidelines

• 6.0 The standard age for Grade 1 is 6 years. Learners age 8 to 15 may enroll in Level 1 ALP if they have never been to school or are returning to school. The standard age for Grade 3 is 8 years. Therefore, pending results of a placement test, learners age 10 to 15 may enroll in Level 2. Learners age 12 to 15 may enroll in Level 3. All

Show copy of learner eligibility, assessment, certification policy - each county should have 10 copies of the policy


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Time Activities Note learners will take a placement test to ensure that they are placed in the right level. In keeping with Liberia’s standard grading system, learners must pass at least 60% of the placement test to be eligible for the level they are applying for.

• 9.0, To promote consistency across programs and ensure learner readiness, all schools implementing the ALP will use a standardized level-completion assessment approved by the Ministry of Education. Level completion assessments will be completed at the end of levels 1, 2, and 3. The assessments will be administered by trained teachers and monitored by the school principal and results will be certified by the DEO. The signed level completion certification entitles level 1 and 2 to move to the next level or, if age appropriate, to the equivalent grade in the formal school system. The level 3 certificate/report must be issued by the school principal. The certificate entitles learners to apply to and enroll in formal school at grade 7. The certification is the approved MOE report card for ALP.

Answer and clarify and question and move on

50 min

Small group discussion

Group Work 1. Ask participants to go into their site / school groups

and distribute the learner lists completion and placement assessments. (Print 2018-19 learner lists). Tell participants to review the lists and organize the learners into classes based on the following criteria.

• Please review the sites Completion and placement learner lists provided by AQE.

• Group Learners in each level (on both placement and completion lists) into classes.

• Each class should be NOT less than 10 learners, and not more than 40 learners. E.g. if the placement lists shows 20 new level 2 learners and the completion list shows 35 learner were promoted to level 2, this means that the school has 55 level 2 learners. Two level 2 classes can be created, e.g. class 2A with 27 learners, and class 2B with 28 learners.

• Other considerations

Handout


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Time Activities Note • Try to group into separate classes at each level

o Older learner class; o Younger learner class o Learners who have never been to school; o Learners who have been to school –

conventional school transfer or ALP repeaters

2. Allow group representative to present. After all the

presentations clarify questions on implication of class lists for school organization.

• How many classes at each level in the sites? • What class types – younger/ older; new

learners; ALP learners; conventional school learners?

• Are there enough teachers to cover ALP program?

• How many additional teachers are needed? • For schools with learners who passed level 3

completion – how will you celebrate their achievements?

50 min Next steps – back to school Clarify and answer any question and move on.

• Groups plan next steps for classroom organization when returning to the school 1. PTA orientation meeting 2. Preparation of learner report cards 3. Preparation and posting of class lists 4. Sharing Academic Calendars – MOE and AQE 5. Start of classes Sept 2 – language, maths,

learning together 6. Updating of class list based on floating learner

additions and class adjustments according to the criteir (older, younger learners/ learners who have/not been to school etc.)

7. Other Note; Floating learners will have a cu- off point at the end of September. After placement, assessment for new learner who present will be done on a case by case basis. In October M&E will do collection of final class lists. Thank participant and close the session.

School report card

10 min Summary


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Time Activities Note In summary, allow each site to group learner lists into classes; clarify the teachers for classes; clarify next steps in school preparations to receive and orient learners; clarify how they intend to celebrate the level 3 learners who passed the completion. Thank the participants for the engagement.


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Session 10: Wrap-up • Post-test • Evaluation

residential training for alp school teachers and principals

Documents