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SBI Catalog ～If you want to go fast, go alone.

If you want to go far, go with others～

PLAN DO SEE

Chapter 1 General Concept of SBI

1. Key Concept of SBI

2. General Information about S-SBI

2. Impact of SBI

3. School Record and Self-monitoring

Example 1: Keeping SBI Record

Chapter 2 HOW TO PLAN SBI ACTIVITIES

Recommendations

Examples 2: Plan A Series of SBI Activities

Examples 3: Plan the SBI Activity Based on the Results of

National Exam

Example 4: How to Use Labs Effectively

Chapter 3: HOW TO IMPLEMENT SBI ACTIVATES

Recommendations

Example 5: Material Development

Example 6: Lesson Observation

Example 7: Micro Teaching

Example 8: Sharing the outcomes of the Off-JT

Example 9: Lesson Study

Example 10: Conduct Experiment Properly

Example 11: Studying Textbook

Example 12: Development of Scheme of Work

Chapter 4: SBI activity for Improvement

Recommendations

Example 13: Development of Lesson Plan Sheet

Example 14: Development of a Lesson Observation Sheet

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The Project of Strengthening of the School-Based Collabo-

rative Teacher Training (SBCT) started in 2013, in order

to promote School-Based INSET (SBI) in the Lower Sec-

ondary schools in the country of Rwanda.

Since then, the SBCT Project has conducted a series of

induction workshops, and implemented three cycles of

monitoring, as well as, produced many PR materials. SBI

has proven itself to be an effective tool in building collabo-

rative relationships among teaching colleagues, and, in

improving students’ academic performance. Based on this

success, SBI has now been extended to the Primary and

Upper Secondary schools across the country, under a dis-

semination framework of the new Competence-Based

Curriculum (CBC).

During the three-year project period, a number of good practices of SBI have been recorded,

and, new types of SBIs have been initiated; some schools created innovative ways of develop-

ing teaching aids, using the materials available in their school environment, while, other

schools initiated teacher meetings at the beginning of the year, in order to put together im-

proved work schemes.

I would like to take this opportunity, to commend SBCT’s and the teachers’ tireless efforts,

and their passion, in making teaching and learning better for the children of Rwanda.

The goal of this booklet is to share the good practices achieved through SBI.

It is structured in accordance with PDSI (Plan-Do-See-Improve), a cycle that teachers are

encouraged to follow, when they conduct SBI activities.

I sincerely hope this booklet inspires you to initiate your own SBI and sustain the SBI culture

at your schools.

Acknowledgement

Damian Ntaganzwa

Head, Teacher Development and Manage-

ment Department

Rwanda Education Board

How to USE SBI Catalog

This catalog is developed for schools to conduct activity even after SBCT project completed.

SBI is not complicated or difficult context. Also SBI is very flexible approach. Each school is able

to develop its own style and arrangement. To develop SBI culture in your school, there are some

points to be concerned and construct basis of SBI.

1st: SBI is based on the collaboration of teachers. All teachers should collaborate and contribute to

the SBI activities depending of their SBI settings in their schools.

2nd: SBI is the continuous process, so teachers should be patient and see the results come sometime

after conducting SBI activities in their schools.

3rd: The concept of SBI is to improve quality of teaching and learning through solution of teaching

and learning related problems. The quality of SBI should be always monitored by the achievement

of students.

Explained by PDSI process

This catalog is designed to follow the PDSI process of SBI activities. To make a good SBI activi-

ties, you should start with SBI activity on planning. Then actually implement the activity and go on

the stage of reviewing the activities you conducted. Each chapter has symbol color like blue for

“introduction”, orange for “Plan”, pink for “Do”, green for “See” and “Improve” so that reader can

follow the color while searching examples.

Contents of Examples

Most examples here are focused on how to conduct SBI, not how to conduct a good lesson. If you

find any interesting case want to know how to implement a lesson with the outcomes of SBI,

please contact the school.

If your school activities are featured in this catalog it means your school is already SBI experi-

enced school. Please give guidance to other schools.

SBCT project was only three years project and had very limited time to visit schools. We might

have missed some interesting examples. If there are any interesting examples, please feature on to

SBCT facebook to share with other schools.

We all appreciated your great efforts. Good luck. SBI forever!.

SBCT Project

Self

Development OFF-JT

(Off-the-Job Training)

SBI/OJT (School-Based INSET/

On-the-Job Training)

SBI stands for School Based INSET.

SBI is a needs based training at each school with its own recourse.

SBI develop a Plan-Do-See-Improvement cycle in your school.

CHAPTER 1 GENERAL CONCEPT OF SBI

1. Key Concepts of SBI

2．General Information About S-SBI

Key Concepts of S-SBI (Standardized SBI)

SBI Activity PDSI Cycle

SBI S-SBI Off-JT

Organizer School Head/DOS/SBM

Guided by the national and/or districts level School head/Dos

REB, SEO, NGO Develop-ment partners

Problem identifi-cation

By each school By the national and/or districts level

By Training organizers

Contents Custom made Pre-designed Ready made

Trainer School Head/ DOS/Teachers/SBM

SSL / SBM Outside resource

Venue At their schools At their schools Outside of their schools

Participants Teaches of their schools and neighboring schools

Teachers of own school/ Teachers of neighbor school/s

Teachers from different schools

Frequency To be decided by their schools

Guided by the national and/or districts level

Decided by organizers

Material Prepared by their schools

Provided by the higher authorities

By organizer

Monitoring By their schools Fill the SBI forms and submit to SEO/Disrict

By REB/District Fill the S-SBI forms

By the organizer

S-SBI can be described as a cross between SBI and off-JT.

The content and materials will be provided by higher authority.

The contents of S-SBI are based on the needs identified by the higher authority Resource person/facilitator will be one of your teachers (DOS/School Subject Leaders)

1 2

Review Quality of Teach-ing and Learning

See the Quality improvement of Teachers

See the Quality of SBI

Identify the Improving

Points

Apply to the Lessons

Conduct SBI Activities

Plan SBI Activities

Problem Identification

EXAMPLE 1: Keeping SBI Records,

GS Byimana, Ruhango District GS Byimana, had already started school record prior to REB officially introducing the school record forms. GS Byimana, Byimana Sector, Ruhango District, keeps very organized SBI reports.

The school has maintained all of the action plan sheets and monitoring forms which provided at the SBI Induction Workshops, so they can easily copy the

forms by hand, or, create the forms on a computer.

HT compiles the reports submitted by the SBI Group Leader and submits them to the SEO at the end of the term.

After each SBI activity, it is important to record the activity. It is encouraged to in-clude items in mentioned upper right.

CHAPTER 1 GENERAL CONCEPT OF SBI

3. Impact of SBI

4．School Record and Self-monitoring

Key Concepts

Quality of teacher in your school is improved

Quality of teaching and learning is improved.

Students start to like more subjects.

Teachers in the SBI schools communicate more than the non-SBI schools.

Students in the SBI schools like more subjects than the non-SBI schools.

Students in the SBI schools improve their academic performance more than the students in the non-SBI schools.

(SBCT Project End-line Survey)

Students’

performance improved

94.3

80.7

62.4

48.9

94.9

77.3

64.2

38.1

98.8

90.3

69.6

55.3

87.3

56.2

42.6

21.1

0

20

40

60

80

100

Division IV Division III Division II Division I Division IV Division III Division II Division I

2010 2013

SBI

No SBI

5.7

2.1

5.1

2.6

0.0

2.0

4.0

6.0

8.0

Number of Favorite Subjects Number of Subjects Disliked

SBI schools No SBI schools

Key Concepts

New SBI monitoring system includes the school re-

cord system.

1. To Plan new SBI activities:

The School record makes it easy to review the previous SBI ac-tivities and helps you to plan new activities

Items to be Recorded

date of the activity (plan and ac-tual)

participants (plan and actual)

name of the activity

type of activity

major discussion / findings

issues for next activities

comments by SSL

4. Easy to assess the SBI activities

Head teacher /DOS easily assess the SBI activities by topics, frequency and participants of each SBI group.

5. Easy to provide the correct record to officials for monitoring

SBI record assists officials from outside the school: SEO, DEO, PTAs, inspectors and REB officers to easily understand SBI activities being conducted at the school.

Students in the SBI schools dislike less sub-jects than the students in the non–SBI schools.

Students in the SBI schools performed better in national exam.

4

SBI files in GS Byimana

3

3. Easy to identify the participants

Head teacher/ DOS easily identify the participants of particular SBI ac-tivities.

6. Easy to review the activities and outcomes

It is strongly recommended that review of activities takes place in order to assess the actual achieve-ment made and the quality of the SBI activities.

2. To share with teachers who missed the SBI

activities

Whoever might miss SBI activities, can easily check the re-cords and then, ask the participants and colleague teachers to get more detailed information.

Recommendation 1:

Organize a SBI on Problem Identification

CHAPTER 2 HOW TO PLAN SBI ACTIVITIES

Recommendations

Recommendation 3:

Start with Class Observation

Recommendation 2:

Set Regular SBI Days

Recommendation 4:

Keep record

Lesson Observation is the most commonly used technique when conducting SBI activities. Although at the beginning some of teachers may have not felt comfortable being observed when giving their lessons, but, most of them now are reporting to SBCT project that after practicing SBI it is a very good exercise and they have learned much from their colleagues teachers on how they can improve their lessons.

SBCT project strongly recommended you to organize short post discussions with all the teachers who ob-served the lesson with the demo teacher. It is good that Head teacher/ Dos facilitates the discussion at the beginning. For the first time, discussion should be very carefully conducted. The discussion should be constructive. For having a good discussion session, the facilitator should control the participants/ teach-ers. Starting with good comments is the recommendable way.

Also it is good to take record of your discussion. The record can be useful memo for the demo teacher. At the same time the records will help the teachers to recognize the quality improvement of their discussions as well as their lessons.

Lastly, SBCT project believes that lesson plan is the important tool to make good lesson observation and quality post discussion. Please try to develop it and share with the teachers who observed the lesson.

Problem identification is one of the basic process to plan SBI activities.

STEP 1:

Identify the problems

Listing up the problems/difficulties related to the teaching and learning.

STEP 2: Identify the rea-

sons

Find why the problem oc-curred.

STEP 3: Prioritize/

Selection

Categorize the problems by priority and possibility.

EXAMPLES

Students do not know the different types of roots.

They have not actually seen most types of roots.

We can draw different types of roots on cards (teaching materials development ).

Students cannot identify the different types of cells.

There are not enough mi-croscopes, and, or, not enough time to all students to view the cells.

We can draw different types of cells on cards (teaching materials development ).

Students have difficulties to understand the context of some topics.

Some textbooks do not have enough exercise, charts and figures in the textbooks.

Pick the figures and exer-cises from other textbooks. Use the good parts of each textbook.

When we ask teachers what is the biggest hindrance to conducting SBI effectively, The most teachers responded “lack of time” but according to schools we have visited and teachers we have talked with, actually what is the problem is “not making a plan” than lacking time, and one of the possible solutions to that can be “setting SBI days”. This is the the key to continue SBI activities.

Frequency of SBI activities could be decided by each school by considering its school activities, events and S-SBI.

In many schools, they set aside one day each month for SBI. Every third week on Thursday for example will be set aside for SBI. They can postpone the SBI day in case of other events that may take priority on that SBI day. Once you decide the day, every teacher will spare the time for the SBI day. At the beginning, HT/DOS and SSL should

keep reminding the SBI day.

Once you have developed a plan for SBI, then it should be written and visualized. Some of the schools

post their SBI activity plan on the wall of the teachers’ room so that all teachers can see what they have planned. SBCT Project provides SBI planners (calendars) which are used to plan SBI activities and moni-tor their progress. Please use them! Please remember that the most important point of SBI is to conduct it based on the plan. Information about date, topics and number of expecting participants should be included in the planning.

Identify the problems Identify the reasons Prioritize/Selection

5 5 6

1st SBI Activity

Discuss how to teach the basic concept of number.

Problem identified :

Students do not understand the basic con-

cept of number

Use visually appealing items

to express the basic concept

of number.

Use local materials

GS Nkodo II, Kayonza District

The lesson should be conducted with a stu-

dent centered method

Let’s conduct a SBI activity!

Develop a lesson plan

4th

SBI Activity: Plan improved lesson

Find out if there is alternative way to teach the basic concept of number Discuss with your colleagues and try different methods Ex: a) Change the way of using stones to explain the concept of numbers b) use different teaching materials.

3rd SBI Activity: Review

● Review on how effectively SBI activities have been conducted and if there is any improvement point to be made.

Ex: Quality of discussion and outcomes of SBI activities ● Review the quality of teaching and leaning Ex: Students’ understanding level

STONE!

CHAPTER 2 HOW TO PLAN IN SBI ACTIVITIES

EXAMPLE 2: Plan A Series of SBI Activities

DO

SEE

IMPROVE

PLAN

Quality

of

Teaching

and

Learning

It is recommended that a post dis-

cussion is conducted right after the

lesson observation. However, if you

are busy, at least you should con-

duct it within the same day.

7

2nd SBI Activity:

Class observation and post

discussion

Conduct a lesson with applying student centered mehod with locally available ma-terials.

8 7

2nd SBI Activity

Conduct a lesson with a revised lesson plan Conduct a post lesson discussion session

1st SBI Activities


Examle 3: Plan the SBI Activity Based on the Results

St.Aloys, Rwamagana District

of National Exam.


The overall students’ performance of subject

“A” was not as good as the other subjects.

Discuss how to improve the lesson with other

SBI group members

Discuss how to develop an improved lesson

plan based on the point raised by other teach-

ers.

The subject “A” teacher develop a lesson plan based on the discussion with other teachers.

Share the lesson plan with other teachers

and get some comments and suggestions.

Observe a lesson in subject “A”.

During the post discussion session, improved

points should be acknowledged and more

the improvement points needed to be clearly

indentified and discussed.

A Post Discussion Session

Develop an improved lesson plan

and conduct another lesson obser-

vation and post discussion

Don’t forget to check!

Students’ performance in sub-

ject “A” has improved and / has

shown a sign of improvement.

OUTCOME

9 10

DO

SEE

IMPROVE

PLAN

Quality

of

Teaching

and

Learning St Aloys has developed a Lesson observation

sheet, which helps teachers to conduct a good

lesson observation and post lesson discussion

session.

1st

SBI Activities

Conduct a model lesson by a senior teacher who regularly use the lab and its equipment. Junior teachers observe the lesson.


EXAMPLE 4 : How to Utilize Labs Effectively College St. Andre, Nyarugenge District

Problem identified (by DOS)

Labs are not fully utilized.

Find the reasons!

Don’t forget to check!

Now Labs are fully utilized

OUTCOME

Observe who uses the lab and who does not.

Interview these teachers who do not regularly use

the lab

This is a typical example of how

school leader took an initiative to start

SBI in his school.

Junior teachers

are not confident

enough to use the

lab and its equip-

ment in the lab.

Some teachers have

limited experience in

conducting experi-

ments in the labs.

2nd SBI Activities

A junior teacher conduct a lesson with the technique introduced by the senior teacher. The senior teacher observes the lesson and give some feedback after the lesson.

The young teacher develop a lesson plan.

Now the science labs of St. Andre are

well utilized.

Science teachers conduct lesson using

the labs either in a group or peer.

More students show their interests in

science.

Get comments from the senior teacher.

11 12

IMPORTANT!

It is very important to con-duct preliminary experiment before the lesson. DO

SEE

IMPROVE

PLAN

Quality

of

Teaching

and

Learning

Conduct a post discussion session.

Recommendation 1:

Commit to the SBI Activity Plan

CHAPTER 3 HOW TO IMPLEMENT SBI ACTIVITIES

Recommendations

Recommendation 2:

Active Participation and Leadership

Recommendation 3:

Keep an Activity Record

Many teachers who participates SBI actively said “make a activity plan first and com-mit to it.” Conducting SBI activities is like fostering a new culture of SBI in the school. It may take some time for the teachers to feel comfortable with the SBI activities and to make them as a part of their routine work. School leaders are expected to take initiatives and encourage teachers to conduct SBI activities as par their plan.

Active participation of teachers is necessary for conducting quality SBI activities. Many schools shared their experiences of the initiatives taken by school leaders, and agreed upon that the strong leadership in conducting SBI activities and active partici-pation is the key to success of SBI activities in their schools.

In many schools, teachers keep records of SBI Activities, which is different from the school record forms provided by REB. The activity record includes discussion points and comments raised in the discussion. For example when the teachers conduct a post lesson discussion, one of the participants take a note of the discussions and write each point on the black board or a big sheet of paper which participants can see.

The facilitator facilitates the discussion with the activity record and summarizes the discussion.

In some schools they keep all the records on the wall of the teachers’ room, and other schools take photos of these memos for their future reference.

These discussion memos also help teachers to review the discussions to improve their lessons.

13 14

Typical discussion agenda

Tips

Before starting the discussion

● There should be a facilitator in the post discussion session. The Head Teacher, DOS or one of the observer teachers can act as a facilitator.

● It is good if the group sits in a circle so that they can get close to each other.

Opening by the facilitator ● The facilitator should begin the session by outlining the agenda. e.g., “first we will hear from the teacher who demosntrate the lesson, and then.”)

Demo teacher gives his/her comment on the lesson

● The demo-teacher should be the first who gives comments on his/her lesson

● He/she can, for example, talk about what worked or what did not work, what could be changed, etc.

Observer teachers start by giving one positive comment each

● Observers should begin with a positive note by commenting what they liked about the lesson.

● One comment at a time for each observer so that everyone can get a chance to comment.

● After the first round, if they still have some other positive comments, this is the time to share.

● Demo-teacher can take note of the positive comments.

Observer teachers give critical comment

● The facilitator should lead the observers to share their critical feedback.

● The critical feedback should be supported by concrete evidence. It should not be based on an abstract impression.

● It is good to start the critical statement by saying “if I were the demo-teacher, I would….”

Demo teacher gives feedback

● After hearing feedback from his/her peers, demo-teacher gives comments and answer questions, if any.

Closing by the facilitator ● At the end of the discussion, do not forget to thank the demo-teacher for letting colleague teachers observe his/her lesson!

Recommendation 4:

Have a Constructive Post Lesson Discussion Session

Having a good discussion is key to the success your SBI. There are some tips for con-ducting a good post lesson discussion.


Example 5: Material Development


Students cannot identify the name and function of the respira-

tory tract

Reason

Because these students have never seen some of leaves in their life.

Solution

Develop visual materials with image of different leaves and their names.

Outcomes

Students are now able to identify the name and

function of respiratory tract.


Students cannot classify leaves into different categories.

Reason

There is no anatomical model in the school.

Solution

Develop a model with locally available materials.

Outcomes

Students are now able to classify the leaves.

16

TRACHEA

Straw

LUNG

Balloon

CHEST

DIAPHRAGM

15

Pull

Key Points

It is good to conduct lesson obser-vation by using these materials. Developed materials should be checked if you need any further improvement. This approach can be used for dif-ferent organs/or plants.

GS Tare, Rulindo District

Compound Leaves Simple Leaves

GS Kanyinya, Nyrgenge

GS Rusasa, Rulindo


Examples 6 : Lesson Observation

Purpose:

To share the teaching method and techniques.

Preparation

● Select subject and topics/grade ● Select demo-teacher and observers ● Decide date of lesson observation ● Decide facilitator of post discussion ● (Develop a lesson plan ) ● Prepare the materials /teaching aids for the lesson

Conducting a

Lesson Observation

Each observers should take a note about good and improvement points of the lesson during observation.

Key Points

● Observing other teachers lesson is very good learning opportunity for teachers.

● Simple version of lesson observation is good for schools which newly start SBI. Simple SBI are not required you to prepare many things. Just decide which lesson would be ob-served and the teacher who conducts lesson and observers get together to have post dis-cussion session.

● After conducting a simple lesson observation for several times, gradually DOS/SSL lead teachers to start another SBI activates.

● The key to have quality post lesson discussion is that facilitation should manage the dis-cussion to have constructive discussion.

● Try to use lesson plans for lesson observations. With the lesson plan, the post discussion will be more focused and effective for improving the quality of lesson.

Conducting Post Discussion

● Start with demo-teacher’s perspective of the lesson first

● Listed up the good points of the lesson, ● Listed up the improvement points of the lesson

● Facilitator should control the discussion in con-structive and friendly manner

Review the SBI activities

Discuss the points of improvement Plan the next class observation

Example 7: Micro Teaching

Key Points

● Micro teaching is a very commonly used method for sharing the contents of the off-JT* (If you do not understand off-JT, please see chapter 1, 2 General information about S-SBI).

● Also this method can be applied for junior teachers to practice their own lessons in front of sen-ior teachers to receive concrete feedback.

● Sometimes senior teachers use this method to demonstrate junior teachers how to conduct a lesson.

● Micro Teaching is a good activity to conduct during holiday season or weekend when students are not at school.

Preparation for Next SBI Activity

Plan the lesson observation on the same topics or using the

techniques/materials introduced in the micro teaching.

Conducting Micro Teaching

● Participants (colleague teachers) pre-tend as students and actively participate the lesson.

● Take memo for post discussion.

Conducting Post Discussion

● Start with demo-teacher’s perspective of the lesson first.

● Discuss the technique used by the demo teacher.

17

CONDUCT POST

DISCUSSION ON THE

SAME DAY

18

Purpose:

To share the teaching techniques with other

teachers

To rehearse/practice lessons

Planning

Teacher who participated off-JT;

● develops a sharing session plan,

● prepares hand out and

● prepares the materials for the session.

Implementation

● Share the contents of off-JT.

● Share the technique and methods introduced at the off-JT.

● Assess the participants’ understanding level.

Problem Identified:

Teachers who participate in Off-JT* do not share the

contents and outcomes of the training participated.

Review

Ask the participants about the quality and understanding level

of your session.

Next Activity

If you recognized that many teachers did not understand the

previous session, then conduct another session.

Reflect the comments on your next session.

Preparation

Teacher who participated in the off-JT;

● plans an SBI activity,

● identifies the participants for the ac-

tivity, and

● sets up a schedule for the activities.

Example 9: Lesson Study (Experinece in Japan)

Next Activity

● Compare two lessons on the same topic by two different teachers who have similar experience.

● Discuss what the difference and what you can learn to improve your lessons from ob-serving these two lessons.

What are the differences between best

teacher and new teacher?

● Discuss what the difference is be-tween lesson by the best teacher and lesson by new teacher.

● Check what you can learn from the differences.

Why the lesson was good?

● List up things that you thought were good in the lesson.

● Discuss with your colleagues what you think was good and why you think that.

Purpose:

Junior teachers learn how to improve their les-

sons from experienced teachers.

Compare the senior teacher’s lesson and the junior teacher’s.

19 20


Example 8 : Sharing the Outcomes of Off-JT

Plan

Select best teacher in your school and ask him/her to conduct a model lesson.

Decide topic of the lesson.

Plan

Select a teacher among the junior

teachers who demonstrate the lesson .

Develop a lesson plan and get some

advice from the senior teacher.

1st SBI : Senior teacher conduct a model lesson

2nd SBI : Junior teacher conduct demo lesson

Lesson Observations

Think what do you think the good points are. In particular, focus on how students are learn-ing in the class. Observe the lesson with other colleagues.

*If you do not understand off-JT, please see Chapter 1, “2 General information about S-SBI”.


Example 10 : Conducting Experiments Properly

CIC Muramba, Ngororero District

A biology teacher had never succeeded the fermentation in us-ing local material, “Guava”.

SBI group had decided to conduct an SBI activity about “how to conduct the experiment on fermentation with Guava”. They had found that a senior chemistry teacher could be a re-source person.

Detail Plan of SBI Activity

1. The senior chemistry teacher and the junior biology teacher conducted the experiment together (Preliminary Experi-ment).

2. Other SBI science group members also observed the ex-periment and learn how to do it.

3. Reviewed the experiment and identified the reasons for fail-ing it before.

4. The junior bio teacher planned a demonstration lesson on fermentation with conducting the experiment for students.

SBI Activity 1:

Conducting the Preliminary Experiment

The reason of the failure of the experiments was identified!

→Amount of juice was incorrect

SBI Activity 2: ● Conducting a lesson on fermentation

to the students by the junior biology teacher

● Conducting the post lesson discus-

sion with the observer teachers

See

● Quality of the experiment

● Quality of teaching and learning

Key Points

● Any teachers who have problems should talk to colleagues, SBI members and/or DOS for advice.

● Find a resource person in your school who can show how to solve the problems.

● Conduct an SBI activity for having advice with other teachers who can learn something from the resource person as well as learning in a group.

● In case you or your SBI team face difficulty to find a suitable resource person on that issue, SEO can help you. SEO may organize the SBI activity with other schools or introduce a suitable resource person from other schools.

SEE

IMPROVE

PLAN

Quality

of

Teaching

and

Learning

DO

Problem identified:

A teacher failed experiment on fermentation.

Outcome ● The junior teacher can conduct the

experiment on fermentation suc-cessfully.

● Students also are able to conduct the experiment successfully.

21 22


Example 11: Reserch onTextbooks


● Sometime there are not enough exercise in the textbook.

● Some textbooks do not contain enough figures and/chart

which help students to understand.

● Some textbook’s explanations in some topics are not

easy to understand.

Preparation

Obtain copies of different textbooks.

TEXTBOOK A

TEXTBOOK B

TEXTBOOK C

Figures

Additional Explanations

Examples

Check the relevance of each textbook

for the student.

Subject topic grade

Items Textbook A Textbook B Textbook C Textbook D

explanations Basically good but missing xxx

Not clear.

figures OK Good chart (p45)

exercises Many but little bit easy

Some questions are too difficult for our student

others Only this text book explains xxx

Good examples

Exercises Homework

TEXTBOOK A

Develop some additional teaching aids that the

teachers can use.

TEXTBOOK D

See the Quality of the Materials

● See the usage of material at the lessons.

● See if any improvement can be made in the learning proc-ess.

See the Quality of SBI Activities

● Check to see if enough textbook were collected.

● Identify the difficult points the current textbook presents.

Plan a textbook study session for next

school year with a view to;

● Improve preparation ● Improve point of discussion ● Learning outcomes of the students’ ● Review the developed materials and identify any improve-

ment to be made

GS Rega Catholic, Nyabihu District

Key Point

It is a good idea to conduct the session at the begin-ning of the school year.

SEE

IMPROVE

PLAN

Quality

of

Teaching

and

Learning

DO

23 24


Example 12: Development of the Scheme of Work Maraba Sector, Huye District

Problem identified by SEO:

● Even teachers who teach the same subject,

develop different scheme of work.

● Teachers have limited skills and knowledge

in developing the scheme of work.

● Some teachers do not prepare their scheme

of work in time for its submission.

Preparation by SEO Review the old scheme of work and identify the points

for improvement.

Read the teacher’s guide, curriculum and other docu-ments relevant to the development of the scheme of

work.

Develop hand-outs.

SBI Activity: 1 Discussion

● Share the experience.

● Discuss about what a good scheme of work is.

● Create a common understanding of and a standard form of the scheme of work.

SBI Activity :2:

Teachers jointly develop the scheme of work.

Outcomes

● Good Quality of the scheme of work have been developed and submitted.

● The submission rate of the scheme of work is improved

Next Plan

● Collect the scheme work forms from other sectors and districts.

● Conduct similar activity for all level/all subjects teachers to develop good quality of the scheme of work.

Members Primary level teachers in the sector

SEE

IMPROVE

PLAN

Quality

of

Teaching

and

Learning

DO

Key Point

GS Kabuye conducts SBI activity for develop-

ing the scheme of work. The one of the major

reason is to manage the coverage of curricu-

lum for each subjects.

25 26

27 28

Recommendation 1:

Check the Quality of Materials that You Have

Developed

Considering that SBI is a part of the PDSI cycle to improve the quality of teaching and learning, then the quality and user-friendliness of the materials which were de-veloped in SBI activates should be checked in a actual lesson.

The SBCT project recommends you to use any materials which you have developed in SBI activity and to see if there is any improvement and/or revision to be made.

Recommendation 3:

Develop Tools for Improving Your SBI Activities

Conducting SBI activities in several times, you may feel that some tools are needed, like a discussion record sheet and a lesson observation sheet.

It is already reported that some schools have developed their own lesson observation sheet. Try to develop some additional tools to conduct your SBI activity more effec-tively.

Recommendation 2:

Review What You Have Done.

Reviewing what you have done in your SBI activities is one of the most fundamental monitoring activities. Reviewing session should be conducted at least once a year to review the overall achievements/changes of the students and of the teachers. HT/DOS take initiatives to conduct a review session. At the review session, the school records help to review what exactly you have done.

Recommendation 4:

Plan the Next SBI Activity at the End of the

SBI Activity

Based on the improvement suggested at the discussion you should plan the next ac-tivities. When you complete one activity, confirm the next activity which is one of the important tips to ensure continuation of your SBI activity.

CHAPTER 4 HOW TO IMPROVE SBI ACTIVITIES

Recommendations


Example 13 : Development of Lesson Plan Format College de Butamwa, Nyarugenge District

Problem identified

Teachers use different forms of their lesson plans and it

was realized that some important points have been missing

in some teachers’ lesson plans which would;

● affect the quality of post discussions and,

● affect the quality of lessons

Solution

Develop a standard format of the Lesson Plan

Plan

Participants:

Teachers from all SBI groups

(cross-cutting subject)

Outcomes

Develop a standard form of SBI

Conduct a lesson, which is

planned based on the new

lesson plan format

Plan a lesson by using the

lesson plan format

Additional Information

REB is now introducing a new standard lesson plan format. School will receive it through SSL.

Next Activity

Following the format, make some im-provements if necessary.

It is very great approach to see the quality of materials you have developed.

DO

IMPROVE

PLAN SEE

Quality

of

Teaching

and

Learning

Discussion

What to be included How to develop a lesson plan

Development of a

new format

29 30


Example 14: Development of A Lesson Observation Sheet

DO

IMPROVE

PLAN

Quality

of

Teaching

and

Learning

Problem Identified

● Sometime the observers do not recall the

comments that should be raised at the dis-

cussion session.

● In case some teachers cannot to attend

the post discussion session, it is difficult to

provide feedback to the teacher who con-

ducted the lesson.

Discuss on How to Improve

the Form

Identify the good points of using the new form. Identify the points of improvement. Clarify the points of improvement

Revised the Form

Based on the discussion on how to improve the form, develop a new version of the form and use it in the les-son observation activities.

Conduct a Post Discussion

Based on the information recorded in the new form, conduct a post discussion and see how the form works.

Conduct a Lesson

Observation

Use the developed form at the class observation.

32 31

SEE Detail Plan of A Draft From

1. Collect some information from other teachers on the kinds of items to be included in the form.

2. Develop a draft form with reflecting the comments from other teachers.

SBI FOREVER!

REB

Rwanda Education Board,

Stadium Road, Remera P.O.BOX 3817,

Kigali, Rwanda;

Email: [email protected] Website: WWW.reb.rw

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