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Zenex Foundation RESEP 24 May 2016

Zenex Foundation RESEP 24 May 2016. Presentation. Introduce Zenex & rationale for our focus on Literacy Tracing our intervention journey Design, roll-out and Preliminary Findings of a literacy intervention Way forward to continued learning. Our Approach.

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Zenex Foundation RESEP 24 May 2016

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  1. Zenex Foundation RESEP 24 May 2016

  2. Presentation • Introduce Zenex& rationale for our focus on Literacy • Tracing our intervention journey • Design, roll-out and Preliminary Findings of a literacy intervention • Way forward to continued learning

  3. Our Approach • Bridge between research, practice and policy • Evidence –based grantmaking in design and delivery • Partner and Design

  4. Why is literacy important for M & S Ability to read for meaning and pleasure is arguably themost important skill that children learn in primary school. Interventions Evaluations Research Children’s language acquisition is directly correlated with their abilities to learn in all subjects Maths and science are gateway subjects for economic development

  5. Improving literacy in a complex context Reading Resources Register for African Languages Teacher capability Diverse Language context Institutional Capacity Approaches to teaching reading Poverty

  6. Tracing the Journey ……. Content Focus • English From Grade 1 – in support of the language policy • Focus on African Languages from Grade 1 with a continued emphasis on English • Growing body of evidence on importance of home language Materials Development • Development of contextually relevant English readers. Graded reading series: Balanced Reading Approach • Reading resources in African languages: Pilot in 2009 of Grade 1 readers in two languages • Curriculum Support Materials – lesson plans • Importance of access to good quality reading material in the classroom • Huge variation on content, level and form • Materials are necessary but not sufficient • Model of Material Development emerged

  7. Tracing the Journey …….Cont. Teacher Development • Two Delivery models • within a school development model • Accredited teacher training programmes • Modalities • Centralized teacher training • Classroom support - observation and feedback • Resources to support classroom teaching Lessons • Schools/Teachers overwhelmed with multiple interventions • Working only with teachers did not translate into school level change • Learnings on form and type of classroom support – • More nuanced understanding on the nature coaching • Need for structured support for teachers • Questions of scale and system uptake

  8. Tracing the journey ……cont. Teacher Uptake Lessons • Transfer of knowledge: reported through self reporting or testing • Evidence of change in practices: planning, use of materials, improved curriculum coverage • Entrenched Practices: Assessment, Dealing with learner backlogs (reading backlogs), Basics of teaching reading Learner Improvement • Some evidence of the building blocks to learner improvement • Curriculum coverage • Increase in writing • Learner Performance results not commensurate with inputs Back to the drawing board Review of 40 Zenex evaluations & 200 school development initiatives

  9. Focus on Foundation Phase Literacy: present Research African Language English FAL Transitioning Developing Materials System- wide System- wide Innovating & testing at micro level Working at systemic level Teacher Development

  10. Materials Development: Reading resources in African languages • From pilot to development in all nine African languages for Foundation Phase • Language integrity: Not translated from English • Graded reading series: Account for differentiation in reading levels: some learners are reading two to three grades below their required level • Curriculum support • Informed by explicit learning theories and structured reading approaches • Coherence, structure, ‘scafolded’ • Linked to reading series

  11. Teacher Development Implementation: • Single content focus: literacy • Time Period: Two and Three year interventions • Intervention model • Face-to-face training • Classroom support • Resources : classroom support and readers • Delivery Model: strengthening capacity • Partnership between academics and NGO’s • Institutional development of NGO’s • Delivery through District structures • Strengthened coaching model • Sustainability • Working with HoD’s • Establishing teacher learning groups Variations in four current interventions

  12. Teacher Development: Content Teachers pedagogical content knowledge • Teachers understanding of how children acquire language • How children learn to read: cognitive/learning theories • How children develop bilingually • What are the key components of reading (decoding, vocabulary, comprehension, how to assess reading competence and remediate learning problems) • What to expect at the different stages of development Planning and curriculum • Lesson Planning • Classroom routines Teachers own proficiency in reading & vocabulary must be developed

  13. Teacher Development: Preliminary Findings Knowledge Development & Classroom Practice • Motivation levels are high & good engagement (observed and self reported) • Evidence of print rich classrooms • Evidence of guided group reading, shared reading (resources huge stimulator) • Evidence of improved curriculum coverage (review of learner books) However: • Teachers want more practical examples in training • Teachers still struggle with classroom routines and planning • Assessment practices remain an area of concern • Teachers pedagogical content knowledge • Teachers understanding of how children acquire language • How children learn to read: cognitive/learning theories • How children develop bilingually • What are the key components of reading (decoding, vocabulary, comprehension, how to assess reading competence and remediate learning problems) • What to expect at the different stages of development • Planning and curriculum • Planning • Using resources • Coverage • Tracking

  14. Teacher Development: Preliminary Findings Vocabulary Development • Teachers all wrote a vocab test: Most teachers obtained Mastery at level 1: 2000 high frequent words • Interventions: from self awareness to action, vocab books and reading clubs at school Coaching • Push back on coaching method : teachers want demonstration model lessons • Planning and time for coaching • Teachers pedagogical content knowledge • Teachers understanding of how children acquire language • How children learn to read: cognitive/learning theories • How children develop bilingually • What are the key components of reading (decoding, vocabulary, comprehension, how to assess reading competence and remediate learning problems) • What to expect at the different stages of development • Planning and curriculum • Planning • Using resources • Coverage • Tracking

  15. Research and Evaluations

  16. Concluding Comments • Importance of both large scale systemic interventions and testing and innovating for learning at micro level • Importance of evidence – understanding casual mechanisms • Importance of leveraging off existing developments Three areas of continued learning/questions • Content of training • Depth and Breath • Literacy teaching practices African languages & English • Resource provision to support curriculum delivery • Uptake: How to support teachers for changed practice

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