[OLPC-Chicago] Teacher Preparation Program for the OLPC Project in Nepal — Part II , Onsite training

Edward Cherlin echerlin at gmail.com
Tue May 6 01:52:13 EDT 2008 

On Mon, May 5, 2008 at 8:04 PM, derek hanson <kyanize at lycos.com> wrote:
>
>  edward.
>
>
>
>  while i appreciate your zest for the olpc mission and community, i am not subscribed to the non-chicago lists for a reason. please feel free to not cc myself (and the rest of the chicago list) for the nepal list. i am sure that anyone else who is interested in the grassroots, open, nepal, library or developer's lists are already on said lists.

Actually, I know that many people who are interested in *some* of the
material on these lists don't subscribe.

I copied the OLPC-Chicago list on this message because the
teacher-training materials discussed are highly relevant to the HB5000
project. If we have reached the point where discussing non-Chicago
resources for Illinois causes friction, perhaps a separate list is now
needed.

>  thanks in advance for your understanding. derek.
>
>  ---------[ Received Mail Content ]----------
>  Subject : Re: [OLPC-Chicago] Teacher_Preparation_Program_for_the_OLPC _Project_in_Nepal_—_Part_II_,_Onsite_training
>  Date : Sun, 4 May 2008 22:45:41 -0700
>
> From : "Edward Cherlin" <echerlin at gmail.com>
>  To : "Bryan Berry" <bryan.berry at gmail.com>
>  Cc : olpc-chicago at lists.laptop.org, grassroots <grassroots at lists.laptop.org>, olpc-open <olpc-open at lists.laptop.org>, Nepal <Nepal at lists.laptop.org>, OLPC Library list <library at lists.laptop.org>, OLPC Developer's List <devel at lists.laptop.org>
>
>
>  On Sun, May 4, 2008 at 10:14 PM, Bryan Berry wrote:
>  > The stuff that needs to be translated is the 65 page teacher training
>  > guide. I believe that Prabhas Pokharel is interested in working on it
>  > but I don't know how much time he has had for it as of late.
>
>  Is he on any of these lists? I would love to discuss it with him, and
>  I may be able to help once there is a rough translation. I know just
>  enough Sanskrit to almost totally fail to understand the Nepalese. ^_^
>
>  > http://wiki.laptop.org/go/Image:OLENepal_Trainer%27s_Manual.pdf
>  >
>  > I still need to post it in Word format to the wiki. That's my fault
>  >
>  > It's a pretty amazing document, takes lots of Constructionist examples
>  > from Piaget and Vygotsky that kids learn differently than we
>  > traditionally expect them to. Then takes those examples and explains how
>  > XO's can be used to help kids in the manner they naturally do.
>  >
>  >
>  >
>  > On Sun, 2008-05-04 at 22:00 -0700, Edward Cherlin wrote:
>  > > This is all excellent. It becomes even more urgent to have this
>  > > material translated to English. Whom do we know who can help? Can
>  > > others here ask for help through their networks on LinkedIn and other
>  > > sites, or just their accumulated contacts in their address books, or
>  > > any appropriate mailing lists?
>  > >
>
>
> > > On Sun, May 4, 2008 at 5:25 PM, Bryan Berry wrote:
>  > > > Dr. Saurav Dev Bhatta posted the review of the second week of teacher
>  > > > training, which took place on-site at the schools
>  > > >
>  > > > http://blog.olenepal.org/index.php/archives/283
>  > > >
>  > > >
>  > > > We have just completed Part II of our teacher preparation program. The
>  > > > complete teacher training consisted of two segments:
>  > > >
>  > > > Part I) A 4 day intensive residential, out-of-school training that
>  > > > focuses on integrating digitial educational materials and ICT-based
>  > > > teaching approaches in the regular classroom instruction process. This
>  > > > was completed on April 1, 2008. An earlier blog post has details about
>  > > > this segment of the training.
>  > > >
>  > > > Part II) A 4 day training in the teachers' regular classrooms where they
>  > > > get hand-on experience in developing, implementing, and fine-tuning
>  > > > child-centric, interactive, ICT-integrated lesson plans. This was
>  > > > completed on Friday, May 2, 2008. The current post is about this segment
>  > > > only.
>  > > >
>  > > > Training location
>  > > >
>  > > > For Bashuki teachers, the training was held at Bashuki Lower Secondary
>  > > > School itself. Similarly, for Bishwamitra teachers, it was held at
>  > > > Bishwamitra Lower Secondary School.
>  > > >
>  > > > Why in-school training?
>  > > >
>  > > > Important fact: TEACHING THE KIDS HOW TO USE THE LAPTOPS IS A RELATIVELY
>  > > > EASY TASK. THEY PICK IT UP IN NO TIME (within a few hours!!).
>  > > >
>  > > > Even more important fact: THE REAL CHALLENGE IS INTEGRATING THE LAPTOP
>  > > > AND THE AVAILABLE DIGITAL CONTENT IN THE REGULAR CLASSROOM INSTRUCTION
>  > > > PROCESS.
>  > > >
>  > > > The residential portion of the training did give the teachers some
>  > > > experience in integrating E-Paati in the classroom process (apart from
>  > > > making them completely familiar with the use of the laptop). But the
>  > > > simulated classroom environment in any residential training is a far cry
>  > > > from the actual setting in their own schools. Furthermore, since each
>  > > > school is very different in terms of physical infrastructure, student
>  > > > composition, community involvement and other resources, there are unique
>  > > > practical challenges associated with each school. So we felt that it
>  > > > would be very useful to give teachers hands-on experience in integrating
>  > > > E-Paati in their regular classrooms.
>  > > >
>  > > > There is another important reason why in-school training is important in
>  > > > this case. In most teacher training programs, it is possible for
>  > > > teachers to learn about new approaches to teaching outside their school
>  > > > (for example, through practice teaching in another school) and they can
>  > > > take this knowledge to their own classrooms later. But in the present
>  > > > context, successful implementation in the classroom also requires the
>  > > > students themselves to learn about the new approach to learning and
>  > > > teaching. And this can only happen in the school where the laptop
>  > > > program is being implemented.
>  > > >
>  > > > Structure of the training
>  > > >
>  > > > Each day of the training was divided into four major segments:
>  > > >
>  > > > 1. Lesson plan review and revision
>  > > >
>  > > > * Content: group review of lesson plan for the day.
>  > > > * Participants: all the teachers in the schools + facilitators
>  > > > from OLE Nepal
>  > > > * Time allocated: 1 hour (before the start of classes)
>  > > >
>  > > > 2. Classroom instruction and observation
>  > > >
>  > > > * Content: classroom teaching according to the lesson plan
>  > > > * Participants: teachers (one teacher teaches the students; the
>  > > > rest are observers) + OLE Nepal observers + students
>  > > > * Time allocated: 3 to 4 full class periods (one period = 45
>  > > > minutes in Bashuki; one period = 40 minutes in Bishwamitra)
>  > > >
>  > > > 3. Feedback
>  > > >
>  > > > * Content: discussion on the day's experience (strengths,
>  > > > weaknesses, recommendations for improvement)
>  > > > * Participants: all teachers + OLE Nepal facilitators
>  > > > * Time allocated: 1-1.5 hours
>  > > >
>  > > > 4. Lesson planning for the next day
>  > > >
>  > > > * Content: development of a detailed lesson plans for each class
>  > > > * Participants: teachers delivering the lectures in these classes
>  > > > * Time allocated: 1 hour
>  > > >
>  > > > On the first day of the training (Saturday, April 26), the teachers
>  > > > focused on teaching the students how to use the laptop and the E-Paati
>  > > > activities in the laptop. This was done in two 1.5 hour long sessions.
>  > > >
>  > > > During the remaining four days, the teachers conducted regular math and
>  > > > English classes in grades two and six according to the ICT-integrated
>  > > > lesson plans they developed. At Bishwamitra the ICT-integrated classes
>  > > > were held on Sunday (April 27) , Monday (April 28), Tuesday (April 29)
>  > > > and Wednesday (April 30). Bashuki conducted similar classes starting
>  > > > Monday (April 29). But since they had decided to keep the laptops in
>  > > > school for this first week of classes, they set aside Wednesday (April
>  > > > 30) for giving students more practice on how to use the laptops. They
>  > > > had a break on Thursday and completed the training program on Friday
>  > > > (May 2).
>  > > >
>  > > > Overview of content covered in the training
>  > > >
>  > > > Lesson planning: Integrating ICT-based educational materials in the
>  > > > classroom requires teachers to carefully plan their lessons. We wanted
>  > > > to give the teachers a very simple framework for developing lesson plans
>  > > > so that they would continue to use it even after the training. If they
>  > > > were to use it throughout the year, they would have to see that planning
>  > > > the lessons would not really take up too much of their time—and that it
>  > > > would help them in their other classes as well.
>  > > >
>  > > > Each lesson plan in this training consisted of the following: a) listing
>  > > > of the learning objectives of the class, b) listing and brief
>  > > > descriptions of the topics or activities to be covered in the class, and
>  > > > c) listing of time allocated for each topic or activity. E-Paati
>  > > > activites were integrated in each lesson plan as one of the many
>  > > > activities covered to meet the learning objectives of the class. We
>  > > > emphasized that the goal should be to integrate E-paati in the classroom
>  > > > lesson plan; not devise a lesson plan around the E-Paati activities. As
>  > > > a rule of thumb, we emphasized that E-Paati use should not take up more
>  > > > than 40% of the total time allocated for the class.
>  > > >
>  > > > Lesson plan review and revision: The lesson plans developed were
>  > > > critically reviewed and revised by all the teachers together to make
>  > > > sure that a) the learning objectives of lesson were properly clarified,
>  > > > b) the topics covered—including E-Patti topics—were consistent with the
>  > > > stated learning objectives, and c) the time allocated for each
>  > > > topic/activity was appropriate.
>  > > >
>  > > > Classroom instruction and observation: This segment of the daily
>  > > > training was designed to (i) give subject teachers hands-on experience
>  > > > in teaching according to the integrated lesson plans and (ii) enable
>  > > > other teachers to critically examine the teaching-learning process in
>  > > > the regular classroom. Hence, while the subject teacher was conducting
>  > > > the lesson, the other teachers noted down their critical observations in
>  > > > the following areas:
>  > > >
>  > > > a) Classroom structure (including appropriateness of seating
>  > > > arrangement, placement of charging racks, seat assignment schemes etc.)
>  > > >
>  > > > b) Correspondence between lesson plan and practice
>  > > >
>  > > > c) Time on task (effective use of time from the perspective of student
>  > > > learning)
>  > > >
>  > > > d) Interaction (student—student; student—teacher) and participation of
>  > > > students in the learning process
>  > > >
>  > > > e) Instruction delivery (clarity, adequacy of explanations, …)
>  > > >
>  > > > f) Time and classroom management (including tackling disruptive behavior
>  > > > on the part of students)
>  > > >
>  > > >
>  > > > Feedback session: Feedback sessions were held at the end of each day to
>  > > > critically review the classroom process. The teachers delivering the
>  > > > lectures worked with the observers to analyze the strengths and
>  > > > weaknesses of the classes held that day focusing on the six areas listed
>  > > > above. Through these discussions, the participants were able to identify
>  > > > areas that needed improvement and develop strategies for tackling
>  > > > problems.
>  > > >
>  > > > Grade 2 students at Bishwamitra (English class)–totally into it!
>  > > >
>  > > >
>  > > > Grade 6 students at Bishwamitra (math class)
>  > > >
>  > > >
>  > > > Bishwamitra grade 6 students working intesnsely-1
>  > > >
>  > > > Staff involved in the training
>  > > >
>  > > > Facilitators/observers:
>  > > >
>  > > > * Saurav Dev Bhatta and Rabi Karmacharya (all five days)
>  > > > * Kamana Regmi (three days); Bipul Gautam (one day).
>  > > >
>  > > > Most interesting outcomes
>  > > >
>  > > > * Grade 6 students in both schools took just one day to become
>  > > > familiar with using the laptops!
>  > > > * The children at Bishwamitra were allowed to take the laptops
>  > > > home immediately after receiving them. The children at Bashuki,
>  > > > however, did not take the computers home this first week. Not
>  > > > surprisingly, we observed that the Bashuki kids were much more
>  > > > familiar with the machines by the second day of the training.
>  > > > The difference was more pronounced in the case of grade 2
>  > > > children—it took two days for the Bashuki grade 2 students to
>  > > > get the hang of things, while it took the Bishwamitra kids only
>  > > > one day.
>  > > > * In both schools, the teachers had no experience in designing and
>  > > > using systematic lesson plans. They were very appreciative of
>  > > > the experience they gained during this training period.
>  > > > * One of the main challenges teachers initially faced when
>  > > > designing ICT-integrated lessons was in focusing on the learning
>  > > > objectives rather than on the E-Paati activities.
>  > > > * The biggest difficulties faced by the teachers in the classroom
>  > > > were a) getting the attention of students and b) managing the
>  > > > time. Once the students had the laptops in front of them, they
>  > > > were generally oblivious to what the teacher was saying. It was,
>  > > > therefore, very difficult for the teacher to cover all the
>  > > > material that needed to be covered in that class period. For
>  > > > example, on the second day of the training, the classes ran up
>  > > > to 30 minutes overtime on the second day of the training.
>  > > > * It was much more challenging for the teachers to get the
>  > > > attention of the grade 2 students. In fact, on the first day,
>  > > > there was chaos in the grade 2 classes in both schools!
>  > > > * Initially, just the process of getting the laptops from the
>  > > > charging racks and putting them back after use took up a
>  > > > significant amount of time.
>  > > > * The most effective ways of getting the attention of students
>  > > > were as follows: asking all the students to close the laptops;
>  > > > asking them to clap together, or stand up and stretch together;
>  > > > producing an alien sound that would grab their attention (for
>  > > > example, rattling a can of marbles).
>  > > > * In the case of grade 6, by the end of the training, the teachers
>  > > > had completely figured out how to efficiently and effectively
>  > > > conduct E-Paati integrated classes within the time period
>  > > > allocated for the class. But they felt that it would perhaps
>  > > > take another week for them to fine tune the classroom process in
>  > > > grade 2.
>  > > > * Bishwamitra teachers Manoj (who teachers grade 6 math) and Bhim
>  > > > (who teaches grade 2 math) were naturals at designing and
>  > > > implementing E-Paati integrated classes. Very impressive!
>  > > > * The teachers in both schools felt that the most useful parts of
>  > > > the training were the feedback sessions at the end of the day
>  > > > and the lesson planning sessions.
>  > > > * The biggest technical problem during this period was the jumpy
>  > > > cursor. The problem was particularly bad at Bashuki. This is
>  > > > something we have to fix!!
>  > > >
>  > > > Grade 2 students at Bashuki–a different seating arrangement!
>  > > >
>  > > > Bashuki grade 2 students-1Bashuki grade 2 students-2
>  > > >
>  > > > Grade 6 students at Bashuki
>  > > >
>  > > > Bashuki grade 6 students-1
>  > > >
>  > > > Our main "mantras" for the training
>  > > >
>  > > > * The learning objectives should determine when and how E-Paati is
>  > > > used in class, not the other way round
>  > > > * E-paati should be viewed as one of the many tools and activities
>  > > > used to achieve the learning objectives
>  > > > * The goal is to integrate E-paati in the classroom lesson plan;
>  > > > not devise a lesson plan around the E-Paati activities
>  > > > * Effective classroom management can make the class; ineffective
>  > > > classroom management can break the class
>  > > > * Proper lesson planning is the key to successful integration of
>  > > > E-Paati in the classroom
>  > > > * End-of-the day group review of lessons is the key to improvement
>  > > >
>  > > > Saurav Dev Bhatta, Education Director
>  > > >
>  > > >
>  > > >
>  > > >
>  > > > --
>  > > > Bryan W. Berry
>  > > > Systems Engineer
>  > > > OLE Nepal, http://www.olenepal.org
>  > > >
>  > > >
>  > >
>  > >
>  > >
>  >
>  >
>
>
>
>  --
>  Edward Cherlin
>  End Poverty at a Profit by teaching children business
>  http://www.EarthTreasury.org/
>  "The best way to predict the future is to invent it."--Alan Kay
>  _______________________________________________
>  OLPC-Chicago mailing list
>  OLPC-Chicago at lists.laptop.org
>  http://lists.laptop.org/listinfo/olpc-chicago
>



-- 
Edward Cherlin
End Poverty at a Profit by teaching children business
http://www.EarthTreasury.org/
"The best way to predict the future is to invent it."--Alan Kay

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