<style> p {margin-top:0px;margin-bottom:0px;} </style> <table border=0 width=100%% cellpadding=0 cellspacing=0 align=center> <tr> <td valign=top style='padding:8pt;'><font size=2><P>edward.</P>
<P> </P>
<P>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.</P>
<P> </P>
<P>thanks in advance for your understanding. derek.<BR>
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<BLOCKQUOTE style="BORDER-TOP: rgb(204,204,204) 1px solid; PADDING-BOTTOM: 1ex; MARGIN: 0.8ex 0pt 0pt">---------[ Received Mail Content ]----------<BR>
<B>Subject : </B>Re: [OLPC-Chicago] Teacher_Preparation_Program_for_the_OLPC _Project_in_Nepal_—_Part_II_,_Onsite_training<BR>
<B>Date : </B>Sun, 4 May 2008 22:45:41 -0700<BR>
<B>From : </B>"Edward Cherlin" <echerlin@gmail.com><BR>
<B>To : </B>"Bryan Berry" <bryan.berry@gmail.com><BR>
<B>Cc : </B>olpc-chicago@lists.laptop.org, grassroots <grassroots@lists.laptop.org>, olpc-open <olpc-open@lists.laptop.org>, Nepal <Nepal@lists.laptop.org>, OLPC Library list <library@lists.laptop.org>, OLPC Developer's List <devel@lists.laptop.org><BR>
<BR>
On Sun, May 4, 2008 at 10:14 PM, Bryan Berry <BRYAN.BERRY@GMAIL.COM>wrote: <BR>
> The stuff that needs to be translated is the 65 page teacher training <BR>
> guide. I believe that Prabhas Pokharel is interested in working on it <BR>
> but I don't know how much time he has had for it as of late. <BR>
<BR>
Is he on any of these lists? I would love to discuss it with him, and <BR>
I may be able to help once there is a rough translation. I know just <BR>
enough Sanskrit to almost totally fail to understand the Nepalese. ^_^ <BR>
<BR>
> http://wiki.laptop.org/go/Image:OLENepal_Trainer%27s_Manual.pdf <BR>
> <BR>
> I still need to post it in Word format to the wiki. That's my fault <BR>
> <BR>
> It's a pretty amazing document, takes lots of Constructionist examples <BR>
> from Piaget and Vygotsky that kids learn differently than we <BR>
> traditionally expect them to. Then takes those examples and explains how <BR>
> XO's can be used to help kids in the manner they naturally do. <BR>
> <BR>
> <BR>
> <BR>
> On Sun, 2008-05-04 at 22:00 -0700, Edward Cherlin wrote: <BR>
> > This is all excellent. It becomes even more urgent to have this <BR>
> > material translated to English. Whom do we know who can help? Can <BR>
> > others here ask for help through their networks on LinkedIn and other <BR>
> > sites, or just their accumulated contacts in their address books, or <BR>
> > any appropriate mailing lists? <BR>
> > <BR>
> > On Sun, May 4, 2008 at 5:25 PM, Bryan Berry <BRYAN.BERRY@GMAIL.COM>wrote: <BR>
> > > Dr. Saurav Dev Bhatta posted the review of the second week of teacher <BR>
> > > training, which took place on-site at the schools <BR>
> > > <BR>
> > > http://blog.olenepal.org/index.php/archives/283 <BR>
> > > <BR>
> > > <BR>
> > > We have just completed Part II of our teacher preparation program. The <BR>
> > > complete teacher training consisted of two segments: <BR>
> > > <BR>
> > > Part I) A 4 day intensive residential, out-of-school training that <BR>
> > > focuses on integrating digitial educational materials and ICT-based <BR>
> > > teaching approaches in the regular classroom instruction process. This <BR>
> > > was completed on April 1, 2008. An earlier blog post has details about <BR>
> > > this segment of the training. <BR>
> > > <BR>
> > > Part II) A 4 day training in the teachers' regular classrooms where they <BR>
> > > get hand-on experience in developing, implementing, and fine-tuning <BR>
> > > child-centric, interactive, ICT-integrated lesson plans. This was <BR>
> > > completed on Friday, May 2, 2008. The current post is about this segment <BR>
> > > only. <BR>
> > > <BR>
> > > Training location <BR>
> > > <BR>
> > > For Bashuki teachers, the training was held at Bashuki Lower Secondary <BR>
> > > School itself. Similarly, for Bishwamitra teachers, it was held at <BR>
> > > Bishwamitra Lower Secondary School. <BR>
> > > <BR>
> > > Why in-school training? <BR>
> > > <BR>
> > > Important fact: TEACHING THE KIDS HOW TO USE THE LAPTOPS IS A RELATIVELY <BR>
> > > EASY TASK. THEY PICK IT UP IN NO TIME (within a few hours!!). <BR>
> > > <BR>
> > > Even more important fact: THE REAL CHALLENGE IS INTEGRATING THE LAPTOP <BR>
> > > AND THE AVAILABLE DIGITAL CONTENT IN THE REGULAR CLASSROOM INSTRUCTION <BR>
> > > PROCESS. <BR>
> > > <BR>
> > > The residential portion of the training did give the teachers some <BR>
> > > experience in integrating E-Paati in the classroom process (apart from <BR>
> > > making them completely familiar with the use of the laptop). But the <BR>
> > > simulated classroom environment in any residential training is a far cry <BR>
> > > from the actual setting in their own schools. Furthermore, since each <BR>
> > > school is very different in terms of physical infrastructure, student <BR>
> > > composition, community involvement and other resources, there are unique <BR>
> > > practical challenges associated with each school. So we felt that it <BR>
> > > would be very useful to give teachers hands-on experience in integrating <BR>
> > > E-Paati in their regular classrooms. <BR>
> > > <BR>
> > > There is another important reason why in-school training is important in <BR>
> > > this case. In most teacher training programs, it is possible for <BR>
> > > teachers to learn about new approaches to teaching outside their school <BR>
> > > (for example, through practice teaching in another school) and they can <BR>
> > > take this knowledge to their own classrooms later. But in the present <BR>
> > > context, successful implementation in the classroom also requires the <BR>
> > > students themselves to learn about the new approach to learning and <BR>
> > > teaching. And this can only happen in the school where the laptop <BR>
> > > program is being implemented. <BR>
> > > <BR>
> > > Structure of the training <BR>
> > > <BR>
> > > Each day of the training was divided into four major segments: <BR>
> > > <BR>
> > > 1. Lesson plan review and revision <BR>
> > > <BR>
> > > * Content: group review of lesson plan for the day. <BR>
> > > * Participants: all the teachers in the schools + facilitators <BR>
> > > from OLE Nepal <BR>
> > > * Time allocated: 1 hour (before the start of classes) <BR>
> > > <BR>
> > > 2. Classroom instruction and observation <BR>
> > > <BR>
> > > * Content: classroom teaching according to the lesson plan <BR>
> > > * Participants: teachers (one teacher teaches the students; the <BR>
> > > rest are observers) + OLE Nepal observers + students <BR>
> > > * Time allocated: 3 to 4 full class periods (one period = 45 <BR>
> > > minutes in Bashuki; one period = 40 minutes in Bishwamitra) <BR>
> > > <BR>
> > > 3. Feedback <BR>
> > > <BR>
> > > * Content: discussion on the day's experience (strengths, <BR>
> > > weaknesses, recommendations for improvement) <BR>
> > > * Participants: all teachers + OLE Nepal facilitators <BR>
> > > * Time allocated: 1-1.5 hours <BR>
> > > <BR>
> > > 4. Lesson planning for the next day <BR>
> > > <BR>
> > > * Content: development of a detailed lesson plans for each class <BR>
> > > * Participants: teachers delivering the lectures in these classes <BR>
> > > * Time allocated: 1 hour <BR>
> > > <BR>
> > > On the first day of the training (Saturday, April 26), the teachers <BR>
> > > focused on teaching the students how to use the laptop and the E-Paati <BR>
> > > activities in the laptop. This was done in two 1.5 hour long sessions. <BR>
> > > <BR>
> > > During the remaining four days, the teachers conducted regular math and <BR>
> > > English classes in grades two and six according to the ICT-integrated <BR>
> > > lesson plans they developed. At Bishwamitra the ICT-integrated classes <BR>
> > > were held on Sunday (April 27) , Monday (April 28), Tuesday (April 29) <BR>
> > > and Wednesday (April 30). Bashuki conducted similar classes starting <BR>
> > > Monday (April 29). But since they had decided to keep the laptops in <BR>
> > > school for this first week of classes, they set aside Wednesday (April <BR>
> > > 30) for giving students more practice on how to use the laptops. They <BR>
> > > had a break on Thursday and completed the training program on Friday <BR>
> > > (May 2). <BR>
> > > <BR>
> > > Overview of content covered in the training <BR>
> > > <BR>
> > > Lesson planning: Integrating ICT-based educational materials in the <BR>
> > > classroom requires teachers to carefully plan their lessons. We wanted <BR>
> > > to give the teachers a very simple framework for developing lesson plans <BR>
> > > so that they would continue to use it even after the training. If they <BR>
> > > were to use it throughout the year, they would have to see that planning <BR>
> > > the lessons would not really take up too much of their time—and that it <BR>
> > > would help them in their other classes as well. <BR>
> > > <BR>
> > > Each lesson plan in this training consisted of the following: a) listing <BR>
> > > of the learning objectives of the class, b) listing and brief <BR>
> > > descriptions of the topics or activities to be covered in the class, and <BR>
> > > c) listing of time allocated for each topic or activity. E-Paati <BR>
> > > activites were integrated in each lesson plan as one of the many <BR>
> > > activities covered to meet the learning objectives of the class. We <BR>
> > > emphasized that the goal should be to integrate E-paati in the classroom <BR>
> > > lesson plan; not devise a lesson plan around the E-Paati activities. As <BR>
> > > a rule of thumb, we emphasized that E-Paati use should not take up more <BR>
> > > than 40% of the total time allocated for the class. <BR>
> > > <BR>
> > > Lesson plan review and revision: The lesson plans developed were <BR>
> > > critically reviewed and revised by all the teachers together to make <BR>
> > > sure that a) the learning objectives of lesson were properly clarified, <BR>
> > > b) the topics covered—including E-Patti topics—were consistent with the <BR>
> > > stated learning objectives, and c) the time allocated for each <BR>
> > > topic/activity was appropriate. <BR>
> > > <BR>
> > > Classroom instruction and observation: This segment of the daily <BR>
> > > training was designed to (i) give subject teachers hands-on experience <BR>
> > > in teaching according to the integrated lesson plans and (ii) enable <BR>
> > > other teachers to critically examine the teaching-learning process in <BR>
> > > the regular classroom. Hence, while the subject teacher was conducting <BR>
> > > the lesson, the other teachers noted down their critical observations in <BR>
> > > the following areas: <BR>
> > > <BR>
> > > a) Classroom structure (including appropriateness of seating <BR>
> > > arrangement, placement of charging racks, seat assignment schemes etc.) <BR>
> > > <BR>
> > > b) Correspondence between lesson plan and practice <BR>
> > > <BR>
> > > c) Time on task (effective use of time from the perspective of student <BR>
> > > learning) <BR>
> > > <BR>
> > > d) Interaction (student—student; student—teacher) and participation of <BR>
> > > students in the learning process <BR>
> > > <BR>
> > > e) Instruction delivery (clarity, adequacy of explanations, …) <BR>
> > > <BR>
> > > f) Time and classroom management (including tackling disruptive behavior <BR>
> > > on the part of students) <BR>
> > > <BR>
> > > <BR>
> > > Feedback session: Feedback sessions were held at the end of each day to <BR>
> > > critically review the classroom process. The teachers delivering the <BR>
> > > lectures worked with the observers to analyze the strengths and <BR>
> > > weaknesses of the classes held that day focusing on the six areas listed <BR>
> > > above. Through these discussions, the participants were able to identify <BR>
> > > areas that needed improvement and develop strategies for tackling <BR>
> > > problems. <BR>
> > > <BR>
> > > Grade 2 students at Bishwamitra (English class)–totally into it! <BR>
> > > <BR>
> > > <BR>
> > > Grade 6 students at Bishwamitra (math class) <BR>
> > > <BR>
> > > <BR>
> > > Bishwamitra grade 6 students working intesnsely-1 <BR>
> > > <BR>
> > > Staff involved in the training <BR>
> > > <BR>
> > > Facilitators/observers: <BR>
> > > <BR>
> > > * Saurav Dev Bhatta and Rabi Karmacharya (all five days) <BR>
> > > * Kamana Regmi (three days); Bipul Gautam (one day). <BR>
> > > <BR>
> > > Most interesting outcomes <BR>
> > > <BR>
> > > * Grade 6 students in both schools took just one day to become <BR>
> > > familiar with using the laptops! <BR>
> > > * The children at Bishwamitra were allowed to take the laptops <BR>
> > > home immediately after receiving them. The children at Bashuki, <BR>
> > > however, did not take the computers home this first week. Not <BR>
> > > surprisingly, we observed that the Bashuki kids were much more <BR>
> > > familiar with the machines by the second day of the training. <BR>
> > > The difference was more pronounced in the case of grade 2 <BR>
> > > children—it took two days for the Bashuki grade 2 students to <BR>
> > > get the hang of things, while it took the Bishwamitra kids only <BR>
> > > one day. <BR>
> > > * In both schools, the teachers had no experience in designing and <BR>
> > > using systematic lesson plans. They were very appreciative of <BR>
> > > the experience they gained during this training period. <BR>
> > > * One of the main challenges teachers initially faced when <BR>
> > > designing ICT-integrated lessons was in focusing on the learning <BR>
> > > objectives rather than on the E-Paati activities. <BR>
> > > * The biggest difficulties faced by the teachers in the classroom <BR>
> > > were a) getting the attention of students and b) managing the <BR>
> > > time. Once the students had the laptops in front of them, they <BR>
> > > were generally oblivious to what the teacher was saying. It was, <BR>
> > > therefore, very difficult for the teacher to cover all the <BR>
> > > material that needed to be covered in that class period. For <BR>
> > > example, on the second day of the training, the classes ran up <BR>
> > > to 30 minutes overtime on the second day of the training. <BR>
> > > * It was much more challenging for the teachers to get the <BR>
> > > attention of the grade 2 students. In fact, on the first day, <BR>
> > > there was chaos in the grade 2 classes in both schools! <BR>
> > > * Initially, just the process of getting the laptops from the <BR>
> > > charging racks and putting them back after use took up a <BR>
> > > significant amount of time. <BR>
> > > * The most effective ways of getting the attention of students <BR>
> > > were as follows: asking all the students to close the laptops; <BR>
> > > asking them to clap together, or stand up and stretch together; <BR>
> > > producing an alien sound that would grab their attention (for <BR>
> > > example, rattling a can of marbles). <BR>
> > > * In the case of grade 6, by the end of the training, the teachers <BR>
> > > had completely figured out how to efficiently and effectively <BR>
> > > conduct E-Paati integrated classes within the time period <BR>
> > > allocated for the class. But they felt that it would perhaps <BR>
> > > take another week for them to fine tune the classroom process in <BR>
> > > grade 2. <BR>
> > > * Bishwamitra teachers Manoj (who teachers grade 6 math) and Bhim <BR>
> > > (who teaches grade 2 math) were naturals at designing and <BR>
> > > implementing E-Paati integrated classes. Very impressive! <BR>
> > > * The teachers in both schools felt that the most useful parts of <BR>
> > > the training were the feedback sessions at the end of the day <BR>
> > > and the lesson planning sessions. <BR>
> > > * The biggest technical problem during this period was the jumpy <BR>
> > > cursor. The problem was particularly bad at Bashuki. This is <BR>
> > > something we have to fix!! <BR>
> > > <BR>
> > > Grade 2 students at Bashuki–a different seating arrangement! <BR>
> > > <BR>
> > > Bashuki grade 2 students-1Bashuki grade 2 students-2 <BR>
> > > <BR>
> > > Grade 6 students at Bashuki <BR>
> > > <BR>
> > > Bashuki grade 6 students-1 <BR>
> > > <BR>
> > > Our main "mantras" for the training <BR>
> > > <BR>
> > > * The learning objectives should determine when and how E-Paati is <BR>
> > > used in class, not the other way round <BR>
> > > * E-paati should be viewed as one of the many tools and activities <BR>
> > > used to achieve the learning objectives <BR>
> > > * The goal is to integrate E-paati in the classroom lesson plan; <BR>
> > > not devise a lesson plan around the E-Paati activities <BR>
> > > * Effective classroom management can make the class; ineffective <BR>
> > > classroom management can break the class <BR>
> > > * Proper lesson planning is the key to successful integration of <BR>
> > > E-Paati in the classroom <BR>
> > > * End-of-the day group review of lessons is the key to improvement <BR>
> > > <BR>
> > > Saurav Dev Bhatta, Education Director <BR>
> > > <BR>
> > > <BR>
> > > <BR>
> > > <BR>
> > > -- <BR>
> > > Bryan W. Berry <BR>
> > > Systems Engineer <BR>
> > > OLE Nepal, http://www.olenepal.org <BR>
> > > <BR>
> > > <BR>
> > <BR>
> > <BR>
> > <BR>
> <BR>
> <BR>
<BR>
<BR>
<BR>
-- <BR>
Edward Cherlin <BR>
End Poverty at a Profit by teaching children business <BR>
http://www.EarthTreasury.org/ <BR>
"The best way to predict the future is to invent it."--Alan Kay <BR>
_______________________________________________ <BR>
OLPC-Chicago mailing list <BR>
OLPC-Chicago@lists.laptop.org <BR>
http://lists.laptop.org/listinfo/olpc-chicago <BR>
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