Post on 09-Feb-2018
transcript
Xinia Skoropinski SIL Literacy and Education Consultant 4th International Language and Education Conference November, 2013, Bangkok, Imperial Queen's Park Hotel
IDENTIFYING EARLY EVIDENCES OF THE IMPACT OF MTB-MLE IN
MINDANAO, PHILIPPINES
THE STORY BEHIND THE NUMBERS
INTRODUCTION
1. BACKGROUND
2. METHODOLOGY
3. ANALYIS AND RESULTS
Research: “The most powerful factor in predicting educational success for minority learners is the amount of formal schooling they receive in the language they know best.” Thomas & Collier study
EARLY EVIDENCES OF THE IMPACT OF MTB-MLE IMPLEMENTATION IN MINDANAO
• A pilot project
in 10 elementary schools
BACKGROUND
Tboli
Hiligaynon
Maguindanaon
2009-2011 Series of Trainings
Teachers’ Training
Curriculum Contextualization Materials Development
2011-2012 MONITORING AND EVALUATION Three schools:
Maguindanaon Tboli Hiligaynon
Two domains:
1. Changes in Teachers’ Practices and Attitudes toward the MTB-MLE Programme
2. Changes Resulting from Use of the MTB-MLE
Instructional Materials
METHODOLOGY ‘The best way to
be sure that evaluation is targeted at the personal concerns of the stakeholders is to involve them actively at every stage of the evaluation.’
(cited in Cracknell 2000)
METHODOLOGY
Most Significant Change (MSC): a participatory monitoring approach
Direct classroom observations
THE MOST SIGNIFICANT CHANGE (MSC) 1. Collection of stories
reporting a significant change (SC), written by stakeholders
2. Systematic selection of the most significant of these stories by stakeholders and/or staff
3. Analysis of stories in each domain and in emergent domains to improve program design
What is the most significant change you have noticed in implementing MTB-MLE in the last months related with ___________? Why is it significant for you?
SELECTION PROCESS
School 1 School 2 School 3
RESULTS: THE STORY BEHIND THE NUMBERS Domain 1. Changes in Teachers’ Practices and Attitudes toward the MTB-MLE Programme
I – Sept 2011 Improved teacher-student rapport (supervisor)
II – Nov 2011 Teacher attitudes transformed by educational
reform (parent)
III – Mar 2012 Teacher develops strategy to transfer reading skills (teacher)
“Before, what I have observed about the practice and attitude of the teachers was that they sometimes seemed not to care about the learning of the pupils. Maybe it was because they were quite tired of trying to convince the children to go inside the class. …What might have happened is that the children who had been excited about going to school and eager to learn were no longer enthusiastic because they felt that even the teachers had lost their interest in teaching them. And so the children enjoyed the chance to escape from the school too.. …
FIRST EVIDENCE OF IMPACT NOV 2011...EDUCATIONAL REFORM
“We, the parents, felt somewhat upset about this practice, but we still forced our children to go to school as if everything was fine. Since MTB-MLE came to our community, most of the children in Grade 1 are now very participative in the class. They now easily understand the words they read because it’s all written in our language. … They are not afraid of being called on by their teacher because they are so confident that they can give the correct answer by using our language.”
FIRST EVIDENCE OF IMPACT NOV 2011
“This programme is really good in having helped to reform the system of teaching in our school, especially in Grade 1. It has helped the pupils, motivating them to learn by teaching them in a way that they can easily understand, and it has helped them to communicate with their teachers and their classmates. It has helped the parents as well, because the children are now doing the studying.”
FIRST EVIDENCE OF IMPACT NOV 2011
REASONS FOR SELECTION South Cotabato Mindanao Program Office Manager:
‘...this is first-hand information coming from a parent observer who vividly described the scenarios before and after with regard to her child’s learning and teacher’s attitudes.’
South Cotabato Mindanao Program Project Coordinator:
‘It is very important that a parent be able to follow-up the quality of the learning environment of the school, including the teaching methodologies, appropriateness of programming and the contribution of home to school and vice versa.’
RESULTS: THE STORY BEHIND THE NUMBERS Domain 2. Changes Resulting from Use of the MTB-MLE Instructional Materials
I – Sept 2011 Pupils learn easily with Big Books ( teacher)
II – Nov 2011 Big Books in MT improve pupils’ learning & behavior
(teacher)
III – Mar 2012 With MTB-MLE instructional materials, pupils are
no longer confused (parent)
BIG BOOKS ALPHABET CHARTS
PRIMER TEACHER’S GUIDES
₊ Children’s interest in school increases
₊ Repeaters are learning to read
- Fears and challenges of teachers who are not speakers of the MT
- Concerns of teachers about pupils’ transfer to higher grades
- Pupils being taught in MT that is not theirs
EMERGENT DOMAINS:(+&-) SEPT 2011
THEME ANALYSIS
39
21
14
10 107 7 6 6
4 4 4 3 3 2 10
5
10
15
20
25
30
35
40
45
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Num
ber o
f Sto
ries
with
The
me
Theme
1. Change in children
2. Change in teachers
3. Change in parents
4. Use of Primer
5. Use of Big Books
6. Teacher-pupils rapport
7. Mismatch of languages
Other
“Changes in teachers’ attitudes toward new teaching methods occur mostly only after they see improvement in the outputs”
( Guskey 2002)
EMERGENT DOMAINS:(+&-) SEPT 2012
tell me what they want to learn
They are not embarrassed
proud of being able to participate, raising their hands
participate
enjoy reading
Developing reading habits
CHANGES IN CHILDREN TOWARD EDUCATION
RESPONSE
Revision and production of more materials
Collaboration in Orthography Development for expansion in three more languages: -Teduray - Blaan - Obo Manobo
Continue teacher training and support the
implementation using MT for instruction.
CHALLENGES matching MT teachers to MT classrooms insufficient numbers of MT teachers need for much more reading material sociolinguistic tension in choosing the
language of instruction
THANK YOU MUCHAS GRACIAS