Training and Inspiring Teachers in the Niger
Delta : A model for embedding synthetic phonics in government primary
schools Louise GittinsStepping Stones Nigeria
Busola EshietHope Alive Foundation
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Content1. Introduction2. Background Information
a) Stepping Stones Nigeria/Read and Write Nowb) Hope Alive
3. Pilot Studiesa) University of Uyob) University of Calabar c) Other Statesd) Hope Alive
4. Implementing Synthetic Phonics in State Schoolsa) Akwa Ibomb) Hope Alive
5. Looking Ahead
Introduction
• Shortfall in pupil literacy skills
• Introduction to Jolly Phonics
• Relationship with Stepping Stones
In the government schools, reading and writing is taught using the letter name/whole word method. Pupils learn by rote. The result is massive illiteracy where pupils are unable to read and write on completion of primary school, and often, secondary school. The desire for an improvement in pupils’ literacy skills resulted in my registering for a PhD in Newcastle University in the UK. My supervisor introduced me to Jolly Phonics and Chris Jolly generously donated the materials I needed to start off the research and he introduced me to Gary and Naomi, a couple who do a similar project in Nigeria. So began the relationship with Stepping Stones Nigeria
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The Model School
Stepping Stones Model School, Eket, Akwa Ibom
Stepping Stones Nigeria Background
Child rights charity working in the Niger Delta. Literacy programme began with Model School.
IN 2006 Naomi and Gary Foxcroft completed construction of SSMS in Akwa Ibom State, Nigeria. Naomi had taught JP for several years and so approached Chris Jolly for a donation of books for the school. She trained teachers there and Chris donated materials which were distributed to the children. Following that reading and writing standards have been extremely high at the school.....
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Samples of Children’s Work
Fantastic work from children attending a rural scho ol!Synthetic Phonics Works in
rural schools!!!
As you can see the standard of writing at the school is high – and the school operates a “no copying” policy – so this is all due to synthetic phonics.
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The Hope Alive Foundation Background
• It all started with teaching pupils using Jolly Phonics resources at a private centre for 6 months
• Pupils came after school• Minimum gain in reading age after 6 months was 9 months,
mean 32.5 months and maximum 77 months.• The pupils enjoyed learning and would not stop coming• The pilot became a charity
Synthetic Phonics Works!!!
Jolly Phonics materials, donated by Jolly Learning, was used for the trial. The pupils enjoyed the sessions, learnt to read and write, and were eager to learn more. This resulted in the charity work which currently goes on in Rivers and other states
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Involving State Schools
• The desire for a wider reach• Acceptance by the secretary of the
Universal Basic Education Board and the Director of Education at the local government level
• Proposals to state governments
The success of the private initiative led to the desire to do teacher training in the government-owned schools so as to reach many more pupils. We reached out tothe Director of Education in the Bonny Local Government Area who gladly accepted the proposal for a trial in the primary schools in the local government. We have made proposals to a few state governments but have not obtained a buy in yet. We are always happy to work with SSN when they have whole state trainings
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Involving State Schools
Akwa Ibom Pilot Study TrainingUniversity of Uyo Academics, Pilot School Teachers
Uyo, Akwa Ibom, September 2006
Naomi and Gary felt it was not fair that only private schools should have access to JP, so they approached UNIUYO to ask whether they would be interested in carrying out a pilot study, to see if JP could work in state schools. Here is Naomi training teachers from 6 state schools across Akwa Ibom State along with a team of academics from the University, who would soon become highly capable Jolly Phonics trainers.
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A Visit to UK and RRF Conference!
Government and
University Involvement is Crucial!
Using the pilot study findings, SSN decided to form a partnership with The University of Uyo and Akwa Ibom State Government to roll out Jolly Phonics training across AKS. SSN felt that involvement of the Uni was essential because they would be able to provide essential monitoring and mentoring of teachers, and we recognised that Universities have strong influences on government and close ties to education boards. SSN also felt that no state roll out could take place without state government involvement because: They have control over inspection bodies, they can have say over use of materials and curriculum, they ultimately are the strongest advocacy tool (etc). So we invited them to the RRF conference and to visit schools in Tower Hamlets and Oxfordshire to observe synthetic phonics teaching. It was during this trip that the Commissioner for Education decided that he would approve and contribute towards the training costs of 1146 schools in the state.
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Pilot Studies
• Aims of Pilot Studies: – Development of model – Preparation for full roll out– Advocacy tool
Akwa Ibom Pilot Study
‘To what extent does Jolly Phonics enhance pupils’reading skills in Akwa Ibom state primary schools?’
• 36 week pilot study comparing classes using synthetic phonics with those using conventional methods
Synthetic Phonics Works!!!
The Pilot Study
“To what extent does Jolly Phonics enhance pupil’s reading skills in Akwa Ibom State primary schools”
-Primary 1 and 2 pupils aged 6-8- 5 primary schools-3 urban and 2 rural schools- 1 experiment (Jolly Phonics) and 1 control group in each school- 168 pupils in total -36 week study-Monthly visits to schools to monitor teaching-The Revised Burt Reading Test (1974) – before and after.
Refresher TrainingThere was also a one day refresher training on the 8th May 2007 – towards the end of the study. Re-taught areas of difficulties like blending, the magic – e amongst other things.
Materials Provided- Finger Phonics Big Book 1 – 7- Jolly Phonics wall freeze- Jolly Phonics Tricky Word Wall Flowers- Jolly Phonics Alternative Spelling Poster and Alphabet Poster- The Alphabet Poster- The phonics Handbook
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University of Calabar Pilot Study
• Cross River State – In-depth pilot study• 1 year pilot study – Sept 2011 – August
2012 • Early Grade Reading Assessment (EGRA)
The Pilot StudyThis pilot study has just started in Cross River State. The Ministry of Education, SUBEB officials and the University of Calabar have been involved from the start. The University will provide the key monitoring and assessment but SUBEB will also be going to schools to monitor and ensure that teachers have been doing Jolly Phonics.
- 6 schools- 3 rural and 3 urban- One Jolly Phonics class and one conventional methods class per school- About 45-50 pupils per class- One year - Four assessments – at the start and then after each term - Using an adapted Early Grade Reading Assessment tool (EGRA)
EGRAThe EGRA toolkit has been developed by RTI International on request of USAID, the World Bank and other key actors in international development. It is designed to orally assess the most basic foundation skills for literacy acquisition in early grades, including pre-reading skills such as listening comprehension. The test components are based on recommendations made by an international panel of reading and testing experts and include timed, 1-minute assessments of letter naming, nonsense and familiar words, and paragraph reading. Additional (untimed) segments include comprehension, relationship to print, and dictation. In each of the language pilots conducted to date, EGRA meets psychometric standards as a reliable and valid measure of early reading skills.
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Pilot Studies in Other States
• Nasarawa, Benue, Ekiti – Starting Pilot Studies
• Ebonyi – Set to start soon
• Bayelsa, Delta, Rivers, Imo, Abuja (Federal Capital Territory) and others have shown interest.
Synthetic Phonics is
in demand!
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Bonny Island Pilot Teacher Training
• The first teacher training was in June 2010 • 26 teachers and head teachers were trained.• The training was received with enthusiasm• Teachers left the training eager to implement
the new method
The training, done by Busola, was sponsored by Chris Jolly. The training met with resistance in the first few minutes as the head teachers questioned what was wrong with the ‘a b c d’ method but acceptance came soon after when we started the blending exercises. The participants were enthralled by how easy it was to read by simply blending the sounds
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Implementation
• 5 primary 1 classes were recruited into a pilot intervention scheme
• The teaching sessions were observed closely in the academic session 2010/2011
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Coaching/ Monitoring
• The primary 1 classrooms were regularly visited by HAF staff.
• The visits provided support and supervision
• HAF Teacher's testimonial
The teachers looked forward to the visit as it served both a coaching and a monitoring purpose. It provided opportunities for the teachers to seek clarification an aspects which they found difficult to understand, hence teach, especially the blending and occasionally the sounds.
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Launched July 2010
Aims of the Project:• To build up a capacity of trainers in Nigeria• To train all P1 and P2 teachers in Akwa
Ibom State to use synthetic phonics• Development of a model• Promotion of synthetic phonics
AKS Full Roll Out
July 2010 -Train the Trainers,
Lagos
August 2010 –
Primary 1 Training,Uyo
September 2010 -Present –
Monitoring /Mentoring and Focus
Schools
Oct 2011
Assessment of P3
Sept 2011 –P1 & P2 Training,
Uyo
Oct - Dec 2011
Refresher & P2 training
All Primary 1 and Primary 2 Teachers Trained and
Resourced!
July2011 –
Train the Trainers,
Uyo
Private schools can be a great
source for trainers.
July 2010 – Train the Trainers, LagosNaomi, Sue and John Lloyd and Chris Jolly all attended. During this event over 40 participants were trained and of those 20 were trained up to a high standard. These 20 had previously taught JP themselves in their own private schools. PRIVATE SCHOOLS CAN BE A GREAT SOURCE FOR TRAINERS.
August 2010 – Primary 1 TrainingHere 1445 teachers were provided with 2 days training
Mentoring/Monitoring and Focus SchoolsA team at the University of Uyo – including academics and dedicated RAWN staff –go out to schools on a weekly basis to monitor their use of Jolly Phonics and mentor them in areas that they are struggling with. They also have 5 focus schools that they regularly assess to measure improvements. These schools are good examples of standard AKS schools in that they have poor attendance, etc and so they show clearly the impact that the project is having. A number of other tools have also been developed – such as parent interviews – and these are also being used in the focus schools. The results have continually been positive.
July 2011In July we had a training event for the trainers in order to prepare them for the September training in Akwa Ibom. This training built the capacity of UNIUYO staff but also informed all trainers of the changes to the scheme of work, the training presentation, etc.
September 2011 In September we arranged training for the remaining primary 1 and all primary 2 teachers. Due to some issues with government funding we did not get a full turnout
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Strategies
• Teacher training• Advocacy in the form of reaching out to
governments at the local and state levels persuading them to allow a synthetic phonics trial in states
• Teaching the older children in the schools• Teaching at the centre• Adult literacy
A way to reach the government schools is by getting the buy-in of the policy makers at the state level through the Commissioner of Education. Another route which is currently enfolding is to get acceptance at the local government level and work from one local government to the other. Teaching the adults not only educates the adults, it inspires them to encourage literacy skills in their children and provide support to the teachers.
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Teacher Trainings
• Kwale Local Government Area, Delta State • Ogbomosho North Local Government• Private schools for the less privileged• Cooperated with SSN in training teachers for
the RRN projects in Akwa Ibom State 2010 and 2011
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After School Teaching
• Daily teaching after school at Hope Alive centre
• Giving Primary 2-4 pupils additional teaching after school
The additional teaching serves to boost the literacy skills of the older pupils who had not had synthetic phonics from start
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Jolly Phonics Materials
-Pupil Books 1 & 2 for a 2 year period- Teacher’s Book for every P1 and P2 Teacher
- Wall Freeze and Jolly Songs CD
-And a free photocopy
licence after the 2 years for the Pupil
Books!
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Stepping Stones Nigeria Materials
Plus an in-depth
training VCD for
every teacher!
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pn
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Making the Materials Contextually Relevant
• Cultural Adaptations to Jolly Phonics Materials
• Schemes of Work • Shortened Sound Stories• Decodable Readers• Blending Poster• VCD (55:40)• Word Booklet
Continual review and
development of materials is important!
Yogurt Yam
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Hope Alive Materials
• Read Easy• Picture flashcards• Decodable readers
nip nap ant
Successes• ALL Primary 1 and 2 teachers will be trained by
the end of the year• About 200,000 pupils reached so far• Government support and financial contribution • Continually good results • A bank of trainers • Contextually relevant materials developed• Hundreds of thousands of pupil books and
thousands of other materials developed, printed and distributed.
• Successful monitoring system developed
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Challenges• Building an effective partnership with government
– Cultural/political arrangement– Financial arrangements– Personal Relationships are important– Changes in Government staff– Try to get an agreement but BE FLEXIBLE
• Elections • Distribution of materials • Timetable• Teacher transfer• Synthetic Phonics challenges:
– Blending– Pronunciation– Poor initial teacher literacy skills (needed to shorten the
stories twice!!!)
Building an effective partnership with government
It is difficult to build an effective partnership with governments but this is essential for the success of the project. You need strong relationships to ensure essential authorisation, finances and organisation/management are provided. For example, we have faced challenges with getting authorisation/finances from the government but the effective relationships that have been built up have ensured that the project has been able to continue.
We have learnt many things along the way about how to do this:- Understanding cultural/political arrangements such a protocol – need to know who makes decisions/who influences decisions, who to go to first (as may offend), what a contact may need to do in order to provide you with a response (e.g. May have to ask perm sec who will ask commissioner who will ask governor). Understanding what to rely on and what you cannot rely on (e.g. An MOU is not binding and gov will not follow if they dont want to) - Understanding financial arrangements – who can provide funding and how they can get that funding and things that might affect funding (such as a new term in office may mean that Governor does not want to spend too much money at that specific time but will be able to get more later). - Personal relationships are important – you must ask about family members as relationships are more personal rather than “professional” as they are over here. -Being aware of internal politics – e.g. Relations with other departments/agencies such as SUBEB (don’t always cooperate effectively as you would expect)- Changes in government staff – regular changes so always have to build wider relationships in case your “contact” leaves. - BE FLEXIBLE and take what you can as being too rigid may mean that nothing will happen rather than something (even though it may be less than you wanted).
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What we have learnt• A pilot study is important to build capacities,
relationships and to be used as an advocacy tool. Trainers (particularly private school teachers) can be developed at this stage.
• Support and strong relationships with government and a university are fundamental to the success of the project.
• Build strong relationships with SUBEB as they can provide essential assistance.
• Resources used need to be constantly reviewed and developed to make them contextually relevant.
• A sustainability plan needs to be developed from the very beginning of the project.
• BE FLEXIBLE!!!
Challenges and Learning Point
• Synthetic Phonics was not included on the time table for the first and second terms
• Persistent follow-up finally yielded inclusion of synthetic phonics on the time table 3 periods a week
• Work more closely with the end users-Head teachers and teachers
• Insist on having synthetic phonics on the timetable before delivering training
Although the Director of Education promised to ensure the inclusion of phonics on the time table, that was not done in the first 2 terms, teachers taught when they had free periods. At the end of the second term, we took the matter up with the head teachers and had a speedy response. Lesson: where possible, the end users of the product would pay closer attention to its success as they are more closely involved in the implementation than the Directors and Commissioners
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Outcome
• At the end of the third term, the mean gain in reading age in the pilot schools was 6 months while in the control school, the mean gain was zero
• 5 year old reading• At the beginning of session 2011/2012,
head teachers of the experimental schools made synthetic phonics compulsory
The teachers also began to enjoy the lessons just as the pupils looked forward to learning. It is fun and teachers and pupils alike seem to have a bit of the fun. The effectiveness was judged to be very high by teachers and head teachers. There is a growing demand for training
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The Next Steps• Teacher Training Resource to be used in Colleges of
Education• Curriculum Change – collaboration with NERDC• Further implementation (subject to funding ALL Cross
River P1 and P2 teachers will be trained in the next 2 years)
• Building bank of trainers• Developing/adapting resources• More pilot studies• Sustainability – AKS will be an important learning
experience • Other things to consider:
– Comprehension– The role of home languages – Is our model the best way? Are there other
Looking Ahead• Train all teachers on Bonny Island and
other schools in the Local Government Area by end 2010/2011 session
• Train in other states• Develop workbooks and decodables • Launch a Synthetic Phonics Teachers’
Association.
Workbooks and decodables will be more easily accessible to the schools in terms of price and the stories will be closer to themes that the pupils understand.It is easier to get acceptance at the LGA than at the state. Many big private schools already adopt one form of phonics or the other.The teachers’ association gives a sense of belonging as provides an opportunity to get together and discuss issues of common concern.
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Thank You
