By Winny Cherotich, PAL Network
Over the years, PAL Network has been known for the large scale Citizen-led Assessments (CLAs) conducted across its member countries. In 2015, more and more countries began thinking about interventions towards improvement of the poor learning outcomes as evidenced from the assessments. By 2017, there emerged a major shift. Members agreed to learn from each other on implementing interventions, as had been the case and nature of the growth of the network on the assessment front. First was to go back to India, where CLAs started, to learn from Pratham’s program Teaching at the Right Level (TaRL) also known as Combined Activities for Maximized Learning (CAMAL).
The TaRL approach was initiated by Pratham after evidence from the Annual Status of Education Report (ASER) and other data on learning outcomes showed that although children are enrolled in school, large proportions do not acquire foundational skills like basic reading and math on time. TaRL is an instructional approach in which children are grouped by learning level rather than by grade. By using methods and materials for each group and by utilizing a combination of activities, children, especially those in Grade 3 and above, can make significant progress in basic reading, understanding and arithmetic in a short period. Children are first assessed to establish their learning levels and determine their grouping. Periodic assessments are then done to track children’s progress and inform graduation to higher levels. The aim is to move majority of children up to the highest ability group by the end of the intervention so that they can read basic texts with understanding, have confidence to do basic arithmetic operations and express themselves effectively both verbally and in writing.
A first workshop was held in India in November 2017 where representatives from seven PAL member countries participated in addition to other organizations outside the network. This became an introduction, leading to a longer workshop to develop TaRL intervention materials in Kenya in April 2018.
After spending 10 days of training on the TaRL approach, we were tasked practice it. This was the final cycle in understanding the program and a critical step in shaping contextualization. The account below describes a 5-day experience practicing TaRL in Turkana, through the Accelerated Learning Program managed by ziziAfrique in Kenya.
Travel to Lodwar and community meeting
It is Sunday May. 13, 2018, we travel to Lodwar early morning. The heat as we get off the plane was overwhelming. We are just from a cold and rainy Nairobi. Floods have caused havoc in many parts of the country but Lodwar is an extreme opposite. The scorching sun is unforgiving. We inquire and are informed of some little rain in the past week. I reflect and wished the Safaricom ‘sambaza’ (meaning transferring or sharing airtime and bundles) applied to rain as well. We would sambaza some to Lodwar.
Having known that we would stay far from Lodwar town for the next week, our first stop from the airport was at a general supplies store. We had to get prepared with necessities for the week. All kitchen supplies from cooking oil to food. Top on the list was water. Our host informed us that there would be a market day in Kerio, the centre we would spend the rest of the week. We also suspected that foodstuffs would be more expensive. One banana was sold for 20 shillings, a price for 4 or at worst 2 in Nairobi. The cost of getting everything to the town made the prices triple for many of the perishable goods. So knowing that Lodwar was the big town, we knew that Kerio would be even more expensive.
We arrive at *Tumaini* Primary School, where the community meeting was held and found few parents already waiting. This was a good sign. Many more came in when they heard that the visitors had arrived, and soon our meeting began. We get about 30 men, 25 women, some youth, and children. None wanted to be left behind. It is here that they get an introduction to the accelerated learning program that some of the children would participate in. But first, evidence from the assessment that was done was shared where 48 percent of children in grade 5 could read a grade 2 level story. The situation was worse as one got to lower grades with 27 percent and 7 percent of grade 4 and 3 respectively could read the same story. Work needed to be done and the support from the parents was vital. From the data, we also note rampant absenteeism as 2 in 10 were not in school at any given time. Attendance was a key discussion area.
We finish the meeting with parents promising to let their children attend school to fully participate in the program. An assurance is also given by the teachers who promise to help support the learners and ensure that the learning outcomes improve. We are hopeful that there would be change in Tumaini.
Day 1 – Assessing the learners and first session begins
Work begins with the children. We have two objectives; to assess children and begin the first session with learners that have not acquired basic reading competencies in Kiswahili. We assess all learners in grades 4 and 5. Out of the 61 assessed, 30 cannot read a grade 2 level story. Eight cannot identify syllables, nine can read simple words and 13 can read a simple paragraph. As we wait for the assigned time to begin the session, we go about planning for the afternoon, determining how many groups we needed to form and how we would start the accelerated learning program. We agree to have one of us as the main facilitator supported by the other two. Three groups were identified; beginners and syllable, and word and paragraph level children.
The fun learning begins with a story from one facilitator, told in the local language. The beaming faces of the children showed how interesting the story was, in as much as I could not understand the language. The facilitator invited the learners to tell stories. Ateit was volunteered by the others. Though he was at the beginners’ level, he told a story in the local language with ease, confirming the importance of the first language at the initial learning levels of children.
The beginners go through different ways of reading the syllable chart. The word and paragraph level children begin with picture reading. Those at the word level are asked to say what they see. They name the animals in the picture card both in local language and in Kiswahili and write them down. They then are introduced to a fun game of making words beginning with the last syllable of each preceding word. The paragraph level children go through the picture card and create a story. They then tell the story in turns and thereafter read through paragraphs in a different booklet. The session ends soon after with a fun activity by one of the facilitators.
We do a quick reflection and realize the challenge of having one facilitator to manage all groups. The main facilitator had not reached the paragraph level children, who were guided by the assistants. We had also gone beyond the planned time by about 20 minutes. We realize that the activities did not end with individual tasks for the learners, yet it was important to have the children doing activities by themselves and develop critical thinking skills.
Day 2 – Second session with the children
As we begin our session for the day, many other children not included in the program are curious. They stand by the windows, and the door to observe and often join in the songs that we sang as icebreakers. One girl from grade 5, Nachokorit who had not participated in the assessment requests to join the session. She tells us that she was afraid of being assessed the previous day. We promise that we would have her in the next round and she leaves the room. In the whole class activity, there are more learners who want to tell stories. We realize the effect of the first day’s session where stories were just told informally before the session began and most importantly, in the language the learners were comfortable in.
We introduce a story reading session for the entire class. There is a lot of curiosity as the children receive the materials. They peruse through the entire story booklet, and the facilitator lets them, assuring them that they would keep the books at a later stage. There is a lot of enthusiasm generated by having some new material in the children’s hands. The illustrations are definitely attractive to them. Learners first describe what they see in the illustrations then the story first read by the facilitator, then a few learners volunteer to read like the facilitator, and finally all of us read together.
The groups then continue with set tasks. It is now quicker to break out as everyone knows where they belong. We introduce a new game with the paragraph level children. A basket is passed around as we sing and each time we pause, one learner picks up a word and makes a sentence. The beginners use similar game to pick syllables and are read out. Today they also combine syllables to make words.
At the word level, the children are introduced to the syllable chart. They name the animals in their picture card and identify the syllables that make the work from the chart, and end with writing them down in their books. They are encouraged to name in both the local language and in Kiswahili. They then make other words by combining letters from the simple syllable chart and writing them on the board. It is fun as the children correct each other’s spelling errors. There is also some magic in letting the children use chalk. Everyone wants to get a chance on the board.
Day 3 – Third session with the children
Today we are joined by a teacher assistant that will be a facilitator of the accelerated learning program. He sits in and watches us as we play and learn with the children. He also gets a briefing from one of my colleagues as the session goes on.
At the word level, we introduce the higher level syllable chart. It becomes easier for the children to form words and names they are familiar with. The higher level chart poses some challenges as the rare combinations of syllables, most having a combination of 3 to 4 consonants and a vowel seem strange to them. The children read in turns and correct each other. A competition is then used to make it fun. They then do a mind map activity. Children mention words they like as the facilitator writes them on the board. Most are related to animals. They finally select ‘camel’ and have words associated with it. This becomes an introductory session and learners begin to form sentences.
We practice reading with emphasis on punctuation with the paragraph level children. We use one story from our story booklet. The children practice in groups and self-correct. I notice that they now read slowly so as not to miss the punctuations. It is very encouraging to see the learners engrossed on their own. One can also notice a self-selected leader for the team. They keep practicing with texts in the paragraph level and write them in continuous form.
At the beginners’ level, there is addition problems. Nachokorit insists on joining the sessions and self-selects to the beginners’ level. We allow her to join. The facilitator notices that she could not identify even the syllables. We later get to know that she is a sister to two other boys, both at the beginner level. They had gone home with syllable charts on the first day to practice reading. We think that this must have contributed to her wanting to join the session. We are also informed that their father had come to the school that afternoon and sat under one of the trees. He must have decided to monitor the activities by himself, having seen what his sons had gone home with!
Day 4 – Fourth session with the children
We plan for the day’s activities and this time I am with the word level learners. All are present and after the whole class activity, we start by reviewing what was done previously. The children had done a mind map game and agreed on a camel as the word they liked, with milk, meat, oil, skin and blood as words associated with it. They formed sentences picking one of the associated words and using the word camel. As I go round, two learners had not written anything in their books. One of them had not attended yesterday’s session. We give them a chance to complete before introducing the next activity.
We move to syllable charts pinned on the wall, beginning with the simple syllables to the complex syllable chart. Learners are encouraged to read aloud for the rest to listen. In the group there is James. In the previous days, James has just been listening as the rest answered questions, and often getting distracted by the activities happening in the other groups. The facilitator had to always look out to ensure he was engaged. Today, he raises his hand and offers to read aloud from the syllable chart. This encourages others who had been dull. It now is like a competition as everyone wants to be selected to read from the chart or answer questions. We move to dictation of words for the learners to write in their books.
Unfortunately, Maureen is unwell. She has a headache and as the other children stand for an activity, she opts to continue sitting. But she wants to participate in the lesson. As questions are asked, she raises her hand to contribute. I am impressed by her determination. On the first day, the learners could hardly raise their hands to answer questions. It is only four days later and each of them wants to participate. We encouraged them to give their answers, whether right or wrong.
The session ends and Maureen asks me to greet my children. We were now friends with the learners, and this was important. We realize the importance of bonding as supporting not only learning freely but also unrestricted sharing.
Day 5 – Fifth session with the children
We get to our class and it is all swept! It was a routine to sweep the class before the children came in. As we chat with my colleagues about the day’s activities, one teacher from the school joins us. She tells us that she has been busy the entire week and could not come witness what we’re doing. As this was a Friday, she did not have a scheduled lesson in any of the classes for the afternoon. We welcome her and she promises to come back when we begin the activities. Later on as we continue with the activities, we notice her by the window keenly following. We invite her into the class and count it as one of the successes.
Before the start of the session, children at the beginner’s level decide to move on. Lucas acts as the teacher and makes everyone read through the syllable chart. We smile as we see what the effect of having the material on the wall has. We also do not fail to notice the improvements on the walls of the classroom. We were assigned a grade 3 class. The teacher has put up a syllable chart similar to what we had. There are many more charts some with riddles and proverbs, different professions and many more.
When our sessions are done, I inform the children that I will not be joining them the next week. There are moving speeches that made. There is such connection that has been created and we all feel like shedding tears. We finish with song and dance.
As we wait for our ride back from the school, we hear many of the children act as teachers. They use the materials we had given them to teach the other learners. There is excitement everywhere they go!
As I leave my colleagues behind, I am hopeful that the coming five days will even bring more change. I can only wait for the results from the assessment they will conduct.