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Right To Play Promotes Education Quality Through Play-Based Learning
- 1. Right To Play and Education
- 2. Why Education? Education is critically important for ensuring the well-being of children and youth, empowers women and girls; lifts people out of poverty; and improves the health of mothers, children, and entire communities. General Assembly in September 2015, officially adopted the Sustainable Development Goals (SDGs) as the new guiding framework for global development. With SDG #4 “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all,” RTP believe that it can contribute to achieving this goal by working towards improving the teaching and learning process in disadvantaged communities and to benefit the most vulnerable groups and mainly children and youth.
- 5. Enhancing Education Quality (Ages 2-14) • Improved academic achievement • Improved school readiness • Improved teaching methodologies • Improved attendance • Positive associations with school Long term outcomes could be reached through: Play-Based Learning Methodology Short term outcomes could be reached through: Positive Learning Environment
- 6. Continuum of Teacher Training
- 7. 7 It is a series of professional development trainings that provide teachers with the knowledge, attitudes and skills to create a child-centered, play-based and positive learning environment for children to grow and develop to their fullest potential and to achieve expected national curriculum outcomes. | What is Continuum of Teacher training?
- 8. # Foundational training 1. Welcome and Introductions 2. Building Community 3. Child Development 4. Right To Play and Play-based Learning 5. The experiential learning cycle- Discussion strategy RCA 6. Practical Experience 7. Observation and Assessment 8. Engaging Children 9. Core Principles of a Positive Learning Environment 10.. Program Goals 11. Building Community (Closing)
- 9. # Play- based Learning training sessions- 1st year 1. Building Community & Community of Practice 2. Experiential Learning Refresher 3. Play-Based Learning Refresher 4. Universal Truths of Learning 5. Knowing your Curriculum 6. Literacy & Numeracy (play-based learning for subject matter) 7. Introduction to Lesson Planning 8. Advanced RCA 9. Practical Experience on modifying Games and RCA for Subject Matter 10. Observation and Assessment 11. Working with Large Groups 12. Reflective Practice
- 10. # Play based learning 2nd year – 1st training 1. Building Community & Community of Practice 2. RCA Refresher 3. Other Teaching Methods: Think-Pair Share Group Work Role Play 4. Practical Experience - Teaching Methodology and RCA 5. RCA for Teachable Moments/Informal RCA 6. Observation and Assessment 7. Lesson Planning
- 11. 11 | LEARNING OUTCOMES By the end of the Continuum of Teacher Training, teachers will: Have a strengthened understanding of child-centered pedagogy in order to engage the full participation of children in their own learning Have enhanced their knowledge and skills in the use of play-based learning methodologies to teach life-skills and curriculum Have increased their capacity and confidence to promote positive learning environments so that children have more positive associations with school Have strengthened systems of peer support and fostered communities of practice for experience sharing
- 12. 12 Year 1 Year 2 Year 3 Foundationa l Training Play-Based Learning Methodology (RCA, Games & Learning Experiences for Curriculum, Community of Practice, Observation & Assessment, Lesson Planning) Positive Learning Environment (Child Safeguarding & Positive Discipline, Gender Equality, Inclusion, Family Engagement) Partnerships Gender Inclusion Child Safeguarding Family Engagemen t
- 13. Continuum of Teacher Training I Why?, How? and What? Why? Enhancing Education Quality • Improved academic achievement • Improved school readiness • Improved teaching methodologies • Improved attendance • Positive associations with school How? Continuum of Teacher Training • Each teacher will receive 30 days of training over a 3 year period on key concepts linked to child-centred and play-based learning, positive learning environment and positive child and youth development (PCYD) • Trainings will be planned, lead and assessed in close collaboration between Right To Play and Partner Organisations • Partnership with Ministry of Education, District Education Authorities, Teacher Training Institutes, Colleges of Education and Civil Society Organisations to ensure contextualisation and local ownership to the continuum • Partner Organisations will slowly take over the responsibility of both training teachers and conduct regular follow-up and support visits • In-between trainings teachers will receive monthly followed-up and support visits by both Right To Play and Partner Organisations • Teachers will build Communities of Practice for the sharing of experiences and peer support What? Child-Centred Learning • Play-based learning, experiential learning and active learning through educational games and activities • Positive learning environment that is child friendly, safe, healthy, creates sense of belonging and encourages life long learning • Positive child and youth development through regular sport and play activities to develop children’s social, emotional, cognitive and physical skills.,
- 14. Continuum of Teacher Training The Why, How and What of Continuum of Teacher Training for Enhancing Education Quality with Partners Partnership Model
- 15. Enhancing Education Quality Improved academic achievement Improved school readiness Improved teaching methodologies Improved attendance Positive associations with school . . . . Child-Centred Learning Play-Based Experiential Active Child Friendly Safe Caring Participatory Engaging Inclusive Gender Equality. . . . . . Continuum of Teacher Training Play-Based Learning Methodology Positive Learning EnvironmentWith Partners Continuum of Teacher Training I Partnership Model Why? How? What? . . . Partnership with Civil Society: INGO’s, NGO’s, CSO’s, Networks, Associations, Groups, Child Clubs etc. Individual SocialStructural Education Partners Capacity Building Civil Society Partners Positive Child and Youth Development
- 16. Continuum of Teacher Training I Partnership with Education Sector and Civil Society How? Teachers, Children and Youth Staff from Education Partners train teachers in Positive Child and Youth Development (PCYD) and Play-Based Learning Methodology and conduct regular follow-up and support visits Enhancing Education Quality Improved academic achievement Improved school readiness Improved teaching methodologies Improved attendance Positive associations with school . . . . Why? Child-Centred Learning Play-Based Experiential Active Child Friendly Safe Caring Participatory Engaging Inclusive Gender Equality. . . . . . What? . . . Staff from Civil Society Partners train teachers in Positive Learning Environment and conduct regular follow-up and support visits *Example Partner Model when working with both Education Partners and Civil Society Organisations, this is the model where Education Authorities allow for Civil Society Organisation to interact with schools. (Preferred Partnership Model) Right To Play in close collaboration with Civil Society Partners such as: INGO NGO CSO CBO Positive Learning Environment Child Protection Community Engagement Inclusion Gender Equality Positive Child and Youth Development Regular Sport and Play Activities To teach physical education and life skills (curriculum related?) To enhance the learning environment Before, during or after schools hours - 1-2 times per week Play-Based Learning Methodology To teach subject matter - including health (curriculum related - HIV/AIDS, SRH, etc.) On a daily basis Networks Associations Groups Child Clubs For example: • Positive Discipline • Child Right Clubs • Referral System For example: • Teachers build Communities of Practice • Parent - Teacher Association • School - Home Collaboration For example: • Abilities First Right To Play in close collaboration with Education Partners such as: Ministry of Education District Education Authorities Teacher Training Institutes Colleges of Education For example: • Child Girl Clubs • Gender-based discrimination and violence in school • Sanitary Pads • Latrines
Editor's Notes
- Revisit that Play-based learning is contributing too…higher-level outcomes What do teachers need to know? What skills do teachers need to have?
- Looking here at our core principles Group task Divide your paper into 4 sections – one for each of the core principles What do you think we need to train teachers on? From a top line – training topics under each heading. Each group can generate ideas for 15 minutes and then we can do a gallery walk What do you see in others that you didn’t consider? What do you see between them that’s the same? What do you think is the most essential if we have 12 days – what do we focus on (if we can’t do it all?) Explain that this training – while we want to reach some consensus so we have some global recommendations and standards we also acknowledge that what might be needed in one community to create a PLE might be different in another. This part of the training is really needs driven from the local level. We want to have a strong sense of what to train on, but the when and the how will really be up to the teams to decide in partnership with teachers and other members of the school community. How will we determine what these needs are?