Institut pour l'Education Populaire

 

 


Maria Keita
Oprichtster Institut pour l'Education Populaire 

 

Debby Fredo 
Institut pour l'Education Populaire

 

Read-Learn-Lead Program
Ondersteunen van child-centered activerend leesonderwijs

Het Read-Learn-Lead programma wordt hier al toepast

Het IEP heeft in 2009 een nieuw leesprogramma geïntroduceerd dat heel succesvol blijkt te zijn. Hierbij wordt er les gegeven in de eigen taal van de leerlingen waardoor ze beter toegang hebben tot de onderwijsinhouden. Uit onderzoek blijkt dat leerlingen met dit programma veel sneller lezen, zowel in de eigen taal als in het Frans en dat hun begrip van wat ze gelezen hebben sterk vooruit is gegaan. Deze leesmethode “Read-Learn-Lead” wordt nu op heel veel nieuwe scholen uitgezet. Studenten van de hogescholen ondersteunen de leerkrachten en trainers van dit leesprogramma om actieve werkvormen te gebruiken en om voorbereidende leesactiviteiten voor jonge kinderen te ontwikkelen.



The Professional Model School (PDS)
Working with the PDS model means that the cooperation of IEP and Hogeschool Leiden is based upon the principles of a learning community where improvement of teacher training at the University and at the Teacher training institute are linked to the development of innovative practice in Pilot Schools. The main work is carried out by students from (non-formal) teacher training as provided by IEP ‘s lab school in Kati, Mali working together with (teacher training) students from the Netherlands. It is all about “training on the job”. The emphasis of PDS is on developing practice based knowledge, providing new directions for formal teacher training and engaging the community around the school to invest in schooling and development of young people.

The model uses mainly the principles of co-teaching, peer-teaching, peer-training and peer-innovative work, linking high potential students and teachers from The Netherlands and Mali to work together. In developing innovative practices for early learning and SEN education. Working with students has showed to be successful, encouraging for everyone involved and cost-effective.
 

Sander Doorenspleet, hier aan het lesgeven aan de Ciwara kidsBasics of the model used since 2008 

  • Non-formal teacher training to improve active learning and teaching strategies in competence based curriculum of basic education in Mali
  • Early learning and bilingual teaching
  • Inclusive Education: Teaching children with Special Educational Needs (Ciwara SEN kids)
  • Practice based training
  • Competence based teacher training using assessment and portfolios
  • Professional Development School model, using co-teaching, peer teaching and modeling
  • Students and young high potentials at the heart of the innovation process
  • Cost-effective
     

Results

The school is open and functioning everyday, teachers are available and support each other. The parents of SEN kids are more involved in the development and teaching of their child, they are sharing experiences among each other and with the teachers. Recent research (observations and interviews, February 2012) shows that the teachers who have been part of this partnership...
 

  • feel highly engaged in more active teaching
  • are observing a lot of improvement in both regular and SEN children from Ciwara
  • become owners of their learning process, after modeling practices during co-teaching
  • are developing new learning and teaching materials and practice themselves new ways of teaching to reach out to all learners
  • emphasize on positive feedback and high expectations


Results, observed in SEN classes and Preschool

More than 70 % of the children are actively involved in learning, both in early learning and in SEN classes
SEN classes are differentiating their teaching (40 – 70 %)
More differentiated teaching in the preschool (50 – 70 %)
Increasing numbers of child-centered and meaningful learning activities (60 – 80 %)
 

Most SEN kids have improved since they are in school and since teachers, parents and other professionals around them are clearly working to activate them cognitively, physically and socially. The parents and teachers can see the improvements in the children. An encouraging example is Oumou. Since the teachers started to work with her the girl is able move her fingers, and her hands are much more relaxed. She is moves around more independently and is much more active than two years ago, when she was only able to lay down and sleep, not able to even move her head.

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