ARABIC LITERACY AND NUMERACY IN THE PRIMARY GRADES المؤتمر الدولي حول تعليم القراءة الكتابة باللغة العربية والرياضيات ID: 797930
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2019 STATE OF THE ART (SOTA) CONFERENCE ON
ARABIC LITERACY AND NUMERACY IN THE PRIMARY GRADESالمؤتمر الدولي حول تعليم القراءة الكتابة باللغة العربية والرياضيات في الصفوف الابتدائيةOctober 28-30, 2019من 28 إلى 30 أكتوبر2019
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STATE OF THE ART (SOTA) CONFERENCE ON
ARABIC LITERACY AND NUMERACY IN THE PRIMARY GRADESOctober 28-30, 2019
Slide3BACKGROUND & TIMELINE11/19/2019
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Slide4Many children are still not reading Great improvements, but largely simple, pre-reading skills Broad, ambitious goals for the futureCURRENT STATUS
11/19/20194
Slide5CONFERENCE OBJECTIVES11/19/2019
5DAY 1 LEARNING OBJECTIVES:Review recent progress in Arabic literacy and numeracy and opportunities for further progress. Identify categories of marginalization and their barriers to learning.
Understand the application of the Universal Design for Learning framework in country contexts.Begin charting next steps on literacy and numeracy reform within Country Teams.DAY 2 LEARNING OBJECTIVES:Identify best practices in teacher professional development for pedagogy and instruction.
Use the Reading MATTERS framework to consider how country systems can continue to strengthen progress in primary grade literacy and numeracy.
DAY 3 LEARNING OBJECTIVES:
Understand data and benchmarks in education reform and to scale and sustain successful programs.
Identify key takeaways from the SOTA and determine next steps as Country Teams.
Slide6CONFERENCE AGENDA – DAY 111/19/2019
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Slide7CONFERENCE AGENDA – DAY 211/19/2019
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Slide8CONFERENCE AGENDA – DAY 311/19/2019
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2019 STATE OF THE ART (SOTA) CONFERENCE ON
ARABIC LITERACY AND NUMERACY IN THE PRIMARY GRADESالمؤتمر الدولي حول تعليم القراءة الكتابة باللغة العربية والرياضيات في الصفوف الابتدائيةOctober 28-30, 2019من 28 إلى 30 أكتوبر2019
Slide1011/19/2019`1FOOTER GOES HERE
10KEYNOTE PRESENTATIONPROGRESS TO DATE & ROADS TO COME2019 State of the Art (SOTA) Conference on Arabic Literacy and Numeracy in the Primary GradesHelen N. Boyle, Ph.D.October 28, 2019
Slide11Research Question 1 (RQ1): What do the research-based literature and existing assessment data say about teaching and learning literacy and numeracy with a variety of learning groups across the Arabic-speaking countries in the Middle East and North Africa (MENA) region today?Research Question 2 (RQ2): What is the current level of early grade reading (EGR) and early grade math (EGM) performance in Arabic-speaking MENA countries according to targets (boys, girls, students in or out of school, marginalized, etc.)? 11/19/2019
11RESEARCH QUESTIONS
Slide12EARLY GRADE LITERACY11/19/201912
RQ1: What do the research-based literature and existing assessment data say about teaching and learning literacy with a variety of learning groups across the Arabic-speaking countries in the MENA region today?
Slide1311/19/2019
13Syntactical and morphological awareness;Context clues
Phonetic awareness;Morphological awareness;Lexical patterns
Syntactical awareness;
Context clues;
Morphological awareness;
Semantic awareness
Listening, talking;
Exposure to MSA;
Read-
alouds
;
Vocabulary development;
Managing diglosic context
Slide1411/19/201914
MORPHOLOGICAL AWARENESS (MA)Morphological awareness:Improves word reading accuracyEnhances reading fluencyImproves reading comprehensionImproves spelling1“…The root morpheme as a semantic entity is helpful and accessible for the initial lexical access, initial understanding and later connected [to] the rest of the affixes (morphemes) to construct the exact phonological representation (pattern).”2Morphological knowledge helps students unlock semantic knowledge.
1Tibi & Kirby (2019)-JSLHR; Tibi & Kirby (2017)-Applied Psycholinguistics; Tibi, Edwards, & Schatschneider- in press2 Abu-Rabia, 2012, p. 491
Slide1511/19/201915
INSTRUCTIONAL IMPLICATIONSShalhoub-Awwad and Leikin assert: “It is likely that the novice Arabic reader needs an additional reading strategy, the root morpheme, due to the lexical/phonological distance between the spoken and written Arabic” (2016, p. 306).Tibi & Kirby (2018) recommend the following:Teach morphology explicitly and systematically
Teach oral and written morphologyReading textbooks should include more words from the same rootUse words that belong to productive rootsFocus on high frequency root type
Embed morphology it in literacy activities
Teach teachers about morphology and the roots of words
Slide1611/19/2019
16MORPHOLOGICAL AWARENESS ACTIVITIESRoot awareness Root productivityGenerating words (R & WP)Word analogySentence analogyMorphological relation judgment
Word analysisSentence completion*Picture choice Color code the root in its derived wordsUse orthographic, morphological, and semantic foilsTibi & Kirby (2018)
Slide17EARLY GRADE NUMERACY11/19/201917
RQ1: What do the research-based literature and existing assessment data say about teaching and learning numeracy with a variety of learning groups across the Arabic-speaking countries in the MENA region today?
Slide1811/19/201918
CONTENT STANDARDS: what is taught“Almost all early-grade math curricula in the region share the same content domains including numbers, geometry, algebra, measurement, and probability and statistics, although with different levels of emphasis,” (Matar, 2013, p. 11).
The National Council of Mathematics likewise lists the key content areas as: number & operations, algebra, geometry, measurement, data analysis and probability.
Slide1911/19/201919
PROCESS STANDARDS: How Content Is TaughtThe backbone of sound pedagogical practices in mathematics:1 UnderstandingComputingApplying ReasoningEngaging
The National Council of Mathematics articulates similar process standards: problem solving, reasoning & proof, communication, connections, and representation. 1Matar, 2013, p. 15
Slide20EARLY GRADEs LITERACY AND NUMERACY11/19/201920
RQ2: What is the current level of EGR and EGM performance in Arabic-speaking MENA countries according to targets (boys, girls, students in or out of school, marginalized, etc.)?
Slide2111/19/201921
CURRENT FINDINGS: MENA Region
Most Progressletter sound identificationsimple word readingnumber identificationquantity discrimination
simple addition and subtraction
greater availability of literacy resources
more attention to literacy and numeracy instruction for children with special needs
Least Progress
oral reading fluency
reading comprehension
listening comprehension
number pattern identification
more complex addition and subtraction operations
word problems
providing opportunities for high quality early grade reading and numeracy education for children both in conflict and crisis contexts and with disabilities.
Slide2211/19/201922
CROSS CUTTING CHALLENGESTeacher preparation/classroom instructionTeacher confidence to teach harder skills like comprehension or word problemsLack of supplemental reading books and math manipulablesLack of policies defining special needs and how to address them; lack of clarity on inclusionLack of diagnostic tools regarding students with mild sensory disabilitiesTranslating evidence from research into policies and practices
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RECOMMENDATIONS: EGRExpose children to MSA consistently, both inside and outside of the classroom.Reading takes practice: Ensure that children have time to read aloud and silently.Continue to focus on phonological and phonemic awareness and phonics…But, phonics is not enough: develop lessons and train teachers to focus on morphological awareness, syntactical awareness, etc.Develop instructional strategies and materials to more directly develop and reinforce syntactical and morphological awareness.Ensure an expanding supply of engaging, grade and age appropriate reading materials for students to access.Engage supervisors in mentoring teachers and helping to keep them on track in terms of using best practices in EGR instruction.Continue to train EGR teachers in best practices, including how to better teach some of the higher-order or more complex skills of reading, such as comprehension, and monitor student performance in reading.Consider curriculum revision to ensure that reading is taught coherently and comprehensively within the larger Arabic language curriculum.
Slide2411/19/201924
RECOMMENDATIONS: EGMFocus on more conceptual, higher order skills such as number patterns, Level 2 (i.e. more complex operations) in addition, subtraction, and word problems.Focus on applying skills and reasoning and less on memorizing facts and procedural aspects.Ensure a greater supply of hands-on mathematics teaching aids, ideally that students can use themselves in the classroom.Engage supervisors in mentoring teachers and helping to keep them on track in terms of using best practices in EGM instruction.Continue to train EGM teachers in best practices, including how to monitor student performance in math.
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2019 STATE OF THE ART (SOTA) CONFERENCE ON
ARABIC LITERACY AND NUMERACY IN THE PRIMARY GRADESالمؤتمر الدولي حول تعليم القراءة الكتابة باللغة العربية والرياضيات في
الصفوف الابتدائية
October 28-30, 2019من 28 إلى 30 أكتوبر2019
Slide2626Introduction to the Reading/MATH MATTERS FrameworkState of the Art Conference on Arabic Literacy and Numeracy in the Primary GradesOctober 28-30, 2019
Photo credit: USAID LiberiaCredit: USAID West Bank
Slide2727The 5 Ts
FRAMEWORK UNDER 2011 STRATEGY
Slide2828LebanonJordanMoroccoEgyptPROGRAM EXPERIENCE
Photo Credit: Rebeca Martinez, USAID
Slide29All Children Reading/ Numerate
Administrators
Standards
Regular Assessment
Mentors
Teachers
Texts/ Manipulatives
Extra Practice
Reading MATTERS Conceptual Framework
Slide30Child Well-Being
Children are well-nourished
Children feel safe
Children
are protected from repeated traumatic stress
Children progress toward developmental milestones
Children are well-rested
Children’s health does not prevent participation in class
Mixed Funds
Basic Education Funds
M
ENTORS
(Effective Coaches & Mentors)
A
DMINISTRATORS
(Quality Administrative Support & Supervision)
T
EACHERS
(Effective Teachers & Classroom Instruction)
S
TANDARDS
(Evidence-Based Standards, Norms, & Policies)
T
EXTS & MATERIALS
(High-Quality Texts & Materials)
E
XTRA PRACTICE
(Extra Practice & Support Outside of School)
R
EGULAR ASSESSMENT
(Assessments Inform Instruction)
All Children Reading/ Numerate
Host-Country Government Capacity & Commitment
Research and Adaptation
Children are motivated
Slide31The system provides, in a safe environment, high-quality, consistent reading/math instruction for all, inclusive of children who are vulnerable or experiencing marginalization. All children includes:learners of all genders and sexual orientationsthose living in poverty rural and urban learners
those in crisis and conflict contextslearners with disabilities indigenous peoplesethnic/linguistic minorities 31
The Result: All Children Reading/NUMERATEAll Children Reading/ Numerate
Administrators
Standards
Regular Assessment
Mentors
Teachers
Texts/ Manipulatives
Extra Practice
Slide32Benchmarks and targetsNational reading curriculumLanguage of instructionSufficient time for reading/math instruction
National book/manipulatives policyTeacher education, oversight, incentivesSystem for effective monitoring, learning, and adapting
Standards (Evidence-Based Standards, Norms, & Policies)
Slide33Books and manipulatives are available, affordable, accessible, and appropriate Textbook for every studentVariety of manipulativesTeacher guide for every teacherStudents have access to story books
Texts (High-Quality Texts, Materials, & Manipulatives)
Slide34Pre- and in-service training provide knowledge and skills for teaching readingTeachers implement training effectively in the classroom
Teachers (Effective Teachers & Classroom Instruction)
Slide35Coaches/mentors trained and provide effective ongoing support to teachers to improve practice
Mentors (Effective Coaches & Mentors)
Slide36School and district/regional leaders are trained and ensure oversight and monitoring of teacher and student attendance and instructional quality in schools.
Administrators (Quality Administrative Support & Supervision)
Slide37Teachers assess all learners’ reading/math ability continually to inform and adapt instruction.Every student assessed end-of-term to inform individual teacher professional development, teacher oversight, student advancement.National, representative assessments conducted approximately every 2 years, used to inform policy and practice.
Regular Assessments (Assessments Inform Instruction)
Slide38Learners practice daily reading and math skills outside of school.Family and community members ensure all children attend school daily.Reading materials and manipulatives available outside of school.
Extra Practice (Extra Practice and Support Outside of School)
Slide39Host-country government has the human and financial capacity to sustain all of the above systems and outcomes.Host-country government demonstrates commitment by developing and implementing policies and allocating sufficient resources to demonstrate that reading/math MATTERS.39Host country capacity and commitment
M
ENTORS
(Effective Coaches & Mentors)
A
DMINISTRATORS
(Quality Administrative Support & Supervision)
T
EACHERS
(Effective Teachers & Classroom Instruction)
S
TANDARDS
(Evidence-Based Standards, Norms, & Policies)
T
EXTS, MATERIALS, and MANIPULATIVES
(High-Quality Texts & Materials)
E
XTRA PRACTICE
(Extra Practice & Support Outside of School)
R
EGULAR ASSESSMENT
(Assessments Inform Instruction)
All Children Reading/ Numerate
Host-Country Government Capacity & Commitment
Research and Adaptation
Slide40Key stakeholders and institutions continually collect and use data on reading/math outcomes, classroom instruction in reading/math, teacher knowledge/behavior, and school environments and materialsCapture differences in subpopulationsLearn what strengths and gaps exist in the system in a particular contextAdapt programming for all children to learn to read and use mathematical concepts40
Research and Adaptation
M
ENTORS
(Effective Coaches & Mentors)
A
DMINISTRATORS
(Quality Administrative Support & Supervision)
T
EACHERS
(Effective Teachers & Classroom Instruction)
S
TANDARDS
(Evidence-Based Standards, Norms, & Policies)
T
EXTS & MATERIALS
(High-Quality Texts & Materials)
E
XTRA PRACTICE
(Extra Practice & Support Outside of School)
R
EGULAR ASSESSMENT
(Assessments Inform Instruction)
All Children Reading/ Numerate
Host-Country Government Capacity & Commitment
Research and Adaptation
Slide4141Child Well-BeingChildren are healthy, well-nourished, safe, and protected from repeated traumatic stress. They are progressing towards cognitive and communications developmental milestones and are well-rested when they arrive at school.
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2019 STATE OF THE ART (SOTA) CONFERENCE ON
ARABIC LITERACY AND NUMERACY IN THE PRIMARY GRADESالمؤتمر الدولي حول تعليم القراءة الكتابة باللغة العربية والرياضيات في
الصفوف الابتدائية
October 28-30, 2019من 28 إلى 30 أكتوبر2019
Slide43ENABLING ENVIRONMENT
1
·
·
·
·
Laws & Policies
Constitutional provisions International conventions Rules and regulations National strategies
2
·
·
·
·
·
Data & Evidence
Definitions of disability EMIS and other databases M&E and quality assurance Household Surveys Research studies
3
·
·
·
·
Leadership & Mgmt.
Management capacity at central, sub-national and school levels Procedures and compliance Cross-sectoral coordination Partnerships including DPOs
4
·
·
·
Finance
Allocation to mainstream system Allocation to targeted support Resources from other sectors
SERVICE DELIVERY
Quality
8
Curriculum
Relevance
Flexibility and adaptability
Exam accommodations
9
Student assessment
Screening
Referrals
Continuous learning assessment
10
Learning support
Assistive products
Individual learning plans
Individual support
Supply
5
Teachers
Initial and in-service training
Pedagogical support
Classroom support
6
Infrastructure
Classrooms and playgrounds
Toilets and washing facilities
Transport to and from school
7
Learning Materials
Braille and audiobooks
Sign language resources
Easy read versions
Demand
11
Attitudes
Teachers and administrators
Local community
Resources for parents
12
Cost
Direct costs (e.g. fees)
Hidden costs (e.g. uniforms)
Additional costs (e.g. braille books)
13
Risks and Rewards
Security, bullying and intolerance
Opportunities for progression
Social inclusion and citizenship
Economic empowerment
Working document created by UNICEF and IIEP-UNESCO for reference during the Technical Round Table on Disability-Inclusive Education Sector Planning (2018).
Inclusive Education Framework
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2019 STATE OF THE ART (SOTA) CONFERENCE ON
ARABIC LITERACY AND NUMERACY IN THE PRIMARY GRADESالمؤتمر الدولي حول تعليم القراءة الكتابة باللغة العربية والرياضيات في
الصفوف الابتدائية
October 28-30, 2019من 28 إلى 30 أكتوبر2019