If there’s a high-input intervention that doesn’t improve instructional quality, then there’s no worth in that intervention.”Īndy: “We have teachers who really like the activity-based programme that was being implemented-they like it, they get it, and they’re curious about it. It should be about interventions that improve instructional quality and, eventually, student learning versus those that don’t. … We show that the debate about inputs versus no inputs in educational interventions is really a false dichotomy. And until those pieces are well-aligned, it makes it particularly challenging for teachers to change their instructional techniques.”Īndy: “The most important implication of our study for the education system is the importance of focusing on instructional quality.
The exams continued to follow the more traditional knowledge accumulation model that was out of sync with this emerging focus on practical skills. … There is a misalignment in the Rwandan context between the focus on assessment and exams, with this new curricular approach. Todd: “The context of this ambitious curriculum reform that happened in Rwanda is that, essentially overnight, teachers were asked to pivot from their traditional knowledge-based instructional approach to one that was focused on active instructional techniques and practical skills. (Some quotes have been edited lightly for clarity.) Here are some lessons from the session, which was expertly chaired by Joe DeStefano from RTI International.
#Learning insights professional#
Todd Pugatch (Oregon State University), who evaluated a teacher professional development programme that accompanied a major change in the entrepreneurship curriculum in Rwanda.Andy de Barros (MIT), who studied a mathematics intervention that included new instructional materials, teacher training, and community-engagement events in India.Janeli Kotze (Department of Basic Education, South Africa RISE Fellow), who presented experimental evidence comparing virtual coaching and in-person coaching in South Africa.
All four of the teacher training programmes that our panellists had studied are vast improvements over the typical in-service training model.
#Learning insights series#
The third session of the RISE Online Presentation Series highlighted the complexity of delivering effective teacher training, but also gave reasons for optimism.
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