Lira | Foundational learning has a significant impact on how children learn more complex subjects at higher levels, especially with passionate teachers.
A four-day training workshop was attended by 36 teachers, 9 head teachers, and 8 mentors from nine schools in Northern Uganda (Oyam, Kole, and Arua) to help shape the learners’ future.
The workshop focused on improving their teaching techniques through the Teaching at the Right Level (TaRL) methodology.
The training workshop lasted four days, from Thursday, June 20, to Sunday, June 23, 2024. It was spearheaded by the Foundation for Inclusive Community Help (FICH), with funding from the Grassroot Nest for Innovation and Change (GRIC).
This happened at Genade Comfort in Lira City West Division.
The Foundation for Inclusive Community Help (FICH) is an NGO based in Oyam district.
According to Patrick Ocen, director of Programmes at FICH, the workshop’s goal was to provide teachers, head teachers, and mentors with a basic understanding of TaRL.
According to Ocen, the TaRL methodology has been implemented in nine schools in Northern Uganda, including Lango, Acholi, and West Nile.
“So far, various teachers from the nine schools have been identified to participate in the training workshop. We also invited the head teachers of these schools because they play a very pivotal role in administration and supervisory roles in the school community,” he said.
“In a period of one year, we will be able to make monitoring and evaluation, analyse and expand on scope of the initiative to other schools,” he added.
He also stated that various educational stakeholders will be involved in the monitoring and evaluation process.
Samwel Mwayi, TaRL’s overseer and quality assurance control personnel, confirmed that the methodology is an initiative that works with learners who are far behind.
“It is not a class based approach, it is a level based approach that favours learners based furthest from grade 3-5 in order to bring them to levels with parity with their peers. So it is a catch up programme targeting learners furthest behind but at a pace that brings them to parity with their peers,” said Mwayi.
Also read: For better outcomes: FICH takes Oyam schools to Apac
When asked about the progress of the TaRL methodology in Kenyan schools, Mwayi stated that the initiative has been successful in Kenya and Tanzania, which is why he believes it should be extended to Uganda.
“We are implementing the TaRL initiative in about eighty schools and sixty schools in Tanzania and now, we have started with nine schools in Uganda and see how it goes because it is an evidence based program,” he added.
Mwayi, on the other hand, noted that the methodology’s success is dependent on the attitude of the teachers, particularly those who are willing to push the agenda.
“The biggest challenge we had in Kenya during the initiation was the teacher’s attitude and learners who are furthest behind. This requires a lot of patience from both the teachers and learners. Teachers’ attitude was the biggest challenge we had with the teachers in Kenya but once they learn it, it becomes easier once they get it,” Mwayi added.
He also urged teachers to ensure that learners are assessed when using this programme, as it is evidence-based and can only be used once the child’s level is determined.
“Assessment is one thing that we have really reinforced among the teachers. The other thing is the issue of paste learning. It is not a rush to finish the syllabus but the rush is to get the learner to read or do numeracy,” he emphasised.
Felix Ogwang, TaRL Master Trainer, stated that TaRL is unique in that it promotes learners based on ability rather than grades.
He says the TaRL programme covers the packages of syllabus, numeracy, literacy among others handled at the lower levels of learning since it is a foundation of introducing learners to fast and simplified learning.
He also expressed confidence that, if well managed by teachers, the project will eventually benefit Uganda’s new curriculum because it focuses on the learner’s performance level rather than grades.
“Even the District Education Officers are now demoting teachers because of learners not getting first grade and we have seen this happening but, TaRL has, however, come to demystify this norm that we should not only look at grades but look at how learners are progressing level by level,” he added.
What do other teachers say?
Anthony Nam, headteacher of Aloni Primary School in Oyam district, stated that the TaRL programme came at an appropriate time, noting that most learners in various classes are simply promoted without regard for their level or ability.
“We have learners in P1, P2, P3, P4 and P5 and so on and sometimes the teachers go on assessing pupils based on their class and end up forgetting about the level of the child, something he says the teachers have used for long,” he said.
He stated that this methodology has now provided teachers with the fundamental TaRL skills necessary to bridge the gap between the learner’s level and class.
In recent years, Oyam has been ranked as one of the poorest performing schools in the Lango sub-region, and Nam, who is also the chairperson of the Headteachers Association in Iceme sub-county, Oyam district, believes that if learners, teachers, and parents address the gaps in the learning process, the methodology can yield results.
“So, if we begin looking at the level of learners and fall back to helping them, then for sure these learners will catch up and this will play a big role in improving the performance of our children in the various schools in Oyam and Lango as a whole,” he added.
Sali Adania, headteacher of Niva Primary School in Arua City in the West Nile sub-region, praised FICH and GRIC’s efforts to improve teaching performance and development.
“In Uganda, especially Northern Uganda and West Nile, our level of education has dropped down drastically and when people talk about performance, as a teacher, it affects me and you.
“For example, in our place, they tell us that the poor results resemble the head teacher and we always owned it because 75% of our participation in teaching and learning depends on us the teachers. So we carry the blame,” she said.
She urged all teachers who attended the four-day training workshop to implement the programme in their schools to address poor performance and assist students who continue to struggle with reading and writing.
Joshua Odongo, a teacher at Aryek Primary School in Oyam district, said the training provided him with various teaching methodologies for dealing with slow learners in lower level classes, particularly in mathematics, because it is so far favourable and learner-centered.
He also mentioned that the TaRL methodology will improve the performance of learners based on their levels or classes.
“Oyam district has in the past years lagged behind in terms of performance according to Uganda National Examinations Board (UNEB) and am very sure once we teachers use the method well, we will eventually boost performance of the learner since the learners will be able to analyse questions and respond as required of them,” said Odongo.
Morrish Ojede urged teachers to embrace the TaRL programme and adopt a positive attitude in order to make teaching easier.
“Once we change our attitude and embrace the TaRL methodology in our schools across Lango, Acholi and West Nile sub-regions, then we will greatly improve and set a pace for a healthy competition.
Hassan Obong of Ilera Primary School stated that the lost glory of school performance in Northern Uganda can only be restored if teachers embrace and implement the TaRL programme at the appropriate level to improve reading, writing, and performance.
Evelyn Akun of Aryek Primary School stated that the programme will assist them in dealing with students who struggle with reading, writing, numeracy, and other fundamental skills.
“Previously before the training workshop on TaRL methodology, teaching was very difficult since enrollment in our different schools is always high, especially in lower primary schools.
“This even denies them the chance to identify weak and slow learners to guide and help them. But now with the coming of TaRL, this methodology has come to avail us with the different basic skills to help us in addressing such loopholes in the learning process.”
Brief about TaRL.
TaRL is an evidence-based approach pioneered by Pratham that tailors classroom instruction to each child’s learning level. The approach revolves around grouping children based on their learning levels, focusing on foundational reading and mathematics skills, and tailoring instruction to a child’s current level.
What are TaRL’s core classroom principles?
TaRL classes break free from the “chalk and talk” practices that are common in primary school classrooms around the world, instead encouraging the use of engaging, fun, and creative activities aimed at developing foundational reading and mathematics skills.
TaRL classes are:
Primary school classrooms in developing countries frequently contain a large number of children at various stages of the learning process.
In many countries, by Grade 3, the majority of children are already falling behind in reading and maths. In contrast to instruction in traditional classroom settings, the TaRL approach helps instructors by grouping children at similar learning levels, allowing instruction to revolve around the children’s current levels rather than a predetermined curriculum for the whole class.
As the children progress, the instructor reassesses them and moves them to more advanced groups.
Is there a TaRL curriculum?
No, TaRL classes do not follow a curriculum. Lessons in many regular primary school classrooms are organised in a linear manner, around terms or months, with content becoming increasingly complex.
Children may not learn in the order or pace specified in a curriculum, and many fall behind or fail to accelerate as quickly as they are capable of.
TaRL classes encourage instructors to focus on the child’s learning level, keep track of what children can and cannot do, and allow each child to fully grasp foundational skills.
TaRL activities are guided by the core principles listed above, as well as the principles specific to reading and mathematics classes.
Discover more from tndNews, Uganda
Subscribe to get the latest posts sent to your email.