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E309 Block 2 week 7 - Coggle Diagram

- - - - Mendenhall et al. (2015)
    - - all 6 schools typically ss Africa- (as reported by Tao etc) that 'lecture and recitation' based
      - teacher read most of the lesson. Kids sharing book between 10. p105
      - pupils listened attentively !!
      - lecture method was particularly prominent among social studies teachers.
      - focus on 'correct' answers. author feels this means pupils not individually or meaningfully involved.
      - friction question seemed open but only 'definition' answer was acceptable.
      - strong emphasis on the memorization of facts and definitions ... I think that's great!
      - i like the science rasing intonation ? thing
      - in Maths individuals came and wrote on chalk board. (but 50-100 pupils = not many getting a turn.
      - At Lokitaung, in an English lesson with 86 pupils, the teacher simply responded to his own questions. For example, he asked, “Difference between man and animals?” and then proceeded to answer, “Animals eat grass, man does not.”
      - The curriculum was largely presented as fact, with few opportunities for critical engagement.
      - teacher's reported in interviews... limited resources including low funding, significant overcrowding, a dearth of teaching and learning materials; a lack of pedagogical training; the curriculum; and the existing language policy. These factors shape and are shaped by the historical, social, and material contexts of Nairobi and the Kakuma refugee camp, and by national and global policies and decisions.
      - The ability to pay teachers was the primary issue in both schools. The lack of resources within the community led to the decision at Sud Academy to stop offering classes one through four. The pupils in these lower classes thus had no place to continue their education and were out of school.
      - OVERCROWDING
        
        means insufficient seats, books
        
        too many to focus on
        
        Angelina Jolie school 30 in class and much better!! eg textbook-to-pupil ratio is 1:2, and there is a small library on the premises.
        
        they admit massive classes means lecture is only option
      - LACK OF FUNDING
        
        varied even within Kenya...gov schools v community schools etc
      - low training
        
        lots untrained don't even face the pupils. don't know how to identify slower learners
      - teachers were struggling to manage their classes without caning as a disciplinary tool.
      - many of the teachers we interviewed indicated important training needs, including the needs of refugee teachers in general, and how best to relate to female students.
      - Teachers said that a lack of knowledge of Kiswahili was a major impediment to success, especially for older pupils just beginning the Kenyan curriculum p.118
        
        The content-area exams were given in English and thus they tested language knowledge as much as content knowledge.
        
        LANGUAGE
        
        mother tongue instruction was impractical at the case study schools, given the linguistic diversity at most of them.