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Islamic Republic of Afghanistan
Ministry of Education Literacy Department
Guideline for Statistic Forms of Literacy Courses
Learners’ Assessment Tools & Guideline
t
Tools
Monitoring Manual for Literacy ACtivties
2014
Guideline for Statistic Forms of Literacy Courses
Learners’ Assessment Tools & Guideline
t
Tools
Monitoring Manual for Literacy ACtivties
Islamic Republic of Afghanistan
Ministry of Education Literacy Department
Authors:
LEAF2/JICA Japanese Experts: Prof. Yumiko Ono, Ms. Madoka Mori, Ms. Utako Morita, Ms. Yoko
Satomi, Ms. Harumi Tsukahara, Ms. Sakiko Yamaguchi, Ms. Rie Koarai, Mr. Nayouki Sato, Ms.
Satoko Okamoto, Mr. Takuya Sasaki, Ms. Hiroko Saito and Mr. Masami Suda.
LEAF2 National Staff:
Ziaulhaq Jamal Project Coordinator
Razia Joya Technical Officer
Mohammad Hasan Khalo Qurishi Project Coordinator
Shakila Elham Technical Officer
Editors: Allah Baz Jam Literacy Programs Directorate
Rahima Asmar Monitoring and Evaluation Unit
Shahla Hafizi Developing Project Planning, Budget Implementation and
Reporting Unit
Compose and Design: Akbar Hashimi
Preface
LD in partnership with the Japan International Cooperation Agency (JICA) initiated the “Project on the Improvement of Literacy Education Management in Afghanistan” (here in after referred to as “LEAF2”) in April 2010. The objective of LEAF2 is to enhance the capacity of literacy administration in monitoring and technical support for quality improvement of literacy education and there are four outputs as follows:
1. Framework of monitoring and technical support covering all literacy courses is developed.
2. Measures for assessing learning achievement of learners after completion of course are developed.
3. Measures for reporting and information sharing are developed and implemented.
4. Measures for technical support are developed.
In order to achieve the above-mentioned objectives, “Monitoring Manual”, “Learners’ Assessment Tools and Guideline” and “Statistic Data Collection Guideline” were developed by LD technical working groups’ members with financial and technical cooperation of JICA/LEAF2 in 2013. After the Monitoring Manual, Learners’ Assessment Guideline and Statistic Data Collection Guideline were developed successfully, they were shared to relevant literacy personnel, including PLC managers, monitoring officers, statistic officers, and DLC managers and monitors through training provided by LD/LEAF2 throughout Afghanistan.
Based on the experience of conducting the nationwide training, this Training Manual was developed to help those who would like to train relevant personnel in the field of literacy. We hope that this will be beneficial to further promote literacy activities and capacity building of literacy personnel in Afghanistan.
Mohammad Azim Karbalai
Deputy Minister for Literacy
Ministry of Education
Abbreviations
LD Literacy Department
LEAF2 The Project on Improvement of Literacy Education Management
in Afghanistan
JICA Japan International Cooperation Agency
TWG Technical Working Group
DLC District Literacy Centre
PLC Provincial Literacy Center
NGO Non-Governmental Organization
Training Manual on Monitoring, Learners’ Assessment & Data
Collection
Table of Contents
Authors
Preface
Abbreviations
Contents Pages
Chapter 1: Introduction ..................................................................................... 1
1-1 What is this Manual for? .......................................................................... 1
1-2 Structure of Manual ................................................................................. 1
Chapter 2: Overview of Training Program ....................................................... 3
2-1 Objective of Training ............................................................................... 3
2-2 Contents of Training Program ................................................................. 3
(1) Monitoring Manual ............................................................................ 3
(2) Assessment Guideline ........................................................................ 4
(3) Statistic Data Collection Guideline .................................................... 4
2-3 Training Participants ................................................................................ 4
2-4 Trainers .................................................................................................... 4
2-5 Venue and Duration .................................................................................. 5
2-6 Materials to be distributed ....................................................................... 5
Chapter 3: Implementation of Training ............................................................. 7
3-1 Before training ......................................................................................... 7
3-2 During Training ...................................................................................... 12
(1) Overall Training Process .................................................................. 12
(2) Training Process for Monitoring Manual ......................................... 14
(3) Training Process for Learners’ Assessment Guideline ..................... 31
(4) Training Process for Data Collection Guideline .............................. 42
(5) Evaluation of the training ................................................................. 51
3-3 After Training ......................................................................................... 54
(1) Report Writing .................................................................................. 54
(2) Follow up of Training ....................................................................... 56
Chapter 4: Tips for Trainers ............................................................................ 57
4-1 Characteristic of Good Trainers ............................................................. 57
4-2 Training Methods ................................................................................... 58
(1) Icebreaking activity .......................................................................... 59
(2) Label work ...................................................................................... 59
(3) Role Play ......................................................................................... 60
(4) Case Study ...................................................................................... 60
(5) Presentation .................................................................................... 60
(6) Questions and Answers (Q &A) ..................................................... 61
(7) Energizing activity .......................................................................... 61
(8) Group discussion (Group Work)..................................................... 62
1
Chapter 1: Introduction
1-1 What is this Manual for?
The objective of this “Manual for Training on Monitoring, Learners’
Assessment and Data Collection in Literacy Activities” is to help trainers to
conduct practical and effective training on the latest manuals and guidelines
of monitoring of literacy activities, assessment of learners and data
collections.
Manual/guideline for Training on Monitoring, Learners’ Assessment and
Data Collection in Literacy Activities explains essential activities and
methods needed to plan and implement training for monitors, facilitators,
master trainers, statistic officers and other related staff of literacy program.
The users of Manual for Training on Monitoring, Learners’ Assessment and
Data Collection in Literacy Activities are the LD and PLC staff, and it
mostly depends on the package and target of designed trainings could be
master trainers, monitoring officers, and other stakeholders in literacy
education.
This would be a precise and detailed manual and reference for those who
want to conduct trainings of the manuals and guidelines developed by LD
and JICA/LEAF2.
1-2 Structure of Manual
The Manual for Training on Monitoring, Learners’ Assessment and Data
Collection in Literacy Activities is composed of 4 chapters. Chapter 1 is
brief introduction of this training manual, Chapter 2 explains the overview of
training program, which includes the objectives and contents of training
program and brief introduction of monitoring manual for monitoring literacy
classes, assessment tools and guidelines for assessment of learners’
achievements and data collection guidelines, participants, trainers, venue,
duration and distributing materials. The chapter 3 tells us about the
implementation of the training, what the training team have to do before,
during and after the training. In chapter 4, there are some important tips for
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the trainer’s further information such as characteristics of a good trainer,
training methods, time management… are explained.
At the end of Manual for Training on Monitoring, Learners’ Assessment and
Data Collection in Literacy Activities you can see the appendixes, which are
the presentations materials made based on the monitoring manual,
assessment tools and guidelines and statistic data collection guidelines that
used in nationwide training.
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Chapter 2: Overview of Training Program
The training program consists of three training packages which are training
for “Monitoring Manual”, training for “Learners’ Assessment Tools and
Guideline”, and training for “Statistic Data Collection Guideline”. In this
section, three mentioned training packages are described. The training
programme can be adjusted (some packages/topics could be skipped or
added) based on the needs or requests found in the field where the training
will be conducted.
2-1 Objective of Training
The objective of training is;
Sharing the Monitoring forms and manual, Lesson plan, Learner’s
assessment tools and guidelines, statistic data collections forms and
manual.
Improving knowledge and skills of PLC Staff, DLC managers and DLC
monitors in monitoring, learner’s assessment and statistics data
collection.
At the end of the training it is expected that the participants effectively
implement and practically use the contents which they have learned in the
training in their work in the field for improvement of literacy activities in
Afghanistan.
The objective of the training could be different based on the target group of
the trainees for example if LD, PLC or other literacy stakeholders want to
conduct training for the facilitators on the assessment tools and guidelines, in
this case definitely the objective could be diverse and just assessment tools
and guideline would be trained for them.
2-2 Contents of Training Program
Contents of the training program is about Monitoring Manual, Learners’
Assessment Tools and Guideline and Statistic Data Collection Guideline.
Contents of these guidelines and manuals are briefly introduced as follows:
(1) Monitoring Manual
Monitoring Manual provides necessary information about the important
aspects of monitoring of literacy activities, such as concept, methods, roles
4
and responsibilities of monitors, and practical guide on how to monitor
literacy activities with the use of monitoring forms. This manual is a precise
guide, resource and standard tool for all monitors, managers and other
personnel who are working for literacy education.
(2) Assessment Guideline
Assessment guideline includes details, methods, and practical guides on how
to conduct the learners’ assessments, record and use the assessment results.
This Guideline is a precise and standard tool for all facilitators, monitors,
managers and other personnel who are working in the field of literacy in
Afghanistan.
(3) Statistic Data Collection Guideline
Statistic Data Collection guideline provides necessary information on how to
collect statistic data of literacy activities and fill statistic forms and submit
the necessary and accurate data to DLC, PLC and Literacy Department
(LD).Users of this guideline are monitors, DLC managers, statistic and
planning staffs of PLCs and NGOs which have activities in literacy.
The above mentioned contents could be covered in one training or could be
partially trained based on the request received from the field or it can be
selected by the training conductor.
2-3 Training Participants
Target participants would be PLC manager, PLC monitoring officers,
statistic officers and master trainers at PLC level, and DLC manager, DLC
monitors, and literacy facilitators in DLC level.
In addition, the monitoring staff of other organizations that work in literacy
activities can also be participants of the training. The facilitators can be the
training participants, too, for some packages/topics such as; learners’
assessment guideline and course registration form in the statistic data
collection guideline.
2-4 Trainers
Trainers would be LD and PLC staff and based on the target of the trainings
designed, master trainers and monitoring officers of PLC, and other
stakeholders work in literacy education could also be the trainers. Language
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of the participants should be considered in selecting trainers.
2-5 Venue and Duration
Training team will decide venue for the training considering who will be the
participants. If the participants are from several districts, the training can be
conducted in provincial centre or major district centre. If PLC has a
meeting/seminar room, that room can be utilised for the training.
Duration of training depends on the contents and types of the training.
Monitoring training requires 900 minutes, while Learners’ Assessment
requires 440 minutes and Statistic Data Collection training duration would
be 345 minutes according to their session plans.
Note: Duration of the trainings (session plans) of monitoring, learners’
assessment and statistic data collection guidelines can be adjusted as
required.
2-6 Materials to be distributed
The following materials related to each manual and guideline should be
prepared and distributed for all participants of the related training of each
manual:
1) For Monitoring Manual Training:
Monitoring Manual
Monitoring Form for Literacy Classes
Monthly Qualitative Report of Monitoring Results from DLC
to PLC
Monthly Qualitative Report of Monitoring Results from PLC to
LD
Teaching Materials (Presentations) of Monitoring Manual
(Attached at the end of this manual)
2) For Learners’ Assessment Tools and Guideline Training:
Learners’ Assessment Tools and Guideline
Pre-Assessment Tool
Record Sheet of Pre-Assessment
1st Assessment tool of )Basic Literacy(
2nd Assessment tool of )Basic Literacy(
3rd Assessment tool of (Post literacy)
Record Sheet of Assessments of Basic and Post Literacy Books
Teaching Materials (Presentations) of Learners’ Assessment
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Guideline (Attached at the end of this manual)
3) For Statistic Data Collection Guideline Training:
Statistic Data Collection Guideline
Monitor Monthly Data Collection Form
Monitors' Quarterly Data Collection form
Quarterly Statistical Report form from DLC to PLC
Quarterly Statistical Report Form from PLC to LD
Quarterly Statistic Report Form of NGOs
Course Registration Form
Teaching Materials (Presentations) of Statistic Data Collection
Guideline (Attached at the end of this manual)
Hand-out should be prepared in sufficient number so that each participant
can take a copy with him/her.
In addition, supplementary materials can be distributed to participants for
further understanding of participants such as filled monitor forms, etc. for
the supplementary teaching materials of each activity please see the session
plans for each manual and guidelines introduced in this manual.
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Chapter 3: Implementation of Training
The effective training implementation consists of three steps which are
“before training” (preparation), “during training” (implementation) and
“after training” (follow up). Below you can see the cycle of the whole
training implementation process:
In this chapter each step and their requirements is explained as follows:
3-1 Before training
As shown in the cycle, the following items should be done/prepared by the
training team before starting the training:
Contents: Contents of the training should be adjusted with the consideration
of:
Objective of the training,
Background of the participants
Available financial and human resources for the training
Number of the training days
Participants: The exact participants should be identified. When selecting
participants for the training, the following should be considered:
Those whose work is related to the training contents should be invited.
Appropriate number of participants should be trained or invited.
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Those who have not received the same training before is prioritized.
Trainers/Training Team: Trainers should be specified and training team
should be established. Training team is a group of people who are involved
in all activities of the training such as; administrative matter, logistic issues
and teaching matter from the beginning up to end of the training. The
training team should have meetings and specify tasks of each individual
member of the team for instance; making agenda and identifying the trainer
for presenting each part of the contents.
Trainers must be able to communicate with the trainees by their native
language and also consider gender issue in involving participants to the
training activities.
After the trainers selected, they need to study all the contents of the training
including; guidelines, presentations and session plans before conducting the
training in order to be more familiar and have more confidence on the
training contents.
Making agenda by Training Team during NWT in Kabul
Date: Date of the training should be specified based on:
Progress of training preparation
Availability of the participants
Weather situation
Venue: Venue should be selected in consideration of the following aspects:
Accessibility and security
Size of room and furniture/equipment available
Cost for rent (if any)
Water/toilet facilities, lighting and ventilation conditions
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In addition, needed facilities for tea break and lunch should also be prepared
according to the number of the participants (if any).
Invitation of Participants: Invitation letter of training should be sent out
well ahead of time so that the participants can make necessary arrangement
at their offices/homes to attend the training.
Preparation of necessary material: Necessary material of the training
should be decided by the training team and they should be prepared
(purchased, collected) before the training. Sample of the necessary materials
are as follows:
Flip chart
White board and markers
Registration/Attendance sheet
Certificates
Large and small pieces of paper for label work
Other necessary stationeries such as; notebook, ruler, pen and etc. for
training and participants should also be prepared. For more detail refer to the
stationery checklist in the next page.
10
Check lists for preparation of training:
Before training starts the following checklist should be checked and tick
marked by training team in order to reassure that everything is ready for
conducting an effective training.
Checked on ( )
Checked by ( )
Name of Province ( )
Agenda and Session Plan Preparation Check
Is agenda prepared sufficiently?
Are date, time and venue mentioned clearly in agenda?
Are the training objectives correct and clear?
Does agenda have a logical sequence?
Is sufficient time allocated for each session?
Are trainers identified for each session?
Is session plan prepared sufficiently?
Are teaching methods suitable in each session?
Are activities of session plan prepared clearly?
If they have group works, are questions of group works
prepared?
Training Venue and Lunch Preparation Check
Is training venue appropriate based on the accessibility?
Is training venue secured?
Is learning environment appropriate for the training? (For
example, is room of training venue calm, clean, bright and
warm/cool?)
Are water and toilet facilities available in the training
venue?
Are lunch and tea prepared?
Training Materials Check
Is agenda prepared sufficiently? (If they make photocopy
for each participant, is agenda prepared according to the
number of participants? If they cannot make photocopy to
each participant, writing on flip chart paper is the other
way)
Are Monitoring Manual, Learners’ Assessment Guideline
or Statistic Data Collection Guideline prepared according
to the number of participants?
11
Are Monitoring forms, Learners’ Assessment tools or
Data Collection forms prepared according to the number
of participants?
Are important points by referring to Monitoring Manual,
Learners’ Assessment Guideline or Statistic Data
Collection Guideline written down on flip chart papers for
the presentation sufficiently?
Are supplementary teaching materials such as; filled
forms for pair and group works prepared?
Is participants list prepared and submitted to Host
Organization?
Is invitation letter prepared and sent to participants?
Stationery Check
Are stationeries prepared for participants according to the
number of participants and made package?
Pen
Notebook
Plastic Bag
Are stationeries prepared for trainers?
Markers (black 10, blue 5, red 5 in total 20)
Flip chart papers (3 rolls, 60 sheets)
Scotch tape (1)
Ruler 50 cm (4)
Pencil (1 box) and 2 erasers
Preparation by Host Organization Check
Is attendance sheet prepared?
Is agreement about transportation and allowance payment
prepared and signed by PLC Manager?
Is certificate prepared and signed?
Are payment sheet and money for transportation and
allowance prepared?
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3-2 During Training
(1) Overall Training Process
The following are the process for each monitoring manual, learners’
assessment guideline and statistic data collection guideline trainings:
1) Registration: At the beginning of each training, training
participants should be registered in registration sheet. The
registration sheet includes; name, position, contact number and
signature of each participant.
2) Recitation of Quran Karim: As usual, training begins by the
recitation of some verses of Quran Karim by one of the training
participants.
3) Introduction of the Training Participants: Trainer asks all the
training participants to introduce them to each other. After the
training participants introduced to each other, the trainer also
should introduce him/her to them.
4) Introduction of the Agenda and the Training Objectives: After
introduction of the participants, trainer introduces agenda and
explains objectives of the training.
5) Tea Break: After some contents of the training presented a tea
break is necessary. Tea break can be around 15 minutes in the
morning and in the afternoon.
6) Lunch and Pray: Lunch and pray are required.
7) Review on the Last Day: At the second and third day of the
training, reviewing on the contents of the last day is required.
8) Evaluation of the training: At the end, trainers can evaluate the
training in order to understand how the training was and how much
objectives of the training are achieved. It also helps us to get
suggestion of the participants.
9) Certificate Distribution: At the end of the training certificate is
distributed for the participants of the training.
10) Closing Remark: At the end of the training, the training closes
with speech of the trainer or another authorized person.
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Some activities of the nationwide trainings in pictures
Group work discussion during NWT in Badakhshan
Presentation by trainer during NWT in Kabul
Sharing group work during NWT in Nangarhar
Certificate distribution during NWT in Balkh
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(2) Training Process for Monitoring Manual
Monitoring manual has 5 chapters and is taught by 12 sessions which
contains topic of the chapter, objectives that should be achieved at the end of
each session and the duration. Titles of the manual are divided into activities
including time and needed materials. Each activity describes how trainer can
present the monitoring manual training materials (presentations) that are
attached at the end of this manual using the session plans.
Session
number
Title Duration
Session 1 Introduction of Monitoring Manual (Chapter
1)
20 minutes
Session 2 Basic Concept of Monitoring (Chapter 2,
2-1 to 2-6)
85 minutes
Session 3 Importance of Monitoring and its
Methodology (Chapter 2, 2-7 to 2-11)
85 minutes
Session 4 Teaching related monitoring items (Chapter
3, 3-1)
80 minutes
Session 5 Monitoring Procedure Planning of
Monitoring (Chapter 3, 3-1)
100 minutes
Session 6
Implementation of monitoring and reporting
on DLC level (Chapter 3, 3-1 to
3-2 and Chapter 4, 4-1)
105 minutes
Session 7 Introduction Monitoring Form ( Chapter 4,
4-2 and 4-3)
70 minutes
Session 8 Group Work on model lesson filled forms 65 minutes
Session 9 Integrating the monthly qualitative
monitoring report from DLC to PLC
( Chapter 4, 4-3)
100 minutes
Session 10 Integrating the monthly qualitative
monitoring result from PLC to LD (Chapter
4, 4-4)
90 minutes
Session 11 Utilization of Monitoring Results for
Improvement of Literacy Education
(Chapter 5)
40 minutes
Session 12 Lesson plans (Chapter 5) 70 minutes
15
Following is the step to step session plans with their objectives for
monitoring manual training which is being taught in 900 minutes:
Session1: Introduction of Monitoring Manual (Chapter 1)
Objective: Participants will understand overall contents of the monitoring
manual and particularly the Chapter 1.
Duration: 20 minutes
Duration Teaching Activity Teaching
Material
5
minutes
1 What is the Manual for?
Introduction
The trainer presents some preliminary
information on how monitoring manual and
monitoring form have been developed and
what is the requirement of developing of the
above mentioned materials.
Monitoring
Manual,
Prepared flip
charts
5
minutes
1-2 How was the Manual developed?
The trainer gives brief explanation by lecture
method.
Monitoring
Manual,
Prepared flip
charts
5
minutes
1-3 Who is the Manual for?
The trainer presents on who is the manual for
by lecture method and the trainer asks
participants to have any questions based on
their obtained information from the lecture
Monitoring
Manual,
Prepared flip
charts
5
minutes
1-4 Structure of the Manual
The trainer presents the structure of the
manual using prepared flip charts and
responds the questions of the participants.
Monitoring
Manual,
Prepared flip
charts
Session2: Basic Concept of Monitoring, Chapter 2, 2-1 to 2-6
Objective: Training participant will be able to improve their knowledge
about the basic concept of monitoring.
Duration: 85 minutes
Duration Teaching activities Teaching
Material
20 minutes Activity 1: 2-1 monitoring literacy classes Prepared chart
16
The trainer shares some word as good starting
from the text of monitoring of literacy classes to
the trainees and then, asks the following
questions:
-What is monitoring?
-What is the difference between monitoring and
inspection?
-What is the difference between monitoring and
evaluation?
The trainer selects two or three persons from the
participants, the assigned people will explain their
understanding regarding the asked questions.
After that, the trainer presents his/her prepared
chart.
of trainer,
marker
15 minutes Activity 2: 2-2 Objective of Monitoring
The trainer asks the following questions from the
participants:
-What is the purpose of monitoring on literacy
classes?
-Why is it important to monitor form literacy
courses activities?
The trainer will select some of the participants for
answering the above questions then he/she will
poster their chart on the board and read the
objectives of monitoring (2-2) one by one and
asks the participants to share his or her
understanding about each part with others. If the
trainer gets satisfied answer form participants
they will accept their given answers otherwise
they would explain the topic briefly.
Prepared chart
of trainer
15 minutes Activity 3: 2-3
The trainer instructs the participants to read
principles of monitoring (2-3) silently for 5
minutes. By utilizing the balling game method,
the trainer throws the ball to one of the
participants and asks him/her to share one part of
his/her understandings from the read text of
17
principle of monitoring to the other participants.
The owner of the ball throws the ball to another
participant, the person who catches the ball- will
act the same as before, the trainer continues the
game based on the time limitation and finally,
consolidates the participant s understandings
based on the prepared chart.
35 minutes
15 minutes
for silent
reading and
20 minutes
for Q and
A
Activity 4: 2-4 2-6
The trainer instructs the participants to read 2-4
up to 2-6 silently for 15 min. Then, trainer asks
participants to take flash card which contains
questions from the text and share his/her
understandings from the written text with other
participants.
The following questions should be written on the
flash card:
-Please explain your understanding about
effective monitoring?
-Please explain your ideas about characteristics of
effective monitoring by cooperation with
governmental and nongovernmental organizations
who work for literacy?
-Please explain communication and creative
initiation in characteristics effective monitoring?
-Please explain focus on the main objectives in
characteristics of effective monitoring?
-Please explain achievements of specific
objectives in characteristics of effective
monitoring?
-Please explain solving problems by consultation
in characteristics of effective monitoring?
-Please explain conveying the achievement of
monitoring to the other section in characteristics
of monitoring?
-Please explain continual monitoring for
achieving the objectives in characteristics of
effective monitoring?
Monitoring
manual and
flash cards
18
Session3: Importance of Monitoring and its Methodology (Chapter 2, 2-7 to
2-11)
Objective: Participants will understand the importance of monitoring of
literacy classes, and the monitoring methodologies.
Duration: 85 minutes
Duration Teaching activities Teaching
materials
15
minutes
Activity 1st : From 2-7 to 2-9
The trainer makes the group work instruction,
and divides the participants into four groups,
then offers them the following questions.
-Why is it important to monitor literacy
classes?
-What should be monitored?
-How can the monitoring be done? (Types of
Monitoring Methods?)
-What are the information collection
methods?
Group works
questions,
markers and flip
charts
15
minutes
Activity 2nd : Sharing the group work result of
2-7 to 2-9:
The trainer asks from each group’s
representatives to share the group work result
with the other participants.
Group work
charts
15
minutes
Activity 3rd : Trainers explanations about 2-7
to 2-9:
The trainer presents the prepared chart of 2-7
to 2-9 and explains the discussed items.
trainer s
prepared charts
25
minutes
Activity 4th : From 2-10 to 2-11:
1. Trainer asks the participants about 2-10
that when should be monitored? After
getting the answers the trainer is going to
explain the mentioned subject for the
participants shortly.
2. Trainer asks the participants to write their
monitoring roles and responsibilities on
the paper then by the help of a participant
19
each group s idea will be written on a flip
chart / board. If the participants’ ideas are
same trainer is listening to each
participant’s ideas but he or she is writing
the ideas which hasn’t been written on the
flip chart before and at the end trainer
reviews all previous ideas which has been
written on the flip chart.
15
minutes
Activity 5th : Trainer’s explanations:
Trainer is using the prepared chart to explain
from 2-10 to 2-11.
Flip chart
Session4: Teaching related monitoring items (Chapter 3, 3-1)
Objectives: The participant will be able to know the teaching and
administrative relates items.
Duration: 80 minutes
Duration Teaching activities Teaching
Materials
20 minutes
Activity 1st :
The trainer catches today’s topic by
investigatory questions, the questions are
following.
Question: what items will be monitored by
monitors while monitoring the literacy
activities?
While the trainer got the today’s topic from
the participants, he writes today’s topic on
the board (Monitoring of Literacy Classes
at District Level) and explains the chap3
from 3-1 to teaching related monitoring
items.
Prepared chart
of trainers
20 minutes
Activity2nd: (Group work)
The trainer instructs the group work
instructions as following;
Assign the group work members by
counting 1 to_5, determine the place of each
group, distributing flip charts and markers,
20
offer the group work questions to each
group, proclaiming starts and end time of
group work, select the time keeper, select
the- writer; and group’s representatives for
sharing the result of group work.
Group questions:
1. During the monitoring which teaching
related monitoring items should be
monitored?
2. During monitoring which administrative
related monitoring items should be
monitored?
After the group work instruction the trainer
announce starting of group works.
20 minutes
Activity 3rd:
After the conclusion of group work, the
trainer asks the group work representative to
share the group work result to the rest of the
training participants.
Group work
Prepared chart
20 minutes Activity 4th :
The trainer presents his/her prepared charts
from the Teaching and Administrated related
monitoring items.
Trainer charts
Session 5: Monitoring Procedure Planning of Monitoring, Chapter 3, 3-1
Cont.
Objectives: The participants will be able to get information on definition
and Monitoring planning of the monitoring plan through explanations of the
trainer.
The participants will be able to prepared (annual, semi-annual, quarter,
monthly and weekly) monitoring plans.
Duration: 100 minutes.
Duration Teaching Activities Teaching
Materials
30
minutes
Activity 1: 3-1 Definition and plan
preparation methods.
The trainer explains about definition of plan,
Prepared chart of
the trainer
21
content plan preparation method (annual,
semiannual, quarterly, monthly and weekly
plans one by one through prepared charts.
5 minutes
Activity 2nd: group work on 3-1
Monitoring planning:
The trainer assigns the group work members
into 6 groups by counting the form 1-6, and
instructs the group work instruction as
following :
Assigning the place of each group, assigning
the time keeper, proclaiming the beginning
and ending time of group work, creating
spaces between groups, and offering the
group work questions each group.
Questions of the group working:
-Please prepare the monitoring activities
plan of the second semiannual of year 1391
by cooperation of your group members.
-Please prepare the 3rd quarter monitoring
plan for the year 1391 by cooperation of
your group members.
“Question no. 2 should be given for two
groups”
-Please prepare monitoring plan of the first
month of the 3rd quarter of the year 1391.
-Please prepare weekly monitoring plan by
cooperation of your group members.
Questions of
group working,
maker, flip chart
Rulers for
making tables of
the plans
group working
questions
30
minutes
Activity 3rd:
The groups start group work activities and
the trainer support each group in plan
preparation.
35
minutes
Activity 4th: Sharing the group work result.
The group work result will be shared by the
group representatives to the rest of the
training participants.
prepared group
work charts
22
Session6: Implementation of monitoring and reporting on DLC level
(Chapter 3, 3-1 to 3-2 and Chapter 4, 4-1)
Objectives: The Participants will be able to understand about the
implementation of monitoring, reporting and monitoring the Monitoring of
Literacy Classes at Provincial Level.
Duration: 105 minutes
Duration Teaching activities Teaching
Materials
15
minutes
Activity 1st:
The trainer asks the following questions
from the participants by utilizing- question
and answering method.
-Which item has to be carried by the
monitors when monitoring the literacy
activities?
-Which points and working procedure
should be followed by the monitors when
monitoring literacy classes?
The trainer receives the responses from the
participants and utilizes the prepared chart
for the explanation of implementation of
monitoring.
The prepared
chart of trainer
15
minutes
Activity 2nd:
The trainer explains Reporting format of
monitoring manual with the participants.
Monitoring
manual/ prepared
flip chart on
Reporting Format
25
minutes
Activity 3rd: Group work
The trainer makes the group work
instructions, and he/she distribute the
following group work questions.
-Please prepare your previous month plan’s
activities report in the reporting format?
flip chart and
group work
questions
20
minutes
Activity 4th:
The group representatives share the group
work result to the rest of the participants.
Group work
question
10
minutes
Activity 5th:
The trainer explains 3-2 of chap3 (the
Prepared charts
23
Monitoring of Literacy Classes at Provincial
Level.)
20
minutes
Activity 6th :
The trainer distributes the new monitoring
forms on literacy classes to the participants
and instructs them to study the received
monitoring forms; in 5 minutes. Then
explains on 4-1 (Guideline on how to use the
new monitoring form on literacy classes.) in
15 minutes.
The prepared
chart of trainer
New monitoring
form
Session7: Introduction Monitoring Form (Chapter 4, 4-2 and 4-3)
Objective: The training participant will be able to know about the procedure
of filling out and reporting and filing out of the new monitoring form.
Duration: 70 minutes
Duration Teaching Activities Teaching
materials
15
minutes
Activity 1st :
The trainer asks the participants to read 4-2 of
the monitoring manual.
Monitoring
form
25
minutes
Activity 2nd:
Trainer asks each participant to read two
numbers of parts 2-4 and explain them for
others and if the participant’s explanations
weren’t good for more helping and
information the trainer would explain them
for the participants.
Monitoring
manual
5 minutes
Activity 3rd : Trainer is consolidating the main
result of performed activities.
15
minutes
10
minutes
Activity 4th: 4-3 reporting and filing procedure
of new monitoring form on DLC level.
Trainer sharing the reporting and filing
procedure of new monitoring form on DLC
level for the participants.
Activity 5th: Sharing Monthly qualitative
report of monitoring result.
Prepared charts
24
Session 8: Group Work on model lesson filled forms
Objective: The participants will deeply understand the content of the
monitoring form.
The participants will understand how to fill out the monitoring form
properly.
Duration: 65 minutes
Duration Teaching Activities Teaching
Materials
5 minutes
Activity 1:
Trainer divides the participants into 2 groups
(the learners and monitors,) And asks the
monitors to monitor the model lesson
activities based on Monitoring Form content
and ask the learners to plan the role of the
literacy learners.
Monitoring form
of literacy classes
90
minutes
Activity 2:
Presenting of model lesson (90 minutes)
Materials of
model lesson
30
minutes
Activity 3: Group work
Trainer divides the participants into seven
groups and offers the group work material to
them. And asks the following questions to
each group.
1. Please write the unclear point and the
exited problem of the new Monitoring
Form
2. Compare filled forms with each other and
explain regarding different answers
3. Define positive and improvement points
of the facilitator.
Filled forms by
group work
30
minutes
Activity 4: Sharing the group work result:
Trainer asks the group representatives to
share the group work result with other
participants.
Session9: Integrating the monthly qualitative monitoring report from DLC
25
to PLC.
Objectives: Participants will be able of integrating the quarterly qualitative
monitoring result from DLC to PLC.
Duration: 100 minutes
Duration Teaching Activity Teaching
Material
10
minutes
1st Activity: reading the text
The trainer will asks participants to review on
the real filled monitoring form on literacy
classes with the content and format of
quarterly qualitative monitoring result DLC to
PLC form and finally would be compared to
each other.
Monitoring
Manual,
Prepared flip
charts
15
minutes
2nd Activity: The trainer relates the content of
the monitoring form on literacy classes and
the quarterly qualitative monitoring result
from DLC to PLC form, and will ask some
related questions on the importance of
integrating the filled monitoring forms on
literacy classes.
Trainer’s possible questions to be asked:
-Why the filled monitoring forms on literacy
classes have to be integrated?
-How can be the filled monitoring forms on
literacy classes are integrated in the quarterly
qualitative monitoring result from DLC to
PLC.
-Who will integrate the quarterly qualitative
monitoring result from DLC to PLC form?
-If the filled monitoring forms on literacy
classes would not be integrated what
challenges the literacy classes will face?
Monitoring
Manual,
Prepared flip
charts, filled
monitoring form
(good sample)
15
minutes
3rd Activity: The trainer explains the content
of quarterly qualitative monitoring result from
DLC to PLC Based on filled form (good
example).
5-10 Filled
monitoring
forms, flip chart
papers, markers,
blank quarterly
26
qualitative
monitoring form
from DLC to
PLC
40
minutes
4th Activity: Group work
The trainer will assign the group work
members by DLC, and instructs the group
work instruction as following:
Assigning the place of each group, assigning
the time keeper, proclaiming the beginning
and ending time of group work, creating
spaces between groups, and offering the
group work questions to each group.
Based on the plan the trainer has to give the
below question for each group :
-Based on the filled monitoring forms on
literacy classes please integrate the quarterly
qualitative monitoring result from DLC to
PLC.
(1-4 for each
group)
20
minutes
5th Activity: sharing the group work results
The good example will be presented will be
shared by their y the group representatives,
the others would be putted on the wall and the
trainers make precise comments on each
result to improve the way of filling out the
form and decide which group does the best.
Session 10: Integrating the monthly qualitative monitoring result from PLC
to LD.
Objective: Participants will be able to integrate the quarterly qualitative
monitoring result from PLC to LD.
Duration: 90 minutes
Duration Teaching Activity Teaching
Material
5 minutes
1st Activity: reading the text
The trainer asks the participants to read the
part 4-4 of monitoring manual silently.
Monitoring
manual.
27
5 minutes
2nd Activity: The trainer explains the content
of quarterly qualitative monitoring result
PLC to LD form.
Quarterly
qualitative
monitoring result
from PLC to LD
forms
40 minute
3rd Activity: group work activity:
The trainer will split the group members by
categorizing them into PLC and DLC
members, So the PLC group members will
work on how to integrate the DLC to PLC
Quarterly qualitative monitoring result form
into PLC to LD Quarterly qualitative
monitoring result form and the DLC
members once again will start integrating the
LEAF2 filled quarterly quality integration
monitoring result form from pilot provinces
as practice instruction as following :
Assigning the place of each group, assigning
the time keeper, proclaiming the beginning
and ending time of group work, creating
spaces between groups, and offering the
group work questions to each group.
Questions of the group working each split
categories:
-Please integrate the quarterly qualitative
monitoring result from DLC to PLC forms
into quarterly qualitative monitoring result
PLC to LD form.
-The trainers once again will ask the
separated DLC members improvement
practice based on the new filled monitoring
form on literacy classes the DLC members
please
-Start practice working on integrating the
quarterly qualitative monitoring result from
DLC to PLC.
Group work
questions
28
30
minutes
4th Activity: sharing the group work result:
The training participants share the result of
group work by the group work
representatives.
Filled quarterly
qualitative
monitoring result
forms from DLC
to PLC,
10
minutes
5th Activity: The trainer will have some
interrogative questions from the participants
and share his/her comments regarding the
filled monitoring forms from PLC to LD.
-Why PLC has to write actions for
Improvement in this quarter in his quarterly
qualitative report?
-If we don’t mention the strengths and
obtained experiences from the activities, and
mentioning only the problems and
challenges, what would be the loss to report?
-Based on PLC possibilities what actions can
be taken for Improvement of Literacy
Classes for the Next Quarter?
-In case if the PLC could not afford or solve
the problems how can PLC integrate the
request different districts into the request cell
PLC to LD for Improvement of Literacy
Classes?
blank qualitative
monitoring result
forms from PLC
to LD,
Session11: Utilization of Monitoring Results for Improvement of Literacy
Education
Objectives: The training participants will be able to understand the cycle of
monitoring result for improvement of literacy education.
Duration: 40 minutes
Duration Teaching Activity Teaching
Material
29
10
minutes
1st Activity: The trainer will ask some related
questions on how to utilize the cycle of
monitoring result for the improvement of
literacy activities.
Possible questions:
-After analyzing the monitoring result, what
actions should be taken for the improvement
of literacy activities?
As based on the result we find some good
points and some challenges, the good pints as
following where the learners encouraged by
the facilitator for better participation and
having and utilizing the lesson plan. And the
challenges as not having supplementary
teaching materials and not utilizing the
various teaching methods rather than lectures,
and some challenges as the literacy courses
are not being supported by local community.
-Please share your understanding on the cycle
of monitoring activities in literacy education.
Trainer prepared
charts
20
minutes
2nd Activity: Based on the prepared charts the
trainer explains on cycle of monitoring result
for improvement of literacy education.
Trainer prepared
charts
10
minutes
3rd Activity: trainer explanation on 5-2
Based on the trainer prepared explains on
Example of Improvement Actions as
“Technical support for facilitators in
development and utilization of lesson plans.
Monitoring
Manual
Session12: Lesson Plans
Objectives: The training participants will be able to understand and practical
work on the daily lesson plan preparation.
Duration: 70 minutes
Duration Teaching Activity Teaching
Material
30
10 minutes
1st Activity: The trainer will ask some related
questions on about lesson plan?
-What is the importance of plane?
-What is the purpose of having lesson plan?
20 minutes 2nd Activity: Explanation on daily lesson
plan:
Based on the prepared charts the trainer will
explain on daily lesson plan, How to make
the plan and what are the steps of daily lesson
plan.
Monitoring
manual and
daily lesson
plan format
20 minutes 3rd Activity: group work activity:
The trainer will assign the group work
members into 4 proper groups by counting
the form 1-4, and instructs the group work
instruction as following :
Assigning the place of each group, assigning
the time keeper, proclaiming the beginning
and ending time of group work, creating
spaces between groups, and offering from the
below mentioned two group work questions
one question to each group.
Group work question:
The trainer will offer the groups work
question to all groups:
-Please prepare by the cooperation of your
group members the daily lesson plan lesson
15 of basic literacy.
-Please prepare the daily lesson plan on
lesson 23th of Basic literacy.
Daily lesson
plan format
20 minutes 4th Activity: Sharing the group work result:
The training participants share the group
work result by the group work representative
and the trainer comment on their developed
daily lesson plans for improvement
Blank lesson
plan format,
Land Afghan for
each group
31
(2) Training Process for Learners’ Assessment Guideline
Learners’ assessment guideline has 4 chapters and is taught by 4 sessions
which contains topic of the chapter, objectives that should be achieved at the
end of each session and duration. Titles of the guideline are divided into
activities including time and needed materials for each activity. Each activity
describes how trainer can present the learners’ assessment guideline training
materials (presentations) which are attached at the end of this manual using
the session plans.
Session
number
Title Duration
Session 1 Introduction of guideline (Chapter 1) 30 minutes
Session 2 Concept of Assessment of Learners in
Literacy Activities (Chapter 2 )
90 minutes
Session 3 Pre assessment of learners in literacy
activities (Chapter 3)
125 minutes
Session 4 Basic and Post Literacy Standardized
Assessments (Chapter 4)
195 minutes
Following is the step to step session plans and their objectives for learners’
assessment training which is being taught in 440 minutes.
32
Session1: Introduction of guideline (Chapter 1)
Objective: By the end of this session participants will get comprehensive
information about the assessment guidelines.
Duration: 30 minutes
Duration Activity Teaching
Material
10
minutes
5 minutes
5 minutes
5 minutes
5 minutes
Before starting presentation trainer asks a
general question regarding learner’s
achievement assessment. i.e
-What is the current practice for assessment
of learners’ learning achievement in Literacy
classes?
Trainer listen to the comments from 3 or 4
participants, and then mention about the
newly developed assessment tools by LD
with the cooperation of LEAF2 and starts the
presentation.
1st activity
1-1 Purpose of the guideline?
The trainer presents for what this guideline
was developed, talks about the needs for
development of this guideline, and also
explains what the facilitator/reader will
understand by reading this guideline.
1-2 How was the guideline developed?
The trainer presents PPT slides and gives
some briefing by lecture method.
1-3 who are the Guidelines for?
The trainer presents on who are the guidelines
for by lecturing method.
1-4 Structure of the Manual
The trainer presents regarding the structure of
the guideline based on prepared flip charts.
Q & A for Chapter 1
Assessment
guideline,
Prepared flip
charts or PPT
33
Session2: Concept of Assessment of Learners in Literacy Activities (Chapter
2)
Objectives: By the end of this session participants:
- Understand the concept and types of assessment, importance and need
of learners learning assessments.
- Get information about the competencies of LAND AFGAN.
- Understand the framework of standardized assessment of learners in
literacy class.
Duration: 90 minutes
Duration Teaching activities Teaching
materials
5 minutes
20
minutes
1st Activity: From 2-1 to 2-6
Before starting group work, trainer asks
participants’ comments about
1. What is assessment?
2. Why learner’s achievements should be
assessed?
3. What skills of learners should be
assessed?
And then the trainer will instruct the group
work instruction and divide the participants
into four groups (If the No of participants is
more, you can divide them into 5 or 6
groups), then asks them to write opinions
regarding the following questions.
1st group: What do you think about
assessment? Write your comments regarding
the types of learning assessment?
2nd group: Why is assessment of learners’
achievement
Important?
3rd group: How we can assess learners’
learning achievements effectively?
4th group: What should be assessed? (What
kind of learning skills to be assessed?)
Group works
questions,
markers and flip
charts
34
10
minutes
10
minutes
10
minutes
20
minutes
10
minutes
2nd Activity: Sharing group work and
Presentation by trainer
1st group: The trainer asks representatives of
1st group to share the group work result with
the other participants.
-Trainer makes comments on the
presentation.
-Presentation: Trainer presents (2-1.What
is assessment and 2-2. Types of assessment)
parts by using PPT or prepared charts.
Question and answer
2nd group; Trainer asks 2nd group to share
their group work.
-Making comments on the presentation.
-Presentation: Trainer presents (2-3. Why is
assessment of learners important?), using
PPT or prepared charts.
-Question and answer
3rd group: 3rd group share their group
work.
-Trainer make comments on the presentation.
-Presentation: Trainer explains (2-4.
Method of the assessment of learners) by
using PPT or charts.
-Question and answer
4th group: Trainer asks 4th group to present.
-Trainer makes comments on the presentation
if needed.
-Presentation: Trainer explains (2-5. What to
be assessed? 2-6. Framework of
Standardized Learner Assessment) using PPT
or charts in details.
Question and answer.
Group work
charts
Prepared charts
or PPT
35
Session3: Pre assessment of learners in literacy activities (Chapter 3)
Objectives: By the end of this session participants:
Will understand pre assessment and its importance.
Will understand method of conducting and how to use the result of pre
assessment.
Duration: 125 min
Duration Teaching activities Teaching
materials
10
minutes
Activity1:
-Before starting presentation trainer asks the
following question to the participants to
bring them to the topic of the session as
below:
1- Do you know what pre-assessment is and
Why it should be conducted?
Trainer hear comments from 3 participants
and then introduce the topic of session (Pre
assessment of learners), and start the
presentation.
20
minutes
Activity 2: Presentation (3-1 up to 3-3)
-Presentation: Trainer explains, what is
pre-assessment? Its objectives? Who, when
and where it should be conducted by using
the prepared PPT or written charts.
-Questions and answer
PPT or charts
10
minutes
15
minutes
Activity 3: Silent Reading (STEP1 up to
STEP5)
-Trainer asks participants to read (3-4. How
to conduct pre assessment up to STEP4 of
the assessment guideline silently. (Page 14
and 15 Dari)
-After silent reading part trainer:
Divide the class into 2 groups, and provide
two questions to each group to ask the
opposite group.
Assessment
guidelines
36
Questions:
-What are the steps of conducting pre
assessment?
-What materials a facilitator should have
before doing pre assessment?
-Who will prepare Pre-Assessment tools to
facilitator?
-How facilitator should explain the purpose
of pre assessment?
-How pre assessment should be conducted
(Group Interview, individual interview).
-What Questions should be asked from the
learners?
Prepared
questions in
small papers
30
minutes
Activity 4: Explanation of pre assessment
tool and record sheet (General
Information)
-Trainer explains pre assessment tool based
on the information provided in General
information part in detail such as; which
parts does it have? How many Questions,
How the questions are developed, How to
ask each question….
-After that trainer introduce pre assessment
record sheet and how to record the result?
PPT or charts
Pre assessment
tools
20
minutes
Activity 5: Role play (using pre
assessment tools practically)
-Trainer asks participants, now it is time to
practically use pre assessment tool.
Now attention to me and my other
colleague, we will use pre-assessment tool
practically (I as a facilitator and Mr.”
“as a new learner) and carefully look at the
record sheet how I am going to fill it up.
The record sheet should be displayed on the
projector or use big chart, so that all
participants could see it.
Pre assessment
tools ,
Projector or
large size
printed record
sheet
37
10
minutes
The facilitator will suppose all the
participants as learners and introduce
him/herself to all learners and explain to
them why s/he is going to do the
pre-assessment. (According the instruction
in STEP2 and STEP3 of conducting
pre-assessment.
-Then facilitator asks the already nominated
learner’s name to come in front of the class.
-After that facilitator asks the pre
assessment questions to the learner and
he/she answer the questions and record the
result in the record sheet displayed in the
projector. After that, the facilitator identifies
grades of the learner in each parts.
-Lastly facilitator encourages the learner.
-After practical use of pre assessment
Facilitator will ask participants comments
about the following :
-How was the role play? Tell me good
points and points to be improved?
-How we can improve?
The learner should act as real learners, who
just joined literacy class, they should not
answer to all the questions correctly or read
the sentence but do not read the Alphabet.
20
minutes
Activity6: Presentation (How to report
and use the result of pre-assessment
-Trainer explains whom to report? And how
to use result of pre-assessment for the
improvement of teaching in the class.
-Question and answer
PPT or written
charts
38
Session4: Basic and Post Literacy Standardized Assessments (Chapter4)
Objective: By the end of this session participants:
Will understand the 1st, 2nd and 3rd assessment tools.
Could be able to conduct the 1st, 2nd and 3rd assessments.
Could be able to record the result of assessments.
Duration: 195 min
Duration Teaching activities Teaching
materials
20
minutes
Activity1: Presentation (4-1, 4-2, 4-3 and 4-4)
-Before starting presentation trainer asks to
attract participants’ attention to the topic of
session and asks them;
As we have mentioned in Chapter2 about the
standard assessment, now who can tell me what
the standardized assessment is?
Trainer hearing from 1 or 2 participants’ and then
starts the presentation.
-Trainer presents information about literacy
books (Basic and Post literacy), characteristics of
standard assessment questions, assessment tools
during Basic and Post literacy, Objectives of
assessment for facilitator and learners and who,
where , when will conduct the assessments?
-Question and answer
Trainer asks the participants if they need more
clarification or have any question about the
contents of the presentation, I and my colleagues
are here to answer you.
PPT or prepared
charts
30
minutes
Activity2:Presentation)
Introduction of 1st, 2nd and 3rd assessment
tools)
Trainer introduces the assessment tools (1st, 2nd
and 3rd), i.e. 1st assessment tool contains 3
sections writing, math, reading, each section has
5 question, read each question and how to ask
each question and then explains 2nd and 3rd
PPT or charts
39
assessment as well by using projector or large
size printed assessment tools.
15
minutes
5 minutes
Activity 3: Presentation (4-5 Implementation
steps of assessments)
-After that trainer explains the implementation
steps of conducting assessments by using
prepared slides or charts.
-Question and answer
Trainer asks if they have any question regarding
the implementation steps of the assessments.
15
minutes
30
minutes
15
Activity 4: Group work (Using assessment
tools in Model classes)
-The trainer instructs the group work instructions
as following;
Divide the participants into 3 groups, give
assessment tools (1st assessment for group1 , 2nd
assessment to group 2 and 3rd assessment to
group 3) and flip charts and markers to each
group to use as blackboard and chalk.(if possible
board and marker/chalk is better to be provided)
Group 1: 1st assessment tool (refer to the
guidelines for questions to page 33)
Group 2: 2nd assessment tool (Refer to the
guidelines for each question to page 40).
Group 3: 3rd assessment tool (refer to the
guideline for each question to page 48).
Trainer instruct all groups to select one member
from each group as facilitator and the rest of
participants as real learners.
Facilitator will ask all the learners to have a pen
and paper to write and solve the writing part
questions in their papers.
It’s better that each group members especially
facilitators have to read the instructions for how
Assessment
Guidelines
Assessment
tools
Flip Charts
Markers
40
minutes
15
minutes
10
minutes
to ask each question before starting the role play
in the above mentioned pages.
-After that facilitator do the written part of
assessment questions based on the given
instructions in the assessment guidelines.
-After collecting learners’ hand writing papers
facilitator will conduct the reading part with
maximum 4 learners and note marks on the back
of his/her written test papers.
-Trainers should closely observe the practical
implementation process;
-Scoring: After doing role play facilitator with
the help of learners will give score to each
question based on the given instructions in the
guideline for example; this learner write answer
for 1st question like this, let’s check in the
guideline how to give scores and will discuss
among group members and make scores.
Question and answer:
Trainer asks both groups as whole:
How was the role play?
What were good points and points to be
improved?
Any suggestion for improvement?
After hearing from facilitator and 1 or 2 learners
from each group, move to next activity.
10
minutes
Activity 5: Presentation (4-6 Assessment
record sheet)
-Trainer explains Assessment record sheet in
details, total score for each assessment, and
sample of filled record sheet by using prepared
charts or PPT.
PPT or charts
15 Activity 6: Practical use of record sheet Assessment
41
minutes -Trainer provides assessment record sheets to
groups and asks each group to write assessment
result for at least 4 learners from their memo in
previous group work.
-Then groups should exchange their filled record
sheet, and see how they filled and also should
write the result of 1st, 2nd and 3rd assessments
which they conducted.
Question and answer:
Trainer asks participants are the record sheet
easily understandable for the facilitators?
How is the way of recording scores?
record sheets,
Assessment
tools
15
minutes
Activity 7: Presentation (4-7. How to use
result);
-Trainer explains how to use the result of
assessments (Basic and Post literacy) for the
improvement of learners and certification
purposes by using prepared charts or PPTs.
-Question and answer
PPT or charts
42
(3) Training Process for Data Collection Guideline
Statistic data collection guideline has 3 chapters and is taught by 7 sessions
which contains topic of the chapter, objectives that should be achieved at the
end of each session and duration. Titles of the guideline are divided into
activities including time and needed materials for each activity. Each activity
describes how trainer can present the statistic data collection guideline
training materials (presentations) which are attached at the end of this
manual using the session plans.
Session
number
Title Duration
Session 1 Introduction of statistic data collection
guideline (Chapter one and two)
60 minutes
Session 2 Monitors’ Monthly Statistical Data
Collection Form Guideline (Chapter 3, 3-1
to 3-3)
65 minutes
Session 3 Monitors’ Quarterly Statistical Data
Collection Form Guideline (Chapter 3, 3-4)
45 minutes
Session 4 Terms of human resource and DLC
Quarterly Statistical Data Collection Form
Guideline (Chapter 3, 3-5 and 3-6)
80 minutes
Session 5 PLC Quarterly Statistical Data Collection
Form Guideline (Chapter 3, 3-7)
65 minutes
Session 6 NGOs’ Quarterly Statistical Data Collection
Form Guideline (Chapter 3, 3-8)
20 minutes
Session 7 Course Registration Form Guideline
(Chapter 3, 3-9)
20 minutes
Following is the step to step session plans and their objectives for data
collection guideline training which is being taught in 345 minutes.
43
Session1: Introduction of statistic data collection guideline (Chapter one and
two)
Objective: At the end of session, participants will learn information about
structure of the manual, importance of the statistical information, and
procedure of collecting statistical data information on proper time.
Duration: 60 Minutes
Duration Lesson activities Teaching
material
15 Minutes First Activity:
- Trainer asks the below questions to the
participants for motivation at first:
1. What is statistics?
2. What is the need to collect statistical data
of the literacy activities?
- After taking idea from 3 or 4 participants,
a facilitator explains the need of
development of Guideline and data
collection forms from the LD and NGO
courses.
4 Minutes Second Activity: Introduction to Chapter
one from (1.1 - 1.3)
1.1 Objective of Guideline:
- Facilitator will explain about the
development of data collection forms and
guideline for literacy activities.
Guideline,
prepared charts
or slides,
projector,
markers, board,
computer
3 Minutes 1.2 Whom is this guideline for?
- Facilitator will give information about by
using the prepared chart or slides.
Guideline,
prepared charts
or slides,
projector,
markers, board,
computer
4 Minutes 1.3 Structure of the guideline:
- Facilitator explains about a structure of
the guideline by using the prepared chart or
slides.
Guideline,
prepared charts
or slides,
projector,
markers, board,
computer
44
4 Minutes Third Activity: Introduction to Chapter
two from (2.1 –2.3)
2.1 What is statistics?
- Facilitator explains what statistics is by
using the prepared chart or slides with
referring the participants’ answers which
were taken at the first activity.
Guideline,
prepared charts
or slides,
projector,
markers, board,
computer
6 Minutes 2.2 Objectives of statistic data collection:
- Facilitator explains the objectives of
statistic data collection by using the
prepared chart or slides.
Guideline,
prepared charts
or slides,
projector,
markers, board,
computer
4 Minutes 2.3 Application of statistic information of
literacy activities
- Facilitator explains how the statistical data
will be used by using the prepared chart or
slides.
Guideline,
prepared charts
or slides,
projector,
markers, board,
computer
5 Minutes Q & A about the explained contents
- If participants have any question about the
explained contents trainer will answer to
them.
15 Minutes
Fourth Activity: Introduction to chapter
3 from (3.1 – 3.2)
- Facilitator explains the (3.1 procedure of
data collection from the literacy courses
and 3.2 Annual schedule for statistical data
collection) by using of prepared charts or
slides to the participants.
- Question and Answer if there is.
Guideline,
prepared charts
or slides,
computer
45
Session2: Monitors’ Monthly Statistical Data Collection Form Guideline
(Chapter 3, 3-1 to 3-3
Objective: At the end of session, participants will understand and be able to
fill out the Monitors’ Monthly statistical data collection form.
Duration: 65 Minutes
Duration Lesson Activities Teaching
material
30
Minutes
First Activity: Introduction of (3.3)
3.3 Monitors’ monthly statistical data
collection form’s guideline
- Facilitator asks the participants for silent
reading of (3.3) for five minutes.
- Facilitator explains the content of (3.3) by
using of prepared charts or slides to the
participants.
-Facilitators explain the literacy Class
sample attendance sheet, using role play
method (one workshop facilitator as a
monitor and the second as a facilitator of
literacy class).
Guideline,
prepared charts
or slides,
projector,
computer,
literacy class
sample
attendance sheet
25
Minutes
Second Activity: Pair work
Facilitator guides all the participants for pair
works; one of them as literacy facilitator and
other one as a monitor to fill the Monitors’
Monthly Statistical Data Collection Form
based on the prepared sample literacy course
attendance.
- During the practice if they face with any difficulty
or question facilitator going to help them.
Sample chart
and hand-out of
literacy class
info of one
class, pen,
monitors’
monthly form,
marker, board
10
Minutes
Third Activity: sharing the Pair work
result
- after finishing their work facilitator will
distribute the sample of filled monitors’
monthly form which already prepared by the
TWG3 members to participants and asks
them to compare their filled forms and
correct their mistakes if they have.
Sample of filled
monitors’
monthly form,
result of pair
work
46
Session3: Monitors’ Quarterly Statistical Data Collection Form Guideline
(Chapter 3, 3-4)
Objective: At the end of session, participants will understand and be able to
fill out the Monitors’ quarterly statistical data collection reporting form.
Duration: 45 Minutes
Duration Lesson Activities Teaching
Material
15
Minutes
First Activity: Introduction of (3.4)
3.4 Monitors’ quarterly statistical data
collection form’s guideline
-At first facilitator asks the participants for
silent reading of (3.4 Monitors quarterly
(Statistical Data Collection) Form
Guideline) for five minutes.
- Then facilitator going to explain the
content of Monitors’ quarterly data
collection form by using of prepared charts
or slides to the participants.
Guideline of
Statistical forms
and prepared
charts or slides,
projector
20
Minutes
Second Activity: Group work
- Facilitator going to divide all the participants
in 5 groups and distributes the sample
monitors’ monthly forms and asks them to
integrate it in to Monitors’ quarterly form.
(one monitors’ monthly data collection form
which filled in the previous session and 4
other which filled out by TWG 3 members)
Monitors’
quarterly data
collection form,
sample of
monitors’
monthly form,
chart, Markers,
board
10
Minutes
Third Activity: sharing the group work
result
- After the finishing group work facilitator
going to pest the sample of integrated
monitors’ quarterly form which already
prepared by the TWG3 members on the
board, and then asks the groups to compare
their group works’ result with it, and correct
their mistakes if they have any. Then
trainer asks each group; “did you find any
Sample of
integrated
monitors’
quarterly form,
result of group
work
47
defects in your group work?”
Session4: Terms of human resource and DLC Quarterly Statistical Data
Collection Form Guideline (Chapter 3, 3-5 and 3-6)
Objective: At the end of the session, participants will understand about
some necessary Terms of human resource also will be familiar and be able to
fill out the DLC quarterly statistical data collection form.
Duration: 80 Minutes
Duration Lesson Activities Teaching
Material
10
Minutes
First Activity: Introduction of (3.4)
3.5 terms of human resource
Facilitator explains the content of (3.5) by
using of the prepared chart or slides.
Guideline, chart
or slides,
projector,
computer
20
Minutes
Second Activity: Introduction
(3.5) DLC quarterly statistical data
collection form’s guideline
-at first facilitator asks the participants for
silent reading of (3.5) for five minutes.
- Then facilitator going to explain the
content of (DLC quarterly data collection
form) by using of prepared charts or slides
to the participants.
40
Minutes
Third Activity: Group work
- Facilitator going to divide all the
participants in 5 groups and distributes the
filed sample of Monitors’ quarterly forms,
and asks them to integrate it in to DLC
quarterly form.
(Two monitors’ quarterly data collection
form which filled out by TWG 3 members)
DLC quarterly
data collection
form, sample of
monitors’
quarterly form,
chart, Markers,
board
10
Minutes
Fourth Activity: sharing the group work
result
- After the finishing group work facilitator
going to pest the sample of integrated DLC
quarterly form which already prepared by
Sample of
integrated DLC
quarterly form,
result of group
works
48
the TWG3 members on the board, and then
asks the groups to compare their groups’
work result with it, and correct their
mistakes if they have any.
Then trainer asks each group; “did you find
any defects in your group work?”
Session5: PLC Quarterly Statistical Data Collection Form Guideline
(Chapter 3, 3-7)
Objective: At the end of session, participants will understand and be able to
fill out the PLC quarterly statistical data collection form.
Duration: 65 Minutes
Duration Lesson Activities Teaching Material
15
Minutes
First Activity: Introduction of (3.7)
3.7 PLC quarterly statistical data
collection form’s guideline
-at first facilitator asks the participants for
silent reading of (3.7) for five minutes.
- Then facilitator going to explain the
content of PLC quarterly data collection
form by using of prepared charts or slides
to the participants.
Guideline ,prepared
charts or slides,
projector, computer
25
Minutes
Second Activity: Group work
- Facilitator going to divide all the
participants in 5 groups and distributes the
sample of filed DLC quarterly forms and
asks them to integrate it in to PLC
quarterly form.
(for integrating of PLC forms trainer
going to distribute the sample of DLC
quarterly form which integrated by TWG3
members)
PLC quarterly data
collection form,
sample of DLC
quarterly form,
chart, Markers,
board
10
Minutes
Third Activity: sharing the group work
result
- After the finishing group work facilitator
going to pest the sample of integrated PLC
quarterly form which already prepared by
Sample of
integrated PLC
quarterly form,
result of group
work
49
the TWG3 members on the board, and
then asks the groups to compare their
groups’ work result with it, and correct
their mistakes if they have any.
Then trainer asks each group; “did you
find any defects in your group work?”
Session6: NGOs’ Quarterly Statistical Data Collection Form Guideline
(Chapter 3, 3-8)
Objective: At the end of session participants will understand and be able to
fill out the NGOs’ quarterly statistical data collection form.
Duration: 20 Minutes
Duration Lesson Activities Teaching
Material
15
Minutes
First Activity: Introduction of (3.8)
3.3 NGOs’ quarterly statistical data
collection form guideline
-At first facilitator asks participants for
silent reading of (3.8) part for five minutes.
-Then Facilitator going to explain the
content of NGOs’ quarterly data collection
form by using of prepared charts or slides
and sample filled NGOs (by ANAFAE)
form to the participants.
Guideline,
prepared charts
or slides,
projector,
computer and
sample filled
form
5 Minutes Second Activity: Q&A
-Facilitator gives answer to the participants’
questions if they have.
50
Session7: Course Registration Form Guideline (Chapter 3, 3-9)
Objective: At the end of session, participants will understand and be able to
fill out the course Registration form.
Duration: 20 Minutes
Duration Lesson Activities Teaching
Material
15
Minutes
First Activity: Introduction of (Course
Registration form)
-At first facilitator asks participants for
silent reading of (Course Registration
Form) for five minutes.
- Then Facilitator going to explain the
content of the form by using of prepared
charts or slides to the participants.
Guideline,
prepared charts
or slides,
projector,
computer and
sample filled
form
5 Minutes Second Activity: Q&A
-Facilitator gives answer to the participants’
questions if they have.
51
(4) Evaluation of the training
At the end of the training, it is useful to collect feedback from participants
on what they have learned in the training, whether their expectations have
been fulfilled, how well the trainers have performed in facilitating the
sessions, and the level of confidence and readiness to apply the skills and
knowledge they acquired in the training. Feedback from participants helps
organizers to identify the strengths and weaknesses of the program and to
improve it for the future.
Here is a sample of questions to get feedback from participants. These
questions were asked at the end of the nationwide training on monitoring
forms and manual, learners’ assessment tools and guideline and statistic data
collection forms and guideline. These questions can be used for all training
programmes, by modifying them according to the contents of each training
programme as below:
52
General Questions to be asked at the end of all trainings (Monitoring,
Learners’ Assessment and Data Collection)
1. How do you evaluate the following of the training?
Date Option: Appropriate, Inappropriate
Remarks:
Time length
Option: Appropriate, Too short,
Too long
Remarks:
Venue
Option: Very good, Good, Fair,
Poor, Very Poor
Remarks:
Material
Option: Very good, Good, Fair,
Poor, Very Poor
Remarks:
Facilitators
Option: Very good, Good, Fair,
Poor, Very Poor
Remarks:
Contents
Option: Very good, Good, Fair,
Poor, Very Poor
Remarks:
2. What have you learnt most from this training workshop and why?
Please explain specifically
3. The lessons you got from this workshop, how do you use them for
Monitoring activities? Specify.
4. Please write suggestions to improve this training, if any.
53
Specific questions related to each training according to its contents
Specific questions related to Monitoring Manual Training:
Did you understand contents of each chapter of Monitoring Manual?
Chapter 1 Option: Very good, Good, Fair, Poor, Very Poor Remarks:
Chapter 2 Option: Very good, Good, Fair, Poor, Very Poor Remarks:
Chapter 3 Option: Very good, Good, Fair, Poor, Very Poor Remarks:
Chapter 4 Option: Very good, Good, Fair, Poor, Very Poor Remarks:
Chapter 5 Option: Very good, Good, Fair, Poor, Very Poor
Remarks: Did you understand filling and reporting with the quarterly qualitative report form (DLC to PLC and PLC to LD) (Part 4-3 of the Monitoring Manual)?
Option: Very good, Good, Fair, Poor, Very Poor Remarks:
Did you understand how to make lesson plans (Annually, Quarterly, Monthly and daily)?
Option: Very good, Good, Fair, Poor, Very Poor Remarks:
Specific question related to Learners’ Assessment Training: Did you understand how to use Assessment tools and guidelines?(Pre-assessment, first, second and third assessments and their record sheets)
Option: Very good, Good, Fair, Poor, Very Poor Remarks:
Specific question related to Statistic Data Collection Training: Did you understand how to use Guideline for statistic forms and statistics data collection forms?
Option: Very good, Good, Fair, Poor, Very Poor Remarks:
54
3-3 After Training
Training is not an end itself, but a means to achieve improvement. It is only
part of a continuous process to strengthen the capabilities of participants.
The following activities/tasks are necessary to be done after the training.
(1) Report Writing
After the training program, all trainers and training staff should get together
to reflect on the overall training process. Both positive and negative aspects
should be pointed out, which serves as the basis for improving the future
implementation of program.
Trainers should prepare a brief report of the training, using the proceedings
recorded by the note taker during the training. Use the below report format.
Training Team internal meeting during NWT in Herat
55
Template of Report Writing
Submission Date:
Province:
Reporter with Position:
1. Province
2. Date
3. Venue
4. Objective
5. Participants
7. Facilitators
Name Role
8. Good Points/ Achievements
9. Weak Points/ Improved Points
10. Suggestions for Future Training
56
Attachments of training report: When training finished, training report
should be attached with the following items and deliver to the training
conductor or others:
1. List of training participants
2. Agenda of training
(2) Follow up of Training
Monitoring, learners’ Assessment and Statistic Data Collection trainings
should be followed in order to ensure that the participants have really
benefited from what they have learned during the training. Following are
suggested post-training activities:
Analyze answers of the training participants to the training evaluation
form questions in order to find out how the training was, how the
trainers were dealing with participants and how much the participant
have learned from the training and consider their results in the next
trainings.
Get feedback from PLC and DLC managers on whether and how the
literacy activities are improved using contents of the training.
Observe monitor’s activities during their visit from literacy class and
provide them technical support as needed.
Check the monitoring and statistic data collection forms filled by the
monitors and statistic officers who have participated in the training.
Request periodic reports from monitors, statistic officers, master
trainers and facilitators on how they applied their learned skills.
57
Chapter 4: Tips for Trainers
Quality of the training is directly related to the behavior and skills of a
trainer. So trainers have to be qualified and be familiar with different
methods of training and teaching. Following is the characteristics of a good
trainer and some teaching methods which help trainers in conducting an
effective training.
4-1 Characteristic of Good Trainers
When trainers teach his/her knowledge, skills, and experiences to trainees
and/or participants work in a group, how trainers prepare, conduct, and
communicate make a huge difference in the effectiveness of training.
Hereinafter, some points that help trainers to conduct the training effectively
are listed as below:
1. Trainers have an agenda, session plans, contents and presentations of the
training.
2. Trainers study all contents of the training before conducting the training
in order to have confidence on the training content.
3. Trainers pleasantly smile and show their happy facial expressions.
4. Trainers create a supportive environment so that participants can support
trainer and each other for an effective training.
5. Trainers have ability to use the board, projector, presentations and
contents effectively to illustrate the subject matter.
6. Trainers avoid reciting what they are writing on the board.
7. Trainers have eye contact with participants during facilitation.
8. Trainers do not keep standing still and move around during facilitation.
9. Trainers’ speaking voice has dynamic pitch.
10. Trainers avoid pointing at participants with a pointer/one finger. They
use their hands to identify and point at participants and if possible call
them by their names.
11. Trainers use a pointer effectively (hands if not available) for participants
to easily follow what is being explained.
12. Trainers encourage participants to respect others’ work/opinions by
applause.
13. Trainers do not read the presentations line by line from the projector.
14. Trainers clearly explain presentations so that the participants can
understand it very well.
15. Trainers listen to the participants actively and sensitively and give
58
opportunity to those who have questions.
16. Trainers listen to the whole question before answering.
17. Trainers are friendly and congenial to the participants.
18. Trainers are skilled at conflict resolution and can manage opposite
opinions of participants.
19. Trainers are patient and flexible.
20. Trainers are creative and can use various methods of teaching during the
training.
21. Trainers are committed to their job.
22. Trainers can be team players.
23. Trainers are willing to share their knowledge related to the contents.
24. Trainers authenticates contents with experiences and practical
applications.
25. Trainers have sense of humour and keep the participants happy.
26. Trainers have professional appearance (including clothes, using
meaningful body language, good attitude, and self-confidence).
27. Trainers seek out opportunities to learn new skills and use negative
feedbacks of participants as an opportunity to improve.
Time management:
Trainers should be aware of the time allocated for each session, while
allowing reasonable degree of flexibility in pacing. Trainers may decide to
extend the duration of one session and skip another session as needed in
order to maintain time management. In particular, consider the reactions,
views and opinions of the participants and be prepared to modify the training
approaches and content accordingly. It is good to have alternative plans and
activities just in case.
Be reminded that it is important to avoid the planned activities falling behind
the schedule and out of sequence, yet just as important is to ensure through
understanding of participants.
4-2 Training Methods
All participants of the training would be working adults with or without
previous experience as a monitor in literacy education. Some may have
attended training before and some others may not. Considering the different
backgrounds of prospective participants, trainers should be ready to adopt
various training methods in order to motivate their learning and ensure their
59
understanding.
(1) Icebreaking activity
As the name suggests, an icebreaking activity is designed to "break the ice"
at the program. Training may start with an icebreaking activity to make the
participants familiarize with each other and to promote interaction among
them. Icebreaking can make participants more enthusiastic and comfortable
in taking part in the training.
Ideally, icebreaking activity would involve appropriate amount of physical
movement and would not require too much time. Following are some
examples of icebreaking activities:
Peer introduction by participants: Ask participants to get into pairs of
two persons. Each person then interviews his/her partner about him/her
(name, family, job, hobbies, etc.). When the group reconvenes, each
person introduces their peer to the rest of the participants.
“True of False” game: Ask the participants to introduce themselves and
make three or four statements about themselves, one of which is false.
Then other participants vote on which fact is false.
(2) Label work
Label work method can be used for brainstorming and consensus building to
be made by small groups, in which as many ideas as possible related to a
certain topic are generated by participants by means of collective thinking.
Each participant writes his/her idea on a small piece of paper (called a
“label”) and shares it with peer participants in the group. It is important that
all ideas are accepted at the initial stage. Ideas given on the labels can be
categorized and re-organized through discussion, but there should be no
direct refusals. Label work can be useful in identifying core problems or
prioritizing issues, as the ideas are visualized by labels.
Trainers should explain the following rules in writing the labels.
Write in simple language and in short sentences
Write clear, specific and practical content
Write only facts and real problem
As is the same case with group discussion, assigning assistant trainer to each
group would be helpful in label work.
60
(3) Role Play
Role play is a simulation activity where each participant is given a role to
play, such as the role of facilitators, of learners, and of monitors, and acts
them to depict a situation from real life. Typically the scene or scenario of
the role play is a situation that participants will find themselves when they
undertake their duties in the field. In monitoring training, the situation to be
performed may be a literacy class where teaching and learning activities take
place. It is important that participants are given an opportunity to see the
field situation from perspective other than those that they might be taking in
reality. Through role play, participants can analyse a problem and further
discuss it with objectivity.
Before starting a role play, trainers should give general description of the
roles as well as the key points to be depicted in the role play. Trainers should
also make sure to have sufficient time for discussion after the play, in order
to reflect the issues found in the play.
(4) Case Study
Case study is an in-depth detailed analysis and discussion of an event that
actually happened or could have happened in reality. Cases should be
relevant to the work situation or experience of participants, and should
contain matters on which opinions would vary among participants. Through
case studies, participants will have opportunity to think and decide what
actions they might take if they faced the similar situation.
Cases can be presented orally, in writing, or through pictures or even films.
Participants discuss the issues they find in the particular cases, typically on a
specific topic or questions given by the trainer.
(5) Presentation
For certain technical topics, the trainer may give a presentation to convey the
information to participants. Forms of presentation may vary from straight
one-way lecture to one that has some involvement of participants through
question or discussion. One of the advantages of this method is that it can
cover many issues in a short time. Trainer should be aware that the
participant’s role would be passive, thus need to pay attention that
participants are able to follow what is being told. Visual aids are not a must,
but presentation will be more effective when it is made with projector (OHP
or PowerPoint).
61
(6) Questions and Answers (Q &A)
Questions are a great source of learning opportunities as well as a positive
sign of learning – having a good question indicates learning process. Q&A
can be in either way – trainer may ask questions to participants, or
participants may ask questions to the trainer. Q&A method can be adopted
during other sessions.
(7) Energizing activity
When the training program continues for several hours, participants may
become tired and inactive. Participants may need time for relaxation in order
to acquire energy for involvement in training activities. In such cases,
trainers may find it necessary to refresh participants from time to time during
the program.
Following are some example of energizing activities:
“What’s on your back?” Game Time required: 5-10 minutes
(1) Explain that in this exercise the participants will be asked to
identify what is written on their backs.
(2) write any word (name of a person, an object, etc.) on a piece of
paper.
(3) Attach this paper to the back of a participant.
(4) Ask him/her to identify what is written on the paper by asking the
other participants questions. Participants can only answer yes or no.
(Ask 10-15 questions.)
(5) If the participant fails to answer, try it with another person.
Shir Jangi (Shiritori) Time required: 5-10 minutes
(1) Explain this is the word game in which one player has to say a
word starting with the last syllable of the word given by the previous
player.
(2) Speak one word (a noun) and ask the next participant to speak one
word starting with the last syllable of your word.
(3) Continue this till any participant fails to find a word. Person’s name
and the word already used by others should be avoided.
100-box calculation Time required: 5-10 minutes
(1) Provide the paper with 11×11 squares.
62
(2) Ask participants to write single-digit figures (from 0 to 9) on the
boxes in the top line and left row, as in the figure below.
(3) With the trainer’s starting signal, participants start calculations
(addition) between figures in line and row as quickly as possible.
(4)You can check the time by stopwatch, but there is no need to decide
a winner for this exercise because each person has its own pace.
Performance game Time required: 5-10 minutes
(1) The trainer writes down instructions to ask the holder of the paper
to perform some comic role, some poets, or role-play on each piece
of paper and put those pieces into a box.
(2) Ask one participant to take out a piece of paper from the box.
(3) The participant performs based on what is written on the paper.
“Grab a chair!” game Time required: 5-10 minutes
(1) Arrange chairs in a circle, but the number of chairs should be one
less than that of participants.
(2) Ask participants to keep walking around the arranged chairs until
the trainer says “Stop”.
(3) Once trainer tells them to stop, participants try to sit on the chair as
fast as possible.
(4) One person who fails to grab a chair loses the game and stays out of
the game.
(5) The game continues until one of the two remaining participants
grabs and sits on the last one chair.
(8) Group discussion (Group Work)
Small group discussion can encourage participants to express their opinions
63
more freely and openly with less pressure. Generally it is easier in groups
than in plenary session to make a friendly and welcoming atmosphere for
people to talk in front of others. In each group, roles can be assigned to
participants, such as facilitator, recorder, presenter, etc.
Trainers should pay attention to groups so that there will be no dominant
speakers in each group. It is better to have one assistant trainer to sit with
each group and facilitate the discussion.
The group work has to be clearly instructed (time of the group work,
nominating group members, offering group work questions, place of each
group, time keeper for each group, writer and finally selection of each group
work representative by the group members.
Trainers make well-balanced groups when grouping participants for group
work and allocate enough time for the result of group work to be shared with
the rest of participants by the group representative.
Specific measures for using group work and above mentioned training
methods:
1. Trainers prepare group work questions beforehand.
2. Trainers make well-balanced groups when grouping participants for
group work.
3. Trainers allocate suitable place to each group for group work/discussion.
4. Trainers clearly announce starting and ending time of group work to
participants.
5. Trainers walk around each group to follow how their work is going
during group work.
6. Trainers encourage each participant to take part in group work and other
training activities.
7. Trainers allocate enough time for the result of group work to be shared
with the rest of participants by the group representative.
8. Trainers provide opportunities for participants to ask questions about
other groups’ work.
9. Trainers are open to new ideas and ask the participants to respect each
other’s ideas and opinions.
1
1. Monitoring Manual Training Teaching Materials (Presentations)
Session 1 Presentations:
Presentations of Activity 1
Structure of the Manual The manual consists of the 4 chapters. Chapter1 explains about the general content of the monitoring manual. Cahpter2 introduces readers to the basic concept of monitoring manual and roles of monitors. Chap3 explains different levels of monitoring (monitoring at national level, PLC leve and monitoring at DLC level) Chap 4 guides readers to practical usages of the monitoring form on literacy class activities.
2
Session 2 Presentations:
Presentations of Activity 1
Presentation of Activity 2 Presentation of Activity 3
3 (Activity 3)
3
Session 3 Presentations:
Presentations of Activity 3
Presentation of Activity 4 Presentation of Activity 5
4
Session 4 Presentations:
Presentations of Activity 1
Presentations of Activity 4
3- 1 Monitoring of literacy classes at District Level
Main Objective of monitoring Plan implementation Literacy activities progression Programs implementation Teaching methods Capacity of facilitators teaching Teaching environment Equipment use Educational curriculum and ToR
implemental
5
Session 5 Presentations:
Presentations of Activity 1
Session 6 Presentations:
Presentations of Activity 2
11
Session 10 Presentations:
Presentations of Activity 2
P r o v i n c e N a m e ( )
( )
O r g a n i z a t i o n o f M o n i t o r e d C l a s s( )
A c t i o n s f o r I m p r o v e m e n t i n t h i s m o n t h
P l a n n e d A c t i o n s f o r I m p r o v e m e n t
A c t u a l l y I m p l e m e n t e d A c t i o n s f o r I m p r o v e m e n t
SN District Requests from DLC
PLC Actions for Improvement of Literacy Classes for the Next month
Request to LD for Improvement of Literacy Classes
T h e s t r e n t h s a n d o b t a i n e d e x p e r i e n c e s f r o m
t h e a c t i v i t i e s P r o b l e m s a n d C h a l l e n g e s
M o n t h
M o n t h l y Q u a l i t a t i v e R e p o r t o f M o n i t o r i n g R e s u l t s f o r m ( P L C t o L D )
Session 11 Presentations:
Presentations of Activity 2
13
Presentations of Activity 2
Sample Daily Lesson Plan Name: Razia Lesson: (14) Course Venue: Qalai Fathullah
Literacy book: Basic
Language Part Topic: Recognition of letters (Qaf – Che) Page: (35)
Objectives Time
90
minutes
Activities of facilitator and
learners
Teaching
method
Teaching
materials /
Supplementary
materials
Remarks
1. Knowledge: At
the end of the
lesson the learners
could understand
the sound,
complete and half
form of alphabets,
and could use the
letters (Qaf-Che)
in different
positions.
2. Skill: At the end
of the lesson the
learners could be
able to specify the
sound and form of
letters (Qaf-Che)
and find them at
the beginning,
middle and end of
the words.
3. Attitude: The
leaners could be
able to understand
to importance and
advantages of
groing potatoes.
15
minutes
1)Greetings, managing class by the
help of learners, attendance sheet,
observing homework, reviewing
previous lesson (letter “Zhe”) by
asking these questions:
1. What are losses of hail in
cultivation?
2. Who can write a word containing
letter (Zhe)?
3. Who can read content of previous
lesson (Hail is harmful for
cultivation)?
Question &
answer
Attendance sheet,
basic literacy
book, teacher
guide book, board
and chalk
20
minutes
2) Facilitator relates previous lesson
with new lesson (Qaf and Zhe letters)
by saying: you have learned
something about losses of hail that
harms cultivation, for example; trees,
plants and etc. Next, facilitator
shows picture of lesson 14 to the
learners and asks them to explain
what they see in the picture and
listens to their questions. After taking
title of lesson from learners, writes
the title on the board with (Qasim
grows potato in his garden), (Potato
has benefits). Facilitator motivates
learners by telling them a short story.
Question &
answer,
Display,
brain
storming
board and chalk,
picture of book
40 minutes 3) 10 minutes: Facilitator shows learners the key words
(Qasim and Potato) by flash cards, writes them in the
board and then analyzes them into letters and finally
distinguishes (Qaf-Che) among the letters, and repeats
them by learners.
20 minutes: The facilitator scatters the written words
of flash cards from lesson 14th on the carpet, and asks
learners to pick the flash cards one by one and show it
to other learners, pronounce it, and other learners
should follow his/her pronunciation. After showing
and pronouncing the word in flash card, the learner
stands in a place and this continues till all the flash
cards are picked up. At the end the facilitator asks
those learners who did not participate in picking the
flash cards, to take the words from those who have
participated and arrange them according to the book
content.
10 minutes: The facilitator asks the learners to write
the letters of key words in the plotted table in book
and then combine the letters.
Explanation Flash card, board and chalk
10 minutes Facilitator assess learners by asking the following
question:
1. Specify the letters (Qaf-Che) in these words
(Chaman-Qamar-Chadar)
2. Who can analyze the words of (Qaseem-
potato)
3. Who can talk about advantage of potato?
Question & answer Board and chalk
5
minutes
Facilitator summarizes today’s
lesson with these sentences: Dear
learners today you studied these
alphabets (Qaf – Che) at the start,
middle and eat the end of words,
made new words from these
alphabets and knew the importance
of growing potato.
Facilitator gives learners the
following homework, (the facilitator
should give the homework according
to learners willing and their time
limitation).
1. Writing sentences (Qaseem grows
potato in his garden) and (Potato has
benefits).
2. Writing words containing (Qaf -
Che) letters.
Math’s part Topic: Subtraction Page: (36)
Objectives Time
30
minutes
Activities of facilitator and
learners
Teaching
method
Teaching
materials /
Supplementary
materials
Remarks
1. The learners
should know
subtraction of
one-digit
numbers, and be
able to solve its
question
practically.
5
minutes 1st activity:
Evaluation of the previous
lesson by asking questions.
What is subtraction?
Which sign is used in
subtraction?
Who can solve question of 8-3?
Checking home work.
If the facilitator gave homework
to the learners so he/she checks
and observes each learner’s
homework and then corrects the
mistakes if exist.
Question &
answer
Basic literacy
book (teaching
material) board
and chalk
(teaching material)
If the
facilitator
changes
the
assigned
activities
of plan
based on
his or her
necessities
so they
can write
it in the
remarks
column.
20 minutes
2nd activity: Motivating learners for the new lesson.
Facilitator attracts the attention of learners and tells them, “Murad had 9 Afg, with 5 Afg he bought a bag of salt so how much Afg is remained with him? The learners answer voluntary.
By the help of asking a learner, facilitator starts his/her new lesson by using supplementary teaching material (sticks) practically and give 9 sticks to one of the learners and ask him/her to remove 5 sticks and asks from other learner that how many sticks are remained with him?
After that facilitator does the subtraction by showing picture of shapes with learners and says, “from 6 drown shapes, 3 shapes should be cross mark so how many shapes would be remained?” so it is clear that 3 shapes are remained and facilitator write the question of
Question and answer Observing and showing Showing method Showing picture
Sticks (supplementary materials) Sticks (supplementary teaching materials)
//
14
Assessment 3 min Third activity: Facilitator write 9-4 and 7-3 on the board and asks from the learners who can solve question number one and question number two on the board. So the learners who have known the subtraction practically they will raise their hands. And facilitator will choose one person for solving each question.
Question and answer Practical work
Chalk, board
Summary of the
lesson and giving
homework
2 min Facilitator writes the following question on the board and give as assignment for the learners. 5-2=? 6-5=?
Announcing end of the lesson
Question and answer
Board, calk, notebook
15
2. Learners’ Assessment Guideline Training Teaching Materials (Presentations)
Session 1 Presentations:
Presentations of Activity 1
19
Session 3 Presentations:
Presentations of Activity 2
Presentations of Activity 4
LEAF2/LD
2. Father's Name 3. Age 4. Gender5. Mother
tongue
6. Grade
completed7. Job
1
Q1
Q2
Q3
2
Q1
Q2
Q3
3
Q1
Q2
Q3
4
Q1
Q2
1
2 Use diarrhea medicine.
Q3
1
2
Other necessary knowledge for life
How many pillars does Isalm have?
Facilitator reads the following questions and two given sentences, and then asks learner to select the
correct answer.
)Pre-Assessment(Assessment of Learning Achievement ر
write (Eight).
General Information: Facilitator asks the following information from each learner:
Read the sentence
1. Name of Learner 8. Reasons for joning a litearacy class
Read the word
Math
Count these apples
If you have 24 and add 10 more, how much will be the total?
If you deduct 28 from 38, how much will remain?
Reading
Facilitator asks learner to read only one letter from the following alphabet table.
Islamic Republic of Afghanistan
Ministry of Education
Literacy Department
Cloths must be clean
Writing (Facilitator reads the questions to learner, and then learner writes the answer)
Book
Municipality
Municipality & People
Learner write his/her name.
Learner write his/her province name where he/she is from.
Whose duty is to keep the environment clean.
In order to prevent diarrhea, what should you do?
Wash hands by soap and clean water, and wash fruits and vegetables before eating.
22
Presentations of Activity 2
v
(2 Scroe)
1 (2 Scroe)
2 (6 Scroe)
(2 Scores)
Q1: Why did neighbor's wife came to Ahamad's home?
Q2: Who read the letter?
Q3: How Ahmad became a reader?
Q4: How many Afs did son of neighbor’s wife send her for Masjid building?
Ask each learner to read the following text and answer the questions:
Ahmad was a learner and completed the literacy class.
One day his neighbour’s wife came to Ahmad’s home and asked him to bring her
son’s letter to Mullah Emam to read.
Ahmad said: I will read it for you.
Woman said: Can you read?
Ahmad said: Yes! I can read the letter, because I graduated from the literacy
course.
Ahmad read the letter and then explained it briefly to the woman that your son
wrote; his task completed, He sent 2,000,000 Afs for building Masjid of village
and he also wrote that he will send 135,000 Afs more after two months.
Questions: After reading the text, facilitator asks one of the following
questions to each learner:
Reading Part (This part has 2 questions, 1st Q worth 2 scores, 2nd Q has 8 scores, totally 10 scores)
Ask each learner to read the following bilboard and say what it is.
B - Reading assessment: Reading part questions are asked from each student orally which is conducted in 70 minutes.
5
Amina bought 560 notebooks from bazaar and wants to distribute them to 16
literacy courses, find out number of notebooks for each course.
16
FemaleMale
Each of your orders will be accepted such as suit, jacket, skirt, trousers and etc.
Aryana Tailoring
1
3. Statistic Data Collection Guideline Training Teaching Materials (Presentations)
Session 1 Presentations:
Presentations of Activity 1
Presentations of Activity 2
4
Session 3 Presentations:
Presentations of Activity 1
Session 4 Presentations:
Presentation of Activity 1 Presentation of Activity 2
5
Session 5 Presentations:
Presentations of Activity 1
Session 6 Presentations:
Presentation of Activity 1