By William Gray Rinehart and Kristi Ley Using the gradual release of responsibility framework in pre-service teacher training for Southeastern Myanmar By William Gray Rinehart and Kristi Ley

Context Fewer than 30% of students reach Grade 11 Approximate 7% mean annual drop-out

Context Livelihood concerns the primary factor (77%) Negative school experiences places third (6%)

Active Learning + Reflective Teaching Quality Education

Gradual release of responsibility Pearson and Gallagher, 1983 Reading comprehension instruction in primary classrooms (USA) “The cognitive load shifts slowly and deliberately from teacher to learner.” Common framework for Teaching Practicums in North America

GRR in Four Stages 2. Guided Instruction “WE DO IT TOGETHER” 1.   “WE DO IT TOGETHER” 1. Focused Lessons   “YOU WATCH” 3. Collaborative Learning “YOU DO IT TOGETHER”   4. Independent Practice   “YOU DO IT ALONE” Dependence Independence (Fisher and Frey, 2008)

Benefits of GRR in pre-service field experience Embedded modeling & observation Explicit teaching about teaching Ongoing mentoring & support Scaffolding & Differentiation Collaboration Theory-to-Practice link

Challenges of GRR field experience in low resource contexts Teacher trainers and mentors Accessibility to schools Extended duration Competency based curriculum Resources Needed

Field Experience and Placement Partnership with local community school Held weekly over 9 months Similar conditions create meaningful experience ESL subject teaching Three fixed classes, one rotating class Community school in Sangkhlaburi Class One Class Two Class Three Class Four Student Age 7-12 6-14 Student No. 16 20 14 22

GRR Phase 1: Focused Lessons Needs assessment with administration and students Pre-assessment Modeled lessons by teacher trainer Observation by student teachers Post-Lesson Analyses “YOU WATCH”   Dependence Independence

GRR Phase 2: Guided Instruction Collaborative lesson planning Teaching teams responsible for delivering lessons Teacher trainer actively supports and coaches Peer observations Post-lesson reflections Lessons & observations integrate classroom pedagogy “WE DO IT TOGETHER”   Dependence Independence

GRR Phase 3: Collaborative Learning Collaborative lesson planning Teaching teams responsible for delivering lessons Teacher trainer available for support and coaching Peer observations Post-lesson reflections Lessons & observations integrate classroom pedagogy “YOU DO IT TOGETHER”   Dependence Independence

GRR Phase 4: Independent Practice Individual lesson planning Teacher trainer available for support and coaching Peer observations Post-lesson reflections Lessons & observations integrate classroom pedagogy Intensive! “YOU DO IT ALONE”   Dependence Independence

Equality in the Classroom, Group Work, From Classroom to Field Experience Unit Classroom Topics Field Experience September Three: Equality in the Classroom, Group Work, Planning, Classroom Management Students: Difference and Equality How to Motivate Students Designing, Setting, Forming & Managing Group Work Tasks Lesson Planning Learning Objectives Classroom Management Techniques GRR Phase 2: Guided Instruction Student Teachers assume responsibility for lesson with active support and coaching from teacher trainer October Four: Teaching for Learning Thinking Skills & Bloom’s Taxonomy Training: Giving Praise (provided by trained psychologist)

Implications Where do we go from here? Analyze Teacher Competencies to measure growth 2. Conduct controlled research, monitoring and evaluation to measure impact (exam scores, student dropout, teacher retention) Does our pre-service preparation program… Increase participants’ knowledge & skills about teaching? Are knowledge & skills applied in service? Do student learning outcomes improve? Are there other impacts?

What makes the Bop Htaw Education GRR field experience feasible? Implications Teacher preparation as an integrated specialization Community Relationships Concentration of resources

Thank You! Qestions?