A P P E A L Training Materials for Literacy Personnel

A P P E A L Training Materials for Literacy Personnel

A
P
P
E
A
L
Training Materials
for Literacy Personnel
Volume
SPECIFICATIONS
FOR ADDITIONAL
EXEMPLAR
TRAINING MANUALS
Unesco Principal Regional Office For Asia and the Pacific, Bangkok, 1988
Unesco. Principal Regional Office for Asia and the Pacific.
APPEAL training materials for literacy personnel (ATLP).
Bangkok,1989.
12 v.
Contents: Vol. 1. Principles of curriculum design for literacy training;
Vol. 2. Principles of resource design for literacy training; Vol. 3. Manual for
senior administrators of literacy training programmes; Vol. 4. Manual for
supervisors - resource development and training procedures; Vol. 5. Extra
money for the family; Vol. 6. Our forests; Vol. 7. Village co-operatives;
Vol. 8. Health services; Vol. 9. Specifications for additional exemplar training
manuals; Vol. 10. Post-literacy activities and continuing education; Vol. 11.
EvaIuating a literacy training programme; Vol. 12. Implementing literacy
training programme.
1.LITERACY PROGRAMME - EDUCATIONAL PERSONNEL TRAINING ASIA/PACIFIC. 2. LITERACY PROGRAMMES - CURRICULUM DEVELOPMENT - ASIA/PACIFIC. 3.LITERACY PROGRAMME - INSTRUCTIONAL
MATERIALS - ASIA/PACIFIC.
379.24
APPEAL TRAINING MATERIALS
FOR LITERACY PERSONNEL
( ALTP )
Volume 9
SPECIFICATIONS
FOR
ADDITIONAL
MANUALS
UNESCO PRINCIPAL REGIONAL OFFICE FOR ASIA AND THE PACIFIC
Bangkok, 1988
© UNESCO
1989
Published by the
UNESCO Principal Regional Office for Asia and the Pacific
P.O. Box 1425 General Post Office
Bangkok 10501, Thailand
Printed in Thailand
The designations employed and the presentation of material throughout
the publication do not imply the expression of any opinion whatsoever on
the part of UNESCO concerning the legal status of any country, territory,
city or area or of its authorities, or concerning its frontiers or boundaries.
BKL/88/OPE/328-2000
CONTENTS
Page
Introduction to the Series................................................................................... 1
Preface.................................................................................................................... 9
Part I
:How to Use the Specifications.................................................. 11
Chapter 1
Part II
: Using the Specifications........................................ 13
:Specifications for Four Additional Literacy Training Manuals..... 17
Chapter 1
: Manual IA.1 - Family Members - Their Roles
and Responsibilities................................................ 19
Part III
Chapter 2
: Manual IB.3 - Improved Agriculture...................... 27
Chapter 3
: Manual IIA.1 - Family Need and Budgeting......... 32
Chapter 4
: Manual IID.2 - All People Are Equal................... 38
:From Specifications to Manual Production............................... 45
Chapter 1
: How Manual Writers Develop a Good Manual.......... 47
Chapter 2
: Figure Art for Manual Writers............................. 70
i
INTRODUCTION TO THE SERIES
The Need for Literacy Training Materials
The Asia and Pacific region with its ancient civilizations and cultures has
become a centre of illiteracy, which comprises three - quarters of the world’s
illiterate population. In keeping with its goal to eradicate illiteracy by the year 2000,
UNESCO lunched the Asia-Pacific Programme of Education for All (APPEAL) in
February 1987.
The Programme has identified the following problems regarding literacy
programmers in Asia and the Pacific:
a)
Servere illiteracy problems persist among rural communities, urban slum
dwellers, the physically disabled and early school leavers;
b)
The present training tends to be ad hoc, lacking systematic overall
national planning;
c)
Trainners do not always have the most suitable training materials for
specific groups;
d)
There is inadequate development of programmes to train teacher
trainers;
e)
Institutional infrastructures for training are very weak in most of the
countries.
In spite of these problems, there are several major strengths in the region:
a)
Governments of all countries in the region have recognized the importance of literacy and continuing education programmes and have
pledged their support;
b)
At the training level, there are large numbers of well-qualified and
dedicated instructors;
c)
There are many publications available for training adult and young
people in basic literacy skills.
One way in which APPEAL aims to accelerate the eradication of illiteracy
is through the improved training of literacy personnel.
Identification of Literacy Training Levels
To identify training needs and develop training plans in the context of
APPEAL, UNESCO/PROAP organized a Technical Workshop for Devekoping Personnel Training Plans, which was held in Thailand on 16-25 September 1986. The
Technical Workshop identified three levels of literacy personnel who need training:
1
Senior
Level A
Provincial/district
supervisors (including
Level B
Instructors and
Trainers
Level C
Institutional Structure and Materials for Literacy Training
Some Member States in the region have set up nationnal and sub-national
literacy personnel training instituties. Others are in the process of establishing such
institutional infrastructures. In 1987, APPEAL organized a training network to
facilitate exchanges of information, documents, experience and expertise and to
strengthen the institutional frameworks of the literacy personnel training institutes
within the Member States. The training network is expected to support the training
of literacy personnel at the regional, national and sub-national levels.
UNESCO/PROAP then organized a Regional Workshop on Development of
Training Materials to develop training materials for the three levels of personnel
needing training
under APPEAL. Phases I and II of the Workshop were held in
September/October 1987 in Bangkok, Thailand and Kathmandu, Nepal, repectively. Phase III of the Workshop was held in Harbin City, China, August 1988.
These Regional Workshops on Development of Training Materails developed
the following materials, which are being published as a set of twelve volumes. The
scope and training levels of these books are given below with their titles.
Since all the volumes in this series of Appeal Training Materials for Literacy
Personnel are interrelated it is important that all users carefully read Volume One
and Volume Two before going on to any other Volume in the series.
2
Volume No.
Title and Scope
Level
1
Principles of Curriculum Design for Literacy Training
All
2
Principles of Resource Design for Literacy Training
All
3
Manual for Senior Administrators of Literacy Train-
A
ing Programmes
4
Manual for Supervisors - Resource Development
B
and Training Procedures
5
Exemplar Training Manual - Extra Money for the
C
Family
6
Exemplar Training Manual - Our Forests
C
7
Exemplar Training Manual - Village Co-operative
C
8
Exemplar Training Manual - Health Services
C
9
Specifications for Additional Exemplar Training
C and B
Manual
10
Post-Literacy Activities and Continuing Education
A and B
11
Evaluation a Literacy Training Programme
A and B
12
Implementing a Literacy Training Programme
CURRICULUM
RESOURCE DESIGN
MANUAL FOR ADMIN’S
MANUAL FOR SUPERV’S
EXEMPLAR MANUAL I
EXEMPLAR MANUAL II
EXEMPLAR MANUAL III
EXEMPLAR MANUAL IV
SPECIFICATIONS FOR
EXTRA MANUALS
CONTINUING EDUCATION
EVALUATION OF
LITERACY PROGRAMMES
IMPLEMENTING
LIT. TRAINING PROG.
All
1
2
3
4
5
6
7
8
9
10
11
12
3
The relationships between the training levels and the key elements in the
set of materials are summarized in the following figure. The figure also details the
links between the various levels of training personnel.
Senior
Management
Manual
(One for each
country)
Level A
Senior Administrators
and Policy-makers
General Training Manual
for Supervisors and
Trainners of Trainers
(One for each country)
Level B
Provicial/District
Supervisors,
Trainers of Trainers
Level C
Trainers or Presenters
( Teachers )
People Needing
Basic Literacy Training
Note:
Teacher’s
Teacher’s
Teacher’s
Teacher’s
Guide
Guide
Guide
Guide
User’s
User’s
User’s
User’s
Manual
Manual
Manual
Manual
1A2
1D3
2B2
3C1
The relationships between the training materails for levels A, B and C use:
a)
Manual numbering system to be compared with the cells of the curriculum grid.
(Volume 1) These numbers are examples only.
b)
The base of the pyramid is the large population of people needing basic literacy
training.
Literacy Training Curriculum
The development of training manuals for literacy personnel could not
proceed without a well-structured, flexible curriculum framework designed to meet
the needs of different clientele groups. The Regional Workshop on Development
of Ltieracy Materials (1987) daveloped a set of guidelines to enable countries to
design and implement a literacy training curriculum acceptable to all agencies
involved in the country.
4
In designing the exemplar literacy training curriculum, the following criteria
were considered:
a)
Functional content showing logical development from concept to
concept;
b)
Progressively built literacy skills;
c)
A concentrically planned curriculum enabling learners to repeatedly
re-examine the main areas of functional content at deeper levels of
understanding using steadily improving literacy skills;
d)
Literacy skills sequenced in levels of progression defined in terms of
specified outcomes.
The Materials as Exemplars
The materials described in this series are exemplars. An exemplar is a
resource that illustrates a set of principles and procedures for the development of
relevant materials by individual countries that meet local training needs.
It would be impracticable to develop exemplar literacy training lesson
materials for all countries of the region. The approach, therefore, has been to:
a)
Develop a curriculum;
b)
Identify four areas of functional need that appear to represent common
areas of concern among the countries of Asia and the Pacific;
c)
Produce exemplar lesson materials for these four areas only;
d)
Provide guidelines to facilitate the development of effective national
literacy training programmes.
It is intended that the four exemplar training materials be used as examples
of how such materials may be designed and produced. Each country may write or
adapt the training manuals for its own use. To help this process, specifications have
been provided for a range of additional functional literacy topics. In addition,
support material has been provided to aid in the design and implementation of a
total national programme.
The important feature of the exemplar lesson materials is that they build in
step-by-step guidelines and instructions for teachers (Level C personnel). This has
been done on the assumption that it would not be practicable to provide comprehensive training for the many thousands or hundreds of thousands of literacy
presenters employed in most countries either as government employees or volunteers. Each exemplar manual may be produced in two editions, one for the literacy
learner and one for the literacy presenter/ teacher. The training needs of Level C
personnel are mainly addressed in the Teacher’s Guide incorporated into the special
teacher ’s edition of each manual. A separate learner ’s book could be produced
simply by separating these materials.
The main aim of the twelve-volume set is to facilitate the development of
a totally integrated and coherent literacy training system within a given country. At
5
the same time, the materials may help in establishing some useful, internationally
acceptable parameters for such programmes.
The relationships between the essential elements of the scheme are illustrated below.
APPEAL - INTERNATIONAL
LITERACY NETWORK
EOI
LEVEL A
MANAGEMENT MANUAL
( POLICY - MAKERS )
CONTINUING
EDUCATION
Feedback
on
Policy
UPE
Policy
Decisions
EOI
LEVEL B
TRAINING MANUAL
( SUPERVISORS AND TRAINERS OF TRAINERS )
Feedback
on
Implementation
Implementation
Procedures
EOI LEVEL C TRAINING GUIDES ( Teachers/Trainers )
1
2
3 4
5 6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Key : EOI = Eradication of Illiteracy
UPE = Universal Primary Education
The diagram suggests how a national literacy training curriculum may be implemented through the development of resources for the three levels of literacy training
personnel. It also suggests the importance of establishing strong links between
national programmes and the regional literacy network established under APPEAL.
The importance of developing such a scheme in relation to continuing education and
to the universal primary education movement is also indicated.
6
The Aims of the Scheme
By applying a set of common principles of management and design that is
useful to all countries, the scheme provides:
a)
Guidelines for countries wishing to design a total management literacy
training programme that brings all elements and all levels together in a
systematic way without imposing a particular structure;
b)
Guidelines for the development of a systematic curriculum that could
meet the needs of individual countries;
c)
A set of principles that may be useful in developing a systematic programme for the training of literacy personnel;
d)
An approach to instructional design that applies the principles of andragogy to the organization of suitable resources for teachers and learners;
e)
Guidelines for increasing the effectiveness of the literacy training
materials already in use in the countries of the region;
f)
Suggestions for a system that may help literacy teachers present effective lessons through the encouragement of maximum participation by
the learners;
h)
Help in developing useful, internationally understandable parameters
for the implementation of literacy training programmes.
As mentioned earlier, the materials in this series were prepared by literacy
training experts in Asia and the Pacific working together, sharing their experiences
and expertise. A list of the experts participating in the preparation of these
materials is found in the Annex to Volume One. Nevertheless, these materials must
be used by the countries in the Region as exemplars to develop their own materials
based on their national goals and local needs in the context of APPEAL.
7
PREFACE
This book is the ninth in the twelve-volume series of APPEAL Training
Materials for Literacy Personnel. It shows readers and manual writers how each cell
of the literacy curriculum described in Volume 1 can be transferred into a training
design. The book contains four sets of specifications, each delineating how a cell
selected from the 24 cells of the literacy curriculum could be developed as a training
manual. From the exemplars, four specifications (IA.2, ID.3, IIB.2, IIIC) were
developed into full exemplar manuals during the Regional Workshop on Development of Training Materials (20 September - 14 October 1987). These are published as Volumes 5 to 8 of this series. The other four (IA.1, IB.3, IIA.1, IID.2)
were developed after the workshop with the purpose of giving a broader range of
examples for manual writers.
All of the exemplar manuals may be categorized into two columns as follows:
CATEGORY 1
CATEGORY 2
Specification with
Specification without
developed manuals
developed manuals
Manual IA.2 : Extra Money for the
Manual IA.1
Family
: Family Members Their Roles and Responsibilities
Manual ID.3 : Our Forests
Manual IIB.2 : Village Co-operatives
Manual IB.3
: Improved Agriculture
Manual IIIC :
Manual IIA.1
: Family Needs and Bud-
Health Services
geting
Manual IID.2
(See Volumes 5 to 8)
: All People are Equal
(See this Volume)
The references IA.2, ID.3, etc. refer to the curriculum grid described in
Volume 1.
9
Level I
(Basic Level)
Levels
Content
Areas
A.Family Life
I.1
I.2
IA.1
IA.2
1
5
Family Members- Extra Money
their Roles and
for the
Responsbilities
Family
B.Economics
and Income
C.Health
D.Civic
Consciousness
Level II
(Middle Level)
Level III
(Self-Learning
Level)
I.3
II.1
II.2
III
IA.3
9
IIA.I
13
Family Needs
& Budgeting
IIA.2
17
IIIA
21
IB.1
2
IB.2
6
IB.3
10
Improved
Agriculture
IIB.I
14
IIB.2
18
Village
Co-operatives
IIIB
22
IC.1
3
IC.2
7
IC.3
11
IIC.I
15
IIC.2
19
IIIC
23
ID.1
4
ID.2
8
Our
Forest
ID.3
12
IID.1
16
IID.2
20
All People
are Equal
Health
Services
IID
24
The position of the four published manuals and four sets of specifications
are shown in the curriculum grid above.
In Category 2 (specifications for manuals IA.1, IB.3, IIA.1 and IID.2),
each set of specifications has a Guide for Manual Development. The intent of the
Guide is not to limit manual writers of a country to implicit guide lines. Instead, its
aim is to explain how each specific line of the specifications could be developed into
a full activity. Therefore, manual writers of a respective country may elaborate or
write differently in ways they consider to be more appropriate or more suitable for
local situations.
Before proceeding further readers should study Volumes 1 and 2 of this
series carefully. Volume 1 describes the exemplar literacy training curriculum and
Volume 2 reviews the principles of design on which the exemplar training manuals
are based.
10
Part I
HOW TO USE
THE
SPECIFICATIONS
Chpter One
USING THE SPECIFICATIONS
A.
How the Specifications are Arranged
Each set of specifications is set out in the following way.
I. Title
This indicates the area of functional literacy covered by the manual.
Il.
Place of the Manual in the Teaching Sequence
This is shown by indicating the position of the manual in the literacy curri-
culum grid, which is described and discussed in Volume 1 of this series. Each numbered cell of the grid represents one step in a teaching sequence. The co-ordinates of
each grid (e.g., IA.1) show the position within a particular area of functional content
and the exact position within a given level of literacy skill development.
This information is an important aid for manual writers because they can see
what comes immediately before and immediately after the particular manual being
developed. It also shows potential links that could be developed between areas of
functional content, literacy levels, points of consolidation and new starting points in
the development of skills.
III. Rationale
Rationale is the educational significance of the material covered by the
manual. By stating the rationale, designers can derive clear statements of purpose,
aims and objectives. Essentially, the rationale should indicate what needs are being
met by the training.
IV. Purpose
The statement of purpose indicates the general role of the manual in the
overall training curriculum and specifies for whom it is intended. Thus, it also provides background knowledge for understanding the work already covered. It also
indicates what learners should be able to do as a next step.
13
V.
Aims
By stating the aims of the manual clearly, its scope is clarified and its general
impact on the learner becomes obvious.
VI.
Objectives
Because these specify the general behaviours to be developed as a result of
using the manual, they provide designers with a blueprint for the selection of appropriate content and activities.
VII.
The Programme
The description of the programme is the core of any set of specifications. In
this case, it has several elements.
1.
Teaching topics. These are numbered consecutively and are organized
in a teaching order. Each topic is identified by title.
2.
Activities. Each teaching topic has one or more activities, which are
indicated as subheadings of each topic.
3.
Teaching method. Following each activity, a brief statement of the
recommended method is given. In cases where some further information would be helpful, a footnote number is given in brackets to the
right of the statement of method. This number refers to a numbered
point in the section entitled Guide for Manual Development. To distinguish them, the statements of method are printed in a distinctive
typeface.
4.
Identification of I, P or O
Most topics include at least three teaching activities and each represents
either an INPUT (I), PROCESS (P) or OUTPUT (O) step. These steps
are labelled appropriately as I, P or O in the left-hand column of the
programme.
5.
Timing
Because giving a recommended time for each activity might be considered too constraining for the purposes of design, the total teaching
time for each topic is indicated in the second column. This recommended time should be interpreted very flexibly, but overall the teaching time required for each manual should not exceed 6 hours.
6.
Grouping
The recommended grouping for each activity, that is as a small group,
individual or whole class, is shown in the right-hand column next to the
heading of each activity.
14
B.
The Guides for Manual Development
Converting a set of specifications into an actual training manual involves the
production of a carefully laid out learner’s book with information, instructions and
response spaces. There also needs to be a detailed section for the trainer (facilitator,
teacher or instructor) explaining in some detail how each of the teaching steps
should be organized and presented. Volumes 5 to 8 in this series give examples of
such materials. In this volume, a few notes have been provided to explain what is
involved in some of the teaching methods recommended in the specifications. They
are not intended as guides for trainers but as suggestions for the authors of manuals.
When preparing specifications for use by others, it is important that any possible
points of uncertainty be clarified in this way.
C.
Uses of the Specifications
This volume has been developed with the following uses in mind.
1.
By setting out the teaching sequence in the minimal detail shown here,
the principles of design on which the APPEAL Training Materials for
Literacy Personnel have been based become clear. The linear arrangement and pacing from activity to activity and the changed grouping
from step to step are highlighted. This approach, therefore, makes it
easier for manual writers to understand this approach;
2.
The preparation of specifications is an essential first step in the process
of designing and producing training manuals. Each set of specifications
is best prepared by a team. This volume provides a clear set of examples
of how specifications should be organized. Clearly formulated descriptions are especially important if the specifications are to be used by
another group of authors. They provide a clear blueprint for the development of the manual;
3.
The third function of a set of specifications is to provide the criteria for
checking whether all elements of the design approach have been effectively utilized. It should be easy to ascertain if the timing and pacing
are optimal, whether INPUT phases are sufficiently varied or whether
the IPO cycles have been strictly adhered to;
4.
Finally, it is hoped that these examples will stimulate readers to produce original and innovative specifications for a series of training
manuals, which genuinely meet the local needs of learners.
15
Part II
SPECIFICATIONS
FOR
FOUR
MANUALS
Chapter One
MANUAL IA.1 - FAMILY MEMBERS THEIR ROLES AND RESPONSIBILITIES
A. Specifications
I.
Title of Manual: Family Members - Their Roles and Responsibilities
II.
Place of the Training Manual in the Teaching Sequence
Levels
Level II
(Middle Level)
Level I
(Basic Level)
Content
Areas
I.1
Level III
(Self-Learning
Level)
I.2
I.3
II.1
II.2
III
A.Family Life
IA.1
1
Family Memberstheir Roles and
Responsbilities
IA.2
5
IA.3
9
IIA.1
13
IIA.2
17
IIIA
21
B.Economics
and Income
IB.1
2
IB.2
6
IB.3
10
IIB.1
14
IIB.2
18
IIIB
22
C.Health
IC.1
3
IC.2
7
IC.3
11
IIC.1
15
IIC.2
19
IIIC
23
D.Civic
Consciousness
ID.1
4
ID.2
8
ID.3
12
IID.1
16
IID.2
20
IID
24
III.
Rationale
In literacy programmes for adults, literacy skills and functional content are
essential components that facilitate understanding and learning. They are mechanisms that develop awareness and positive attitudes, which affect and improve adults’
quality of life.
It is expected that learners who finish the full set of 24 literacy manuals will
attain and will be able to sustain a certain level of literacy in terms of acquiring
knowledge, skills and attitudes in reading, writing and numeracy. These skills will be
19
The Programme
I-P-O
Time
(min.)
Teaching Notes
(60)
1. Proper roles and responsibilities of an indi-
Grouping
vidual as a member of his/her family
I
1.1 Getting
acquainted
and
paying
respect
Whole class
to other learners
Icebreaking activity(2)
P
1.2 Roles
and
responsibilities
of
an
individual
(4-8)
as a member of a family
Role
playing.
Each
words
as
by
told
relationship,
Small groups
group
the
respect
uses
teacher
and
five
(family,
family
key
duty,
member)
to
make a story about the family.
O
1.3 The
proper
roles
and
responsibilities
of
an
Whole class
individual.
Group
reports,
records
the
talk
and
summary
discussion.
of
the
Teacher
discussion
for
use in the subsequent activity.
(30)
I
2. Small or big family
Whole class
2.1 Small or big family: Pros and cons
Questions and answers
Introductory summary
P
Pairs/whole
2.2 Requirements in raising a child effectively
class
Discussion and sharing of different pairs
O
2.3 Appropriate
(120)
I1
numbers
of
children
for
his/her
Small
own family
groups/
Decision-making exercise
whole class
3. Reading and writing keywords(3)
3.1 Introduction
to
the
nature
of
script
and
whole class
sounds
Introductory talk
I2
whole class/
3.2 Five keywords presentation and practice
pair/small
Presentation by trainer
groups
P
Individual
3.3 Writing five keywords
Making letters of the alphabet(4)
O
3.4 Application
of
the
keywords
tent
Verbal discussion
20
in
other
con-
whole class
I-P-O
Time
(min.)
(90)
I
Teaching Notes
Grouping
4. Importance of numbers
4.1 How
well
do
learners
understand
the
basic
Whole class
concept of numbers?
Question and answer
A brief talk
P
Whole class
4.2 Building up the concept of numbers
Activities using:(5)
Small groups
- objects
(4-5)
- symbols
- pictures
Reading and writing figures 1-10
O
4.3 Advantages
of
“knowing
numbers”
and
Whole class
disadvantages of “not knowing numbers”
Storytelling
told
by
(6).
Read
learners.
case
Teacher
studies
records
to
the
be
case
studies for use in the next activity.
(60)
5. Usefulness and application of literacy knowledge in day-to-day problem-solving
Familiar names
I1
5.1 Practice
writing
familiar
names
using
words
Individual
learned
I2
Whole class
5.2 Summary of concepts
A selected case study (from 4.3) to be reread
by
discussion
the
(in
teacher.
1.3)
The
to
summary
of
the
re-read
by
the
be
teacher.
P-O
5.3 Summary
of
usefulness
literacy knowledge to learners.
Talk and discussion.
21
and
application
of
Whole class
based on the needs and problems of the learners and will contribute to raising their
awareness of the causes and solutions to their problems.
To ensure that the
learners achieve these outcomes, each manual is
designed to cover a diferent category of four major areas of functional knowledge
(family life, economics and income, health and civic consciousness). It is also
designed to integrate literacy skills: reading, writing and numeracy. Moreover, two
approaches to teaching, problem - posing and subject - centering, are blended in each
manual and are applied in all lessons.
Because this particular manual in the first in the series of 24 comprising the
full literacy curriculum, it has an especially important role. It establishes the principles of learning and motivates beginners.
IV.
Purpose
The main topical emphasis of this manual is family life and family members:
their roles and responsibilities. It is also meant to be a motivatinal manual so that
new learners will appreciate the literacy programme and will be willing to continue
their studies into the future.
V.
Aims
This manual will:
1.
Introduce the concept of a literacy programme to new learners(1);*
2.
Enable each learner to judge his or her roles and responsibilities as the
member of a family.
VI.
Objectives
At the end of the manual, each learners should be able to:
1.
Analyze his or her own roles and responsiblities as the member of a
family;
2.
Comment on the appropriate numbers of children for his or her own
family;
3.
Read and write five keywords;
4.
Explain the importance of numbers in day-to-day problem-solving;
5.
Identify the usefulness and application of literacy knowledge to daily
life.
* The numbers appearing in parentheses correspond to numbered points in Part B: Guide for Manual Develpoment, which will clarify the position of the concept or activity in developing literacy skills.
22
B.
Guide for Manual Development (IA.1)
(1)
Including the concept of a literacy programme that is relevant to the
new learners
Literacy has gained its due standing. The first manual and first day in the
literacy class are of utmost importance as they serve as the foundations of this
programme.
The manual writer should be careful to design the activities appropriately
and ensure that a good, friendly atmoshere is maintained throughout the class. The
writer should make the lessons and activities interesting and should try not to everload the first lesson with too many concepts or words.
In this manual, the first lesson selected is about family members. The
learners all have families and belong to them. This is, therefore, a good starting
point for a literacy activity. Effort should be made to lay this foundation as deeply
as possible as it is to carry the load of future work.
(2)
Getting acquainted : Icebreaking
The teacher may create a positive learning climate by:
a)
Greeting learners, going around the class and talking to each learner
informally.
b)
Telling interesting stories related to learners’ situations/environment.
c)
Asking the leraners to move around the class and greet other friends.
d)
In some places people especially respect age, and if this is so, ask each
learner to pay respect to the elders.
(3)
Steps in teaching keywods
a)
The teacher elicits the meaning of the keywords using pictures, objects,
or descriptions.
b)
The teacher makes the learners aware of how each keyword is spelled.
c)
The teacher reads the keywords in context, then asks the learners to
make questions or read from the learning book.
i)
The teacher may use other activities to help the learners understand the lesson better, in case there are some difficlties.
ii)
Writing may be taught after reading or both may be done simultaneously, particularly when the learners are asked to wok in the
learning book.
As literacy skills evolve, the lerners need a lot of practice in reading and
writing.
In the case of learners who are absolute beginners, the teacher mey first have
to spend extra time teaching the alphabet and simple spelling.
23
(4)
Making the letters of the alphabet: Copying the teaching procedure
The teacher prepares duplicated matrials on which the learners are asked to
form the letters of the alphabet several times based on the teacher’s model using the
following steps:
a)
closing broken lines
b)
copying over letters
c)
writng one letter repeatedly
d)
writing one word after one utterance.
(5)
Building up concepts in numbers
Mathematics in the functional literacy (FL) curriculum is regarded as one
component of the skill subjects. Mathematics usually correspons to the language learners must know letters, words, phrases, sentences, and numbers from the language
lesson before they can be asked to do exercises in mathematics.
In teaching mathematics to beginners, the teacher may have to regularly
revise the earliest work. There will also be some learners who are rather slow and
need
speacial help from the teachers (see charts a and b).
(6)
Storytelling
To develop a good storytelling habit in a learner, some guidelines should be
explained before he or she starts telling a story. The learners should:
a)
Know the story very well;
b)
Tell the story in the right order;
c)
Tell intresting parts or events in the story;
d)
Talk for the characters;
e)
Speak clearly.
24
Chart a
An example of how to explain numbers using real objects (e.g., Thai baht
note) is given below:
Real object
Writes Comes
From
1) a 20-baht note
By digit
4th
3rd
-
2nd
2
Reads
1st
0
20
2) a 10-baht note,
10
/yii sip/
twenty
16
10+6
1
6
/sip hok/
sixteen
six 1-baht coins
3) 35 straws # # # # #
35
30+5
3
5
/saam sip
##########
haa/thrity-
##########
five
##########
4) a 100-baht note,
100
a
20-baht note,
20
a
10-baht note,
10
137
100+
1
3
20+10
7
/nueng roy
saam sip
+7
chet/one
seven 1-baht
hundred
coins
and thirtyseven
5) two 500-baht notes,
500
a 10-baht notes,
500
1018
1000+
10+8
eight 1-baht coins
1
0
1
8 /nueng pan
sip paet/
one thou-
10
sand and
eighteen
Chart b summarizes the essential procedures for teaching mathematics
skills in a functional literacy curriculum.
25
Chart b : Procedures for Teaching Mathematics in the
Functional Literacy Curriculum
Find out about the learner’s
background in mathematics
Find out about the learner’s
background in mathematics
Teach
Using objects
Using pictures
Find out if the learner
understand or not
If yes
Conclude using
a shortcut
Give exercises to
develop skills
Give exercises in
problem-solving
26
Using symbols
If no
Chapter Two
Manual IB.3 : IMPROVED AGRICULTURE
A.
Specifications
I.
Title of Manual: Improved Agriculture
II.
Place of the Training Manual in the Teaching Sequence
Level I
(Basic Level)
Levels
Content
Areas
I.1
I.2
A.Family Life
IA.1
1
B.Economics
and Income
Level II
(Middle Level)
Level III
(Self-Learning
Level)
I.3
II.1
II.2
III
IA.2
5
IA.3
9
IIA.1
13
IIA.2
17
IIIA
21
IB.1
2
IB.2
6
IB.3
10
Improved
Agriculture
IIB.1
14
IIB.2
18
IIIB
22
C.Health
IC.1
3
IC.2
7
IC.3
11
IIC.1
15
IIC.2
19
IIIC
23
D.Civic
Consciousness
ID.1
4
ID.2
8
ID.3
12
IID.1
16
IID.2
20
IIID
24
III.
Rationale
The vast majority of illiterate people live in rural areas and are engaged in
farming. To raise the income level of these masses, improvement in agriculture is
necessary. A person is required to have agricultural knowledge to apply new technigues toward the improvement of agriculture. Hence, improved agriculture is one
of the important content areas of literacy knowledge to be established towards the
end of the first level of literacy.
VI.
Purpose
This manual is for learners who have experienced 54 contact hours of
literacy courses and are nearing the end of the first level of literacy (basic level).
27
The purpose of this manual is to further develop general literacy skills as well as the
specific knowledge and skills needed to improve agricultural practices.
V.
Aims
Studying this manual on improved agriculture enables learners to acquire the
literacy skills needed to appreciate the importance of modern agricultural concepts
and to be responsive to new
VI.
agricultural techniques.
Objectives
After studying this manual, the learners will be able to:
1.
Explain the importance of modern concepts and suitable methods of
agriculture;
2.
Read and comprehend the functional content and keywords;
3.
Write simple sentences using the keywords;
4.
Add and substract up to 3 digits in obtaining materials related to improved
agriculture;
5.
Follow the simple instructions related to the improved agriculture that
are appropriate to learners’ daily lives.
B.
Guide for Manual Development (IB.3)
(1)
Word-card game
To strengthen the importance and means of improved agriculture, the teacher
distributes word-cards with problems written on them and explains how to use them.
On the basis of the previous statements, each individual learner should study the
cards, try to find solutions to the problems, write down the solutions and report their
solutions to the teacher individually.
(2)
Methods to Tech Reading
1.
Keywords
In teaching the keywords for each subject, the teacher first should find out
whether the learners understand the meaning of the keywords. If not, the teacher
may:
a)
Lead a conversation using the keyword, then write the word on the
board and ask the learners to explain its meaning. If the leaners do not
understand the correct meaning of the word, the teacher helps to clarify the meaning through the use of pictures, real objects, or examples
in context;
b)
Say a sentence that implies the use of that keyword, and ask the learners
to supply the keyword;
c)
Say an incomplete sentence and ask the learners the complete the sentence with the correct keyword.
28
The Programme
I-P-O
Time
(min.)
(60)
Teaching Notes
1. Importance
of
modern
Grouping
concepts
and
suita-
ble methods fo agriculture
I
Whole class
1.1 The importance of:
a) conservation
of
soil,
water
resources
and
air
b) relationship
of
conservation
and
improved
Small
groups/pairs
agriculture
c) additional
means
of
improving
agriculture
d) suitable methods
e) modern agriculture.
Sharing
ideas
and
experiences
by
organizing
dialogues among learners
P-O
1.2 Suitable
methods
and
additional
means
of
Small groups
(4-5)
improving agriculture.
Identification through word-card game(1)
(180)
I
2. Reading and comprehending the keywords
fertilizers,
Whole class/
irrigation, climate, cultivation, varieties of crops).
small groups
2.1 Reading
6
keywords
Teaching
the
(Teaching
keywords,
(pesticide,
meaning
of
the
spelling,
keywords
oral
reading,
silent reading(2))
P-O
2.2 Using
the
keywords
in
contexts
other
than
Pairs
than those appearing in the textbook.
Sentence-macthing game
(60)
I
3. Writing simple sentences
whole class
3.1 Writing descriptions of pictures(3)
A
series
of
pictures
with
keywords
and
questions to be used to guide learners
P
Individual
3.2 Writing sentences using the keywords
Teaching
content
improved
of
of
controlled
the
writing(4)
advantages
agricultural
and
pratices
using
the
benefits
of
(e.g.,
im-
prove seeds, utilize fertilizers and pesticides)
O
Individual
3.3 Copying and handwriting
Practice session
29
I-P-O
Time
(min.)
(60)
I
Teaching Notes
Grouping
4. Adding and subtracting 3-digit numbers
4.1 Recognize and follow the simple instructions
Small groups
(4-5)
related to improved agriculture.
Thematic poster display technique
P-O
4.2 Adding and subtracting in obtaining materials
related to improved agriculture (3-digitnumbers)
Small groups
(4-5)
Role playing
Word-card game
(60)
I
5. Use of instructions related to improved agriculture
5.1 Reading
and
instructions
(from
to
guided
following
improve
simple
directions/
agricultural
materials/written
Small groups
practices
documents)
Individual
Oral reading
Practice with numbers
Writing 701-800
P-O
5.2 The
advantages
of
improved
agricultural
practices. Listing advantages.
Talk and discussions on application to daily
Small groups
life. Report and summary.
Whole group
2. Spelling
A l l t h e k e y w o r d s a r e a c t i v e v o c a b u l a r y. T h e l e a r n e r s a r e s u p p o s e d t o
recognize, remember and be able to use them.
Hence, spelling is the first step for the
learners in familiarizing themselves with these words. In addition, there may be
other words that the learners want to learn and remember. In this case, teaching
spelling is helpful.
In teaching spelling, the teacher may help the learners see clearly the
different parts of a word, e.g., consonants, vowels, tone markers. Words of more than
one syllable may need to be broken down and spelled separately first, then seen as
a whole word again.
3.
Oral reading
In teaching oral reading, the teacher may:
a)
Read aloud to the class and let the learners read after him or her;
b)
Prepare a number of word-cards and have the learner pick up a card and
read it aloud;
30
c)
Write sentences with the keywords on the board and ask the learners to
point out the keywords and read them aloud;
d)
Have the learners read the sentences in the leaflets.
4.
Silent reading
In teaching silent reading, the teacher may:
a)
Prepare or select a short paragraph for silent reading practice;
b)
Tell the class to verify what the paragraph is about;
c)
Let the learners read silently by themselves;
d)
Help the learners to understand the paragraph better by using comprehension questions to guide them.
e)
Check how well the learners understand the paragraph by using comprehension questions that test them;
(3)
Writing to Describe Pictures
The teacher shows the class a picture or series of pictures with key words or
vocabulary items and uses questions to guide the learners. The learners may answer
orally first before they are asked to write in their notebooks.
To make the exercise less-controlled, the teacher may show the picture(s)
with no key words or guided questions and may ask learners to write by themselves
using their own words.
At the more advanced level, the teacher may not use any pictures at all but
may give a topic of interest to the learners to write about according to their own
imagination.
(4)
How to Teach “Controlled Writing”
In teaching controlled writing, the teacher may follow the steps described
here.
a)
The teacher writes a passage of about 30-50 words on the board;
b)
In this passage, there are 10-12 blanks each of which the learners are to
fill in with the appropriate words;
c)
The learners are asked to help fill in the appropriate words as a class;
d)
Individual learners write a complete passage of their own.
31
Chapter Three
MANUAL IIA.1 - FAMILY NEEDS AND BUDGETING
A. Specifications
I.
Title of Manual: Family Needs and Budgeting
II.
Place of the Training Manual in the Teaching Sequence
Level I
(Basic Level)
Levels
Content
Areas
I.1
I.2
A.Family Life
IA.1
1
B.Economics
and Income
Level II
(Middle Level)
Level III
(Self-Learning
Level)
I.3
II.1
II.2
III
IA.2
5
IA.3
9
IIA.1
13
Family Needs
& Budgeting
IIA.2
17
IIIA
21
IB.1
2
IB.2
6
IB.3
10
IIB.1
14
IIB.2
18
IIIB
22
C.Health
IC.1
3
IC.2
7
IC.3
11
IIC.1
15
IIC.2
19
IIIC
23
D.Civic
Consciousness
ID.1
4
ID.2
8
ID.3
12
IID.1
16
IID.2
20
IIID
24
III. Rationale
In literacy programmes for adults, family life is one of the more important
areas, especially family needs. An adult needs to have the functional knowledge and
literacy skills to write out statements of family needs (such as budgeting) and to
improve his or her own family life.
IV. Purpose
The purpose of this manual is to continue the development of the literacy
skills taught in 12 previous manuals at the basic level into the middle level. This
32
The Programme
I-P-O
Time
(min.)
Teaching Notes
(45)
1. General and basic needs of the family and
Grouping
the need to limit family size
I
Whole class
1.1 Sharing of family experiences
Brainstorming
P
Individual
1.2 Priority of needs
Making choices:
A game for learners(1)
O
Whole class
1.3 Importance and necessity of family needs
Summary
on
(45)
(Teacher
newsprint
for
2. Factors
affecting
ways
improve
to
records
use
the
in
the
personal
budget
key
concept
next
activity)
budgeting
conditions
and
in
the
family
I
2.1 Factors
affecting
personal
and
family
bud-
Whole class
geting
A brief talk (Use keywords in previous activity as guided concept)
P-O
2.2 Ways
of
improving
budgeting
conditions
Small groups
(6-8)
for the family
Key issues will be discussed in small groups
(180)
3. Reading
and
writing
sentences/paragraphs
about a family budget
I1
3.1 Reading
keywords
saving, education,
(expense
health,
family
budgeting,
Whole class/
needs,
small groups/
Individual
family size)
Learning to spell exercise(2)
Telling a story(3)
I2
P
O
Writing keywords
Whole class/
Seen-dictation exercise(4)
Individual
Small groups
3.2 Planning a family budget
Small
groups
of
family
a
do
exercises
budget
using
in
the
guided
planning
keywords.
3.3 Reporting about family budgets
Group reports
Teacher and class check the correct spelling
and punctuation marks of each report.
33
(5-6)
Whole class
I-P-O
Time
(min.)
Teaching Notes
(90)
4. Introduction of money and weight measurements
I
Grouping
Whole class
4.1 Money and weight
Testing
and
the
weight
4-digit
learners’
background
measurements.
numbers
Review
and
in
money
of
adding
subtracting
3-digit
numbers with and without borrowings.
P-O
Pairs/
4.2 Measurement of money and weight
Practice
in
computing
money
and
weight
individual
measurements. Simulation game.
(60)
I
5. Preparation
of
5.1 Importance
of
learners’
planning
family
family
budgeting
budgeting.
Whole class
Open discussion
P
5.2 Preparation
of
individual’s
family
budgeting
Pairs
Working in pairs (each individual in a pair
helps develop one another’s plan)
O
5.3 Presentation of family budget
Pairs/
Whole class
Sharing and commenting
manual links the functional content of family life emphasizing family needs and
budgeting through a series of functional activities involving reading, writing and
numerical calculation. It particularly builds on the work of Manual IA.2, Extra
Money for the Family (Lesson No. 5).
V.
Aims
This manual aims to help learners acquire a certain level of literacy skill and
a knowledge of functional content to enable them to deal with family needs more
appropriately.
VI.
Objectives
After completing this manual, the learners will be able to:
1.
Identify the basic and general needs of the family;
2.
List factors affecting personal budgeting and discuss ways of improving
budgetary control;
3.
Read and write sentences and simple paragraphs correctly and with
comprehension;
4.
Use money and weight measurements in simple calculations;
5.
Prepare a simple budget for the family.
34
B.
Guide for Manual Development (IIA.1)
(1)
Making choices game
Note to the teacher:
Teacher prepares a set of cards. Each card has a simple word that is or is not
relevant to family needs.
Directions:
1.
Display all cards on the board;
2.
Ask the learner to choose the cards and read them;
3.
Discuss and point out what is a true need and a false need of the family;
4.
Supervise and comment, then list the needs of the family (according to
the priority and the importance of the need);
5.
Require learners to write down their own family needs.
(2)
Learning to spell
Steps of learning spelling
(1)
(2)
(3)
(4)
Listen to
See
Say
Check
the new
the word
the word
the meaning
word
of the word
(5)
Write
the word repeatedly
Note: Try to teach learners the words that
they really need to spell correctly. The
categories of words may include:
1. a group of words in a concept;
2. days of the week;
3. numbers;
4. names;
5. words/sentences used regularly;
6. addresses;
7. names of roads;
8. words important to a specific learner.
35
(3)
Telling a story
Learners need guidance in telling events in order. Training in logical thinking
and using a group of keywords should form a part of a learner’s language development.
Practice in telling stories in the proper sequence can be provided by cuttingup stories that can be presented in three or four pictures. Put the pictures on the
chalkboard (or flannel board) in the correct order. Use questions to lead learners to
make their own stories.
Telling a Story
These four pictures tell a story.
Each picture tells a part of the story
Picture
1
Picture
Picture
2
3
Picture
4
Look at each picture,
then tell the whole story.
Tell it as it happened.
Tell the story in the right order.
(4)
Seen dictation
The teacher prepares or selects a paragraph of approximately 30-50 words
for seen dictation. The length of the paragraph and the level of difficulty depend on
the level of skill of the learners. The paragraph contains information useful to the
learners and incorporates the keywords to promote the mastering of their usage.
Since much class time is devoted to this writing activity, the teacher writes the
whole passage on the board, lets the learners read it silently, then asks the class to
read it aloud. In the next step, the teacher points out the keywords, has the class
spell the words one by one, and then erases the words leaving guided dots or lines in
the blanks to represent the number of missing letters. The learners are asked to read
the paragraph, supplying the missing words to make complete sentences. Far beginners, the teacher may ask learners to copy the sentences and to supply only the
missing words. For more able learners, the teacher may erase the whole paragraph
and give dictation the same way as with conventional unseen dictation. The value of
“seen” dictation is that it is considered to be a writing exercise rather than a writing
test.
36
In brief, the steps in teaching seen dictation are as follows:
1.
The teacher writes the sentences on the board;
2.
The learners are asked to point out the words they think are difficult
to spell;
3.
The learners practice spelling those words;
4.
The teacher erases the words;
5.
The learners write complete sentences.
I learn writing through
“Seen Dictation
Method!”
37
Chapter Four
MANUAL IID.2 - ALL PEOPLE ARE EQUAL
A. Specifications
I.
Title of Manual : All People are Equal
II.
Place of the Training Manual in the Teaching Sequence
Level I
(Basic Level)
Levels
Content
Areas
I.1
I.2
A.Family Life
IA.1
1
B.Economics
and Income
Level II
(Middle Level)
Level III
(Self-Learning
Level)
I.3
II.1
II.2
III
IA.2
5
IA.3
9
IIA.1
13
IIA.2
17
IIIA
21
IB.1
2
IB.2
6
IB.3
10
IIB.1
14
IIB.2
18
IIIB
22
C.Health
IC.1
3
IC.2
7
IC.3
11
IIC.1
15
IIC.2
19
IIIC
23
D.Civic
Consciousness
ID.1
4
ID.2
8
ID.2
12
IID.1
16
IID.2
20
All People
are Equal
IIID
24
III.
Rationale
Illiteracy poses a serious problem to the proper functioning of democratic
societies. Literacy skills are crucial if individuals are to enjoy their rights and carry
out their duties. People should know that all human beings are equal and should be
respected equally.
IV.
Purpose
Because this manual is the twentieth in the series of 24, its purpose is to
strengthen the literacy skills achieved at Level I and to consolidate all of the functional
38
The Programme
I-P-O
Time
(min.)
(45)
I
Teaching Notes
Grouping
1. Equity and social justice
Whole class
1.1 How individuals are equal.
Women’s role in development.
Talk and discussion
Explanations about what it means to be quale.
P
1.2 Treating others with respect and consideration:
Small groups
(5-6)
social etiquette.
Role playing
Whole class
Demonstration from result of group discussion.
O
Whole class/
1.3 How individuals are equal
small groups
Group reports.
(same as 1.2)
(120)
I
2. Progress in reading and writing skills
2.1 Skills in reading keywords (equity, etiquette,
Whole class/
pairs
quette, social justice, authorities, right, respect, resources).
Reading keywords in sentences.
P 1-O 1
Small groups/
2.2 Application of reading skills
pairs
Reading the headlines of a newspaper
Reading to follow directions(1)
Reading the simple rules of social justice and equity.
I2
Individual
2.3 Skills in writing
Writing keywords in proper sentences
Dicto-comp(2).
P 2-O 2
Small groups
2.4 Writing exercises
Filling out an official or personal data form(3)
Writing a personal letter(4)
Writing a letter to authorities
In
small
groups,
each
different topic.
39
group
works
on
a
(3-4)
I-P-O
Time
(min.)
(60)
Teaching Notes
3. Measurement
problems
Grouping
related
to
money,
weight, length, area and volume.
I
3.1 Concepts
of
money,
weight,
length,
area
Whole class
and volume
Review of four basic numeracy rules
Review of the previous lessons
Teaching through real objects.
P-O
3.2 Practice
exercises
involving
money,
weight,
(2-3)
length, area and volume
Posing
some
Small groups
problems
orally
and
discussing
the answers
Learners
identify
causes
of
problems
from
results given by teachers
Practice
in
solving
problems
related
to
the
above topics.
(150)
I
4. Use of local community services
Whole class
4.1 Making use of the local services available.
Talk and brainstorming.
P
4.2 Steps in approaching institutions and obtaining resources
Small groups
(4-5)
Real action using field-visit techniques
Practice in writing a letter to an authority.
O
Small groups
4.3 Making lists of local resources available
(4-5)
Lists of local resources available
Small group discussion
Writing
results
(key
concepts)
of
group
discussion.
content and skills learned in Level II. This manual is also concerned with
developing an awareness of the mutual responsibilities of individuals in the community
in light of the concept that all people are equal.
V.
Aims
This manual aims to:
1.
Develop an understanding that every citizen is equal and everyone
should be respected equally;
2.
Consolidate literacy skills using materials on social justice.
40
VI.
Objectives
After completing this manual, the learners will be able to:
B.
1.
Demonstrate how to treat others equally and with respect and consideration;
2.
Show progress in reading and writing skills;
a)
reading keywords;
b)
reading the simple rules of social justice and equity;
c)
reading the headlines of newspapers;
d)
reading to follow directions;
e)
writing keywords in proper sentences;
f)
writing a letter to authorities;
g)
writing results (key concepts) of group discussion;
h)
filling-out official or personal data forms;
i)
writing a personal letter.
3.
Solve measurement problems involving money, weight, length, area and volume;
4.
Describe how to make use of local community services.
Guide for Manual Development (IID.2)
1.
Following directions
Language activities that require learners to follow definite and clear directions
require guidance and practice. Instructions in real, daily situations should be
selected and practiced over and over again and may include:
a)
Medical instructions;
b)
Following cooking recipes;
c)
Explanations for specific purposes.
The teacher should explain the directions very clearly and in short sentences.
Each sentence should be read aloud, and then each learner asked to identify one
thing at a time, one by one, in the sentence. Take time for group and individual
practice.
Welcome every opportunity for new and creative instructions developed
by learners.
2.
Dicto-comp
Besides “seen dictation”, “dicto-comp” is another technique in teaching
writing and comprehending keywords. Each learner can prepare for the dicto-comp
exercise by reading it over and becoming familiar with it the night before. There are
many possible sources for reading-writing paragraphs including newspapers, wall
newspapers, leaflets and learning textbooks.
41
Teaching procedure:
1.
Teacher reads a paragraph several times;
2.
Every learner listens carefully each time;
3.
When the teacher finishes reading the last time, teacher and learners
discuss the concept of the paragraph;
4.
Learners write it as they remember it. They are asked to keep the
original wording as close as possible to the original sequence of events.
5.
Checking. Corrections emphasized are on structural correctness and
correctness of meaning.
3.
Forms and form-completion
To teach learners how to fill-out an official or personal data form, the
teacher may invent a simple form for them to practice on based on real information
about the learners themselves. Later, simple official forms like those for a telegram,
house registration, or driving license could be used because it is likely that the
learners are going to complete these forms at some time in their daily lives.
Instructions: Fill in the blank using real information.
First name: .................. Last name: ................................................................................
Age: ........................... Birth date: ........................................................................................
Year: .......................... Height: .....................................Weight: ............................................
Occupation: .........................................................................................................................
Home address: .....................................................................................................................
District: ................................ Province: ................................................................................
Father’s name: .................................... Mother’s name: ........................................................
4.
Writing a personal letter
The teacher describes the format of personal letters to the class and starts off
by having the class work out the content of a letter based on a specified theme.
Once the learners are familiar with the format, they will be able to work out the
message of the letter themselves.
To make letter-writing more realistic and meaningful to the learners, the
teacher may encourage them to write real letters to contact others in their community
or write to a local source for a specific purpose.
42
Blank letter form:
Instructions:
Write a letter to your friend telling him or her that
you would like to visit next month.
(Address):
..................................................
..................................................
..................................................
..................................................
(Date): ..............................................................
(Salutation):
(Message):
..........................................................................
.............................................................................................................
.............................................................................................................
.............................................................................................................
(Complimentary closure)
(Signeture)
43
Part III
FROM
SPECIFICATIONS
TO
MANUAL
PRODUCTION
Chapter One
HOW MANUAL WRITERS DEVELOP A GOOD MANUAL
A.
Using the Design Specification for Production
As noted in Chapter 1, the first step in the actual production of a manual is
the preparation of a set of detailed specifications. These specifications provide a
blueprint for writing the complete manual. They enable the learner’s workbook to
be set out in the optimal learning sequence utilizing the most appropriate design
approach. They also provide guidelines on each step in the learning process, which
are then put together as the Teacher’s or Trainer’s Guide.
This chapter provides some general information on aspects of manual writing.
While reading the chapter, reference should be made to the series of cartoons that
follows. Some cartoons are based on material from the book by G. Rex Meyer,
Modules: From Design to Implementation (Singapore: Colombo Plan Staff College,
1984). The cartoons were redrawn by the artists of the Non-formal Department of
the Ministry of Education, Bangkok, Thailand.
B.
Ten Points for Good Manual Writing
Each of the following points corresponds to one section of the series of
cartoons reproduced at the end of the chapter.
1.
Working as a Team. The best results emerge from team work. An
expert in instructional design should work with a trainer in regular
consultation with the relevant administrators. The clients - in this
case the people to be made literate - should be consulted and should
also be involved in testing the materials.
2.
Manual Writers Need Specific Skills. Manual writers must, of course,
be very familiar with the subject matter. In addition, however, they
need to know a good deal about curriculum development, teaching
procedures, the characteristics of adults and how adults learn, and
about the principles of instructional design. Special training courses
should be provided to develop these skills.
3.
Understanding Learning. In writing training manuals for illiterate or
partially literate adults, considerable care has to be taken to build in
elements that optimize learning. The design principles recommended
by the APPEAL Training Materials for Literacy Personnel make effective
47
use of objectives, optimal sequencing, varied media, reinforcement, feedback and so on.
4.
5.
6.
7.
8.
Manual Writing and the Systems Model. Because the literacy training
curriculum and the design of the specific training materials advocated
are based on a systems approach, manual writers should understand
how to apply this approach. In particular, they should understand how
to link together INPUT, PROCESS and OUTPUT activities for each
topic and how to select activities from topic to topic that are varied
and interesting.
Writing Statements of Objectives. In writing a training manual, the
objectives must be very clear and that is why they must be prepared
as part of the specifications. They need to be expressed in behavioural
language and they should be in the appropriate domain and at the
most suitable level of Bloom’s Taxonomy of Objectives. Manual
writers should be clear about the distinctions between directional statements such as purpose, aim, general objective, specific objective and
enabling objective. These distinctions should be made clear during the
preparation of the specifications and the writing should not begin
until the statements of purpose, aims and objectives have been
formulated
Selecting Content. The specifications must clearly indicate the content
to be included in the manual. This content is shown in the specifications as a series of topics arranged in an optimal learning sequence.
Before developing the content further, it is very important to check
that the topics have a direct relationship with the statements of objectives. Subjects that must be known and understood to achieve the
objectives must be included and can easily expand to include additional
information that people should know. If this occurs as writing proceeds, then the statement of objectives and other aspects of the
specifications may need to be amended. There is always the temptation
to add just that small amount of extra information, which would be
“nice for the learners to know”, but this temptation should be resisted.
Using a Variety of Methods and Media. Variety maintains interest and
interest increases the motivation to learn.The value of the IPO ‘approach
is that it challenges the manual writer to build in different presentation
methods and different types of processing and output methods at every step.
Evaluation is an Important Aspect. Manual writers need to be selfcritical and also willing to subject their drafts to critical review by
their colleagues and to testing by small groups and whole classes of
potential users. During the actual writing and production, each step
needs to be checked and information on the manual’s effectiveness
must be systematically collected and collated. Only then can the
writer be confident of the validity of the material, that is, that it will
achieve what it is intended to achieve.
48
9.
Implementing the Programme. Manuals cannot be written in isolation.
They form part of a system of learning and also must fit into a particular
pattern of administration. All those involved must be sure of how
the materials should be implemented and writers should keep this
aspect clearly in mind.
10.
Packaging.
The final format of the manual needs to be taken into
consideration by the writer. Specifications need to be realistic and
should not require the use of resources that would be difficult or even
impossible to obtain.
C.
Some Production Hints
The following points are given to assist in the writing and production of
manuals based on the design approach described in this volume.
1.
It is very important that teaching steps in the Teachers’ Guide have
accompanying learning steps (an instruction or a response space) in
the Learner’s Workbook. To help with this, the steps in each book
should be numbered in parallel.
2.
For each objective, there should be at least one activity.
3.
Always provide spaces for responses: boxes, lines to be written on,
proformas, answer spaces, conversation balloons to be filled, partially
completed drawings to be finished, and so on.
4.
MOST IMPORTANT.
Go over the whole sequence of IPO cycles to
ensure that they vary from cycle to cycle in the methods used for input
or process. Do not rely too much on talk (input) followed by discussion
(process). Try to introduce innovative ways of giving input - e.g.,
games, exchange of information between participants, use of newspapers
and magazines, media such as posters, cartoons, charts, and so on. Be
innovative. Use a variety of training techniques at the process steps,
e.g., conflict resolution, transactional analysis, force-field analysis, role
play, simulation, games, reporting experiences, visits, observations and
fish-bowl techniques. There are many good reference books on these
methods.
5.
Avoid high-cost resources.
There is no harm in giving alternatives in
the Teacher’s Guide. For example, if you recommend using vegetables
to simulate a market transaction suggest that if real vegetables are not
available paper cut-outs could be used. If 35 mm slides are recommended and a projector is not available, suggest and provide sketches
on cards as an alternative.
6.
Watch the pacing. Do not spend too long on one activity. Keep the
momentum going by using fairly frequent changes. Keep inputs
short and do not prolong the processing steps. Estimate the output
timing to a minimum and do not “overkill”. For example, do not ask
49
every member of the class to show his or her work (it would take too
long), seek group reports in most cases.
7.
Make sure the groupings are varied as much as possible in terms of both
numbers and the composition of the groups.
8.
Make sure that feedback is built-in to both the process and output
phases.
For example, write phrases such as “you should have written
the word like this” (but show it on the next page or provide an answer
section in the back of the learners book).
9.
L a y o u t t h e p a g e s o f t h e l e a r n e r ’s b o o k s o t h e y l o o k a t t r a c t i v e . P l e n t y
of white space is recommended, pages should not too crowded. Use
cartoons, give obvious and clear instructions, and provide clearly
identified spaces for responses. .
10.
Remember you are writing for adults, so use examples suitable for
adults. Draw on the experiences of adults and require adult responses.
50
HOW
MANUAL WRITERS
DEVELOP
A GOOD MANUAL!
Study this set of Cartoons as you read Chapter VI
51
1. MANUAL PLANNERS WORK AS A TEAM
PLANNER
CLIENTELE
ADMINISTRATOR
TRAINER
MUTUAL PLANNING
52
2. MANUAL WRITERS HAVE
SPECIFIC SKILLS
53
3. MANUAL WRITERS ACCEPT
LEARNING THEORY
„
„
„
„
„
„
„
„
ELEMENT TO BE LEARNED MUST BE BROUGHT
TOGETHER.
STRICT TIME LIMITS SHOULD BE AVOIDED
OBJECTIVES SHOULD BE MADE CLEAR
MATERIAL SHOULD BE SEQUENCED IN LOGICAL
STEPS
THERE SHOULD BE A VARIETY OF METHODS
AND MEDIA
ACTIVITIES SHOULD BE INCLUDED THROUGHOUT
FEEDBACK AND REINFORCEMENT SHOULD BE
PROVIDED AT EACH STEP
SMALL GROUP WORK SHOULD BE INCLUDED
WHEREVER POSSIBLE
IT IS ABOUT TIME
TO DESCRIBE THE CHARACTERISTICS
OF AN EFFECTIVE MANUAL
MOVE ON....
54
4. MANUAL WRITERS UNDERSTAND THE
SYSTEMS MODEL
STEP 4
STEP 3
DETERMINATION
OF NEEDS
SPECIFICATION
OF AIMS AND
OBJECTIVES
SELECTION
AND
SEQUENCING
OF CONTENT
STEP 5
ORGANISATION
OF
GROUPS
ASSESSMENT
OF
ACHIEVEMENT
ALLOCATION
OF TIME
AND SPACE
SELECTION
OF
RESOURCES
STEP 7
EVALUATION OF TRAINING EFFECTIVENESS
PARTICIPANT
BEGINS/ENTERS
WITH CERTAIN
BEHAVIOURS
PARTICIPANT
LEAVES WITH
NEW
BEHAVIOUS
55
PRESENTATION
STEP 2
STEP 6
STEP 1
STRATEGIES
AND
METHODS
INPUT - PROCESSING - OUTPUT
CYCLES (IPOs)
INPUT
- LISTENING TO A FIVE - MINUTE AUDIO RECORDING
PROCESS
- IDENTIFYING CARTAIN CHARACTERISTICS OF
THE RECORDED PROGRAMME WITH THE AID
OF A CHECKLIST
OUTPUT
- OUTLINING THE HEADINGS FOR A SCRIPT FOR
AN ORIGINAL FIVE - MINUTE AUDIO PROGRAMME
I
P
O
I
P
O
I
ONE WAY OF COMBING INPUT - PROCESS - OUTPUT
SEQUENCES IN THE DESIGN OF A MANUAL
I
I
I
P
O
I
P
O
I
P
O
I
P
O
I
VARIANTS OF IPO SEQUENCING IN A MANUAL DESIGN
56
I
ACTIVITIES ENCOURAGING PARTICIPATION
INPUT
STUDY
OF
MATERIALS
OBSERVATION OF MEDIA
SENT
BEFORE RECEIVING THE MODULE
SLIDES
PRECISE PRINTED NOTES
SLIDES / TAPE
SHORT AUDIO PROGRAMMES
VIDEO - TAPE
SIMPLE PRE-ASSIGNMENTS
ETC.
SHORT READING MATERIALS
EXCURSIONS AND VISITS
ORIENTING
GUIDED OBSERVATION
EXPOSITORY
SCHEDULES FOR VISITS TO VARIOUS SITES
PROBLEM - SOLVING
MOTIVATIONAL
PRINTED VISUAL LAYOUTS
SIMULATION METHODS
OF RESOURCES
CASE STUDIES
OF TECHNIQUES
DESCRIPTIONS
FLOW CHARTS
IN-BASKET” METHODS
SIMILATION GAMES
PROGRAMMED MATERIALS
FLOWCHARTS
(SHORT SEQUENCES ONLY)
ROLE PALY
GROUP WORK
DISCUSSION
DESCRIBING CASE CASE STUDIES
57
ACTIVITIES ENCOURAGING PARTICIPATION
PROCESS
WORKSHOPS
INDIVIDUAL ANALYSIS OF
INPUT MATERIALS
USE OF OBSERVATIONAL
SCHEDULES
LISTING
COLLECTION OF DATA
LABELLING
RAANKING
ANALYTICAL - EXAMINING
RATING
MEASURING
CONCEPTS
ANSWERING QUESTIONS
EQUIPMENT
ANSWERING QUESTIONNAIRES
RESOURCES
FILLING IN PROFORMAS
EXPERIMENTING
RESPONDING TO CHECKLISTS
DATA GENERATING
REFLECTING
SYNTHESISING
READING
BUILDING IDEAS
REVIEWING RESOURCES
MAKING RESOURCES
CALCULATING
MAKING EQUIPMENT
INTERPRETING A BLUEPRINT
DESIGNING TESTS
WRITING ESSAYS OR PERSONAL
CREATIVE RESPONSE
STATEMENTS
INDIVIDUAL BRAINSTORMING
EVALUATIVE DECISION-MAKING
SELF-ASSESSMENT SCHEDULES
CHOICES
DRAWING DIAGRAMS
CHECKING AGAINST CRITERIA
PROBLEM SOLVING
FORCE FIELD ANALYSIS
SIMULATIONS
GROUP DISCUSSION
GAMES
ROLE PLAY
ETC.
58
ACTIVITIES ENCOURAGING PARTICIPATION
OUTPUT
PLANNING
PRODUCTION OF OBJECTS/
MATERIALS
DEVELOPMENT OF ACTION PLANS
MEDIA
PREPARATION OF SPECIFICATIONS
MODELS
DRAWING PLANS
EQUIPMENT
DESIGNING SIMULATIONS
APPARATUS AND OTHER OBJECTS
EVALUATIVE ACTIVITIES
RESOURCES
ESSAYS
COMPLETION OF CHECKLISTS
POEMS
CONSTRUCTION OF CHECKLISTS
FINE ART
ANSWERING TESTS
DESIGNING TESTS
PREPARATION OF OBSERVATIONAL
REPORTING
REPORT WRITING
SCHEDULES
LETTER WRITING
PRODUCT EVALUATION
PREPARING AUDIO/VIDEO
PROCESS EVALUATION
RECORDINGS
DISCUSSION
PREPARING DISPLAYS
DIAGRAMS
PHOTOGRAPHIC MATERIALS
FLOW CHARTS
59
5 MANUAL WRITERS KNOW
HOW TO WRITE OBJECTIVES
60
INCREASING LEVELS OF ACHIEVEMENT
TAXONOMY OF OBJECTIVES
EVALUATION
VALUE COMPLEX NATURALIZATION
SYNTHESIS
ORGANISATION
ARTICULATION
VALUING
PRECISION
RESPONDING
MANIPULATION
RECEIVING
IMITATION
B.AFFECTIVE
C.PSYCHOMOTOR
ANALYSIS
APPICATION
COMPREHENSION
KNOWLEDGE
A.COGNITIVE
BREADTH FO COVERAGE
61
THE DIRECTIONAL HIERARCHY OF
AN EDUCATONAL PROGRAMME
PURPOSE
LEVEL OF
PURPOSE
AIM
AIM
AIM
AIM
1
2
3
4
LEVEL OF
AIMS
LEVEL OF
GENERAL
OBJECTIVE
2.1
SPECIFIC
OBJECTIVE
2.21
GENERAL
OBJECTIVE
2.2
SPECIFIC
OBJECTIVE
2.22
GENERAL
OBJECTIVE
2.3
SPECIFIC
OBJECTIVE
2.23
SPECIFIC
OBJECTIVE
2.24
GENERAL
OBJECTIVES
LEVEL OF
SPECIFIC
OBJECTIVES
BEHAVIOURAL.
ENABING
OBJECTIVE
2. 231
ENABING
OBJECTIVE
2 .232
LEVEL OF
ENABING
OBJECTIVES
ENABING
OBJECTIVE
2 .2311
ENABING
OBJECTIVE
2 .2312
62
ENABING
OBJECTIVE
2 .2313
BEHAVIOURAL
VERBS TO AVOID AND VERBS TO USE
WHEN CONSTRUCTING OBJECTIVES
WORDS OPEN TO MANY
FEWERINTERPRETATIONS
TO LEARN
TO UNDERSTAND
TO APPRECIATE
TO FULLY APPRECIATE
TO GRASP THE
SIGNIFICANCE OF
TO ENJOY
TO BELIEVE
TO HAVE FAITH IN
l
l
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l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
l
63
WORDS OPEN TO
INTERPRETATIONS
TO WRITE
TO IDENTIFY
TO DIFFERENTIATE
TO SOLVE
TO CONSTRUCT
TO LIST
TO COMPARE
TO CONTRAST
TO JUSTIFY
TO DEMONSTRATE
TO REVISE
TO DETERMINE
TO ORGANIZE
TO GENERALIZE
TO EVALUATE
TO ILLUSTRATE
TO ANALYZE
TO SUMMARIZE
ETC.
6. MANUAL WRITER DEFINES THE
CONTENT PRECISELY
64
7. MANUAL WRITERS USE A VARIETY
OF METHODS AND MEDIA
IT IS IMPORTANT TO NOTE THAT SOME PEOPLE CONFUSE
“METHODS” WITH “MEDIA”. IN THEMSELVES, PRINT, FILM,
DISC, TAPE, CHALKBOARD, CHART, OVERHEAD PROJECTION,
SLIDE, PHOTOGRAPH, CCTV AND RADIO ARE ALL
MEDIA” NOT METHODS.
A VARIETY OF MEDIA AND ACTIVITIES IS
ESSENTIAL FOR EFFECTIVE LEARNING .
65
8. MANUAL WRITERS EVALUATE THE
CONSTRUCTION CAREFULLY
VALIDITY MEANS HOW WELL AN INSTRUMENT
MEASURES
WHAT IT IS SUPPOSED TO MEASURE
THERE ARE SIXTY STEPS IN THE PRODUCTION OF A MANUAL
IN TRIALLING DATA MUST BE COLLECTED SYSTEMATICALLY
66
PU
BL
IC
AT
IO
N
MANUAL
STEP 3 - CLASSES
STEP 2 - A FEW STUDENTS
STEP 1 - PEERS
1.FIELD TRIALLING IS DONE IN THREE STEPS
2.MANUALS SHOULD BE SUBJECTED TO
FIELD TRIALLING AND CRITICAL EVALUATION
LET’S CUT OUT
THIS PART
OK! AND PUT
THIS IN INSTEAD
3.A MANUAL DEVELOPMENT PROGRAMME MUST
BE CONTINUALLY MONITORED AND AMENDED.
67
9. MANUAL WRITES PLAN TO IMPLEMENT
THE PROGRAMME
EFFECTIVE IMPLEMENTATION INVOLVES
MAXIMIZING DRIVING FORCES AND
OVERCOMING RESTRAINING FORCES
WHAT’S THIS SILLY
DEPARTMENT OF
NON-FORMAL
MANUAL IDEA THEY
EDUCATION
WANT MONEY FOR?!!
I’VE GOT TO
CONVINCE THE BOSS TO
PUBLISH THAT LAST LOT OF
DO
YOU
THEY’LL
THINK
USE
MANUALS!
MY
MANUAL?
GOOD HERE COMES
ANOTHER TRAINER
WITH A MANUAL!
ALL LEVELS OF THE ADMINISTRATION
MUST BE TRAINED IN THE RATIONALE
AND USE OF MANUALS
68
10. FINALLY , MANUAL WRITERS
MAKE THE MANUAL HANDY
MANUAL
MANUAL
MANUAL
MANUAL
WHEREVER POSSIBLE , MANUALS
SHOULD BE PACKAGED AS KITS FOR
DURABILITY AND EASY TRANSPORT
69
Chapter Two
FIGURE ART FOR MANUAL WRITERS
A.
Introduction
The following three pages provide a series of figure drawings. These are
intended as masters for use in the production of the Learner’s Workbook (and
possibly the Teacher’s Guide) of the literacy training manuals. One set should
beretained as a master. Individual figures and elements may then be photocopied,
enlarged or reduced and then cut and pasted either singly or in various combinations
into the manuscript being developed.
B.
Functions
The following functions are suggested for the figure art:
1.
Provide non-verbal instructions or information for the learners - for
example:
2.
a)
to form pairs;
b)
to form small groups;
c)
to proceed to the next step;
d)
to revise;
e)
to ask questions;
f)
to generate ideas;
g)
to make some object.
Provide opportunities to break up the text so that it appears less intensive for
learners, who are only party on the way to becoming literate;
3.
Humanize the approach and make the material look more interesting
and attractive;
4.
Provide links between elements in the text;
5.
Provide visual elements that may help the manual designer to strengthen the
one-to-one relationship between the teaching steps as set out in the
Teacher’s Guide and the learning steps as set out in the Learner’s
Workbook;
6.
Establish a recognizable logo or symbol to help learners immediately
recognize that a particular manual is part of series.
70
C.
Example of Usage
The following are some suggestions for using the using the figure art.
Figure
Usage
Ballon linked to figure by connector
Showing the words of a conversation.
Ballon linked to figure by dots or ovals
Showing the words of a thought.
Question mark alone
Asking a question.
Question mark associated with a figure
Answering a questions.
Figure pointing upwards
Drawing attention to previous work.
Figure pointing downwards
Drawing attening to upcoming work.
Figure pointing to right
To move ahead or to turn page or
to emphasise a point on the right side
of page.
Figure holding small notice
To allow introduction of a one-or
two-word instruction such as STOP,
FORM
GROUPS,
REVISE,
GO
BACK, TURN PAGE, etc.
Figure holding large notice
To
provide
alternative
format
for
giving an instruction, introducing a
new idea showing a picture, asking a
question, etc.
Figure lying down
Associated with instructions to think
carefully, meditate or have a rest
break.
Figure running
Associated with instruction to work
Quickly.
Two figures together
Form pairs.
Three figures, etc.
Form groups of three, etc.
Perspiration drops
Associated with a figure to suggest
hard work is involed.
Light globe
Associated with a figure to suggest
that ideas are to be generated.
D.
Some Production Hints
1.
Maximum use of the figure art should be made to help in giving instructions, e.g., “form groups of three” , “turn page” , “revise previous work”
and so on. Use of figure art also helps to provide the necessary one-toone correspondence between teaching steps and learning steps.
71
2.
Figure art is also useful in providing feedback, that is, to give answers to
Questions and to comment on work done (e.g., on the notice board or
in a conversation balloon, etc.).
3.
Figure art should be used to provide reinforcement. Have the human
figure saying such things as: “Well done” ; “Good, now you can move
on” ; “Good: You can do that! “ ; “Now move on to the next step” ;
“You are making good progess - keep going”; “Congratulation, you
have finished this level/manual/activity” , etc.
E.
Conclusion
The practical hints provided in this section are intended to assist those
concerned with the production of literacy training materials to interpret specifications for the production of training manuals and to prepare specificetions. It is
important to stress that such materials should form part of a coherent, systematic,
literacy training curriculum and should be based on a systematic approach to design.
Congratulations!
72
73
74
CONGRATULATIONS !
75
Implementing a Literacy
Training Programme
Evaluating a Literacy
Training Programme
Post-Literacy Activities and
Continuing Education
Specifications for Additional Exemplar Training
Manuals
Exemplar Training Manual IV
Health Services
Exemplar Training Manual III
Village Co-operatives
Exemplar Training Manual II
Our Forests
Exemplar Training Manual I
Extra Money for the Family
Manual for Senior Administrators of Literacy Training
Programmes
Manual for Supervisors Resource Development and
Training Procedures
Principles of Resource
Design for Literacy Training
Principles of Curriculum
Design for Literacy Training