How VVOB in South Africa kept participants in the blended CPD trajectory motivated and engaged
Teaching and Learning Foundational Mathematics Through Play for Grade R-3 Educators is a pilot project that targets 1000 Foundation Phase educators from 250 schools across 4 districts in KwaZulu Natal (South Africa).
The project, implemented by VVOB in South Africa, aims at enhancing educators’ classroom practice in the teaching of foundation phase mathematics by integrating a play-based approach. To achieve this, the project tests the effectiveness of two modalities (synchronous/ blended and asynchronous /remote CPD) for educators’ professional development.
Central to the approach in both synchronous and asynchronous modalities is to build a community of learning.
Key features are:
Social Learning Platform
A needs assessment was conducted which showed limited exposure to online learning with educators. The decision was made to include the Social Learning Platform (SLP) in the LMS to stimulate content-related engagements among educators for augmented knowledge acquisition and link the course content to classroom practice using Learning through Play (LtP). PLC prompts were integrated into course modules to stimulate and encourage peer learning via the SLP.
Peer and Community Recognition
In-course and Social Learning Platform motivation is promoted through the “Wall of Fame”, recognition and celebrations for educators that engage meaningfully and share resources and practice. Badges and certificates of completion serve as a motivation.
Weekly WhatsApp prompts
During the face-to-face orientation sessions, WhatsApp groups of local groups of teachers were established. The groups were aimed at encouraging educators to participate in the course and engage with others via the Social Learning Platform. All prompts focused on directing teachers to the course platform.
Delivery and unpacking of the Mini Toolkit
Each educator received a toolkit with resources and manipulatives for the classroom. To motivate them to use the toolkit, they had to unpack it and perform an activity that aligns with the R-ATPs (Recovery Annual Teaching Plan) for the upcoming term for classroom teaching practice and relevance. Teachers were encouraged by the toolkit to think out of the box and create resources to add to the toolkit.
Reflection sessions
A face-to-face reflection session was facilitated with the groups in the districts. The following aspects were covered:
LtP course content Q&A drawing on data from online engagements on the Social Learning Page and LMS.
Evaluate if educators have formed PLCs and the composition of those PLCs.
Orientation of PLC Champions.
A mini toolkit was presented, and an unboxing activity aligned to the R-ATPs (Recovery Annual Teaching Plan) conducted.
Reflection sessions
A face-to-face reflection session was facilitated with the groups in the districts. The following aspects were covered:
LtP course content Q&A drawing on data from online engagements on the Social Learning Page and LMS.
Evaluate if educators have formed PLCs and the composition of those PLCs.
Orientation of PLC Champions.
A mini toolkit was presented, and an unboxing activity aligned to the R-ATPs (Recovery Annual Teaching Plan) conducted.
For the asynchronous group, an online version of the reflection sessions and virtual unpacking followed the delivery of toolkits to their schools.
