Tusomere Wamu Luganda Talking Points

Tushomere Hamwe Runyankore-Rukiga Talking Points

Tusomere Hamu Runyoro Rutooro Talking Points

Tusomere Hamu Runyooro Rutooro Flash Cards

In 2020, LARA undertook an analytic research into the contextual factors impacting reading outcomes. This research involved a review of the existing literature on the contextual factors affecting reading outcomes and a secondary analysis of existing datasets collected as part of the monitoring and evaluation activities of LARA and SHRP. The study team conducted multi-variate analyses to determine what contextual factors predict student learning outcomes. These were grouped into the three categories: (1) school, classroom, and system; (2) teacher characteristics and instructional practices; and (3) learners and home environment. Although the analyses included demographic factors, such as socioeconomic status, the focus in the report is on predictors of learning outcomes that could be controlled by education programs. The report also provides implications of the findings and recommendations for future education programming.

The purpose of the facilitator’s Guide for Remedial Instruction Program for School Pupils is to provide guidance to facilitators during the teacher training to make it more practical and active, and ensure that the training meets participants’ needs. As trainers you must familiarize yourself with the facilitator’s Guide, and ensure that you review the session’s plans before every session. This guide provides you with a time table and session plans for all days of training. There are a variety of activities, including demonstrations and pair practice. The guide was developed to provide opportunities for participants to practice skills, and the emphasis throughout the training should always be participants practice.

This tool kit is a reference guide. It includes information on the following: • Ideas to start a remedial program, • Assessment guidelines and tools, and • Suggested remedial activities.

This guide provides you with activity plans for three days of intensive coaching training. Some activities require participants to work individually, in pairs or in small groups to prepare and make presentations thereafter. Others are led by a trainer and provide the content needed for successful small group work.

This manual will support the pedagogical leaders to acquire coaching competences mainly focusing on listening skills, questioning techniques, giving technical advice and constructive feedback.

Primary 4 Teacher's Guide Rutooro