Buku ini merupakan buku sumber yang memberikan konsep, ide dan contoh praktis dalam pembelajaran literasi di kelas awal dan kegiatan literasi terutama di kelas awal. Isi Buku Sumber untuk Dosen LPTK: Pembelajaran Literasi di Kelas Awal di LPTK sebagai berikut: • Apa dan Mengapa Literasi di Kelas Awal • Menciptakan Lingkungan Kelas yang Literat • Media Literasi di Kelas Awal • Penilaian • Pemodelan Membaca dan Menulis • Membaca dan Menulis Terbimbing • Membaca dan Menulis Bersama • Membaca dan Menulis Interaktif • Membaca dan Menulis Mandiri • Membaca dan Menulis Permulaan • Membaca Pemahaman • Menulis Kreatif | | | | This book is a source book that provides concepts, ideas and practical examples in learning literacy in early grades and literacy activities especially in early grades. The contents of the Resource Book for LPTK Lecturers: Literacy Learning in Early Classes in LPTK as follows: • What and Why Literacy in Early Classes • Creating a Literal Classroom Environment • Media Literacy in Early Classes • Assessment • Reading and Writing Modeling • Guided Reading and Writing • Reading and Writing Together • Interactive Reading and Writing • Independent reading and writing • Reading and Writing Beginning • Reading Comprehension • Creative Writing

Unit 1 Gambaran Umum Monitoring Program USAID PRIORITAS Unit 2 Kaji Ulang Kemajuan Sekolah (Dampak Pelatihan Modul Kedua) Unit 3 Pengelolaan Program Budaya Baca Unit 4 Mendengar Aktif Unit 5 Supervisi MBWA (Peran Kepala Sekolah/Pengawas) Unit 6 Penilaian dan Pengembangan Profesi Guru Unit 7 Peran Komite Sekolah dalam Upaya Mendukung Peningkatan Mutu Pembelajaran di Sekolah Unit 8 Sikap dan Tindakan Pemangku Kewajiban Terhadap Peningkatan Mutu Sekolah Unit 9 Rencana Tindak Lanjut | | | | | Unit 1 Overview of USAID PRIORITAS Program Monitoring Unit 2 Review School Progress (Second Module Training Impact) Unit 3 Management of the Reading Culture Program Unit 4 Active Listening Unit 5 Supervision of MBWA (Role of School Principals / Supervisors) Unit 6 Teacher Professional Assessment and Development Unit 7 The Role of School Committees in Efforts to Support Quality Improvement of Learning in Schools Unit 8: Attitudes and Actions of Stakeholders towards School Quality Improvement Unit 9 Follow-up Plan

Unit 1 Balanced Reading Program Unit 1 Program Membaca Berimbang Unit 2 Merancang Program Membaca Berimbang Unit 3 Pengelolaan Buku Bacaan Berjenjang Unit 4 Persiapan dan Praktik Mengajar Unit 5 Portofolio Unit 6 Penyusunan Rencana Tindak Lanjut – Pembelajaran | | | | Unit 2 Designing a Balanced Reading Program Unit 3 Management of Tiered Reading Books Unit 4 Teaching Preparation and Practice Unit 5 Portfolios Unit 6 Preparation of Follow Up Plans - Learning

Bahan Rujukan bagi LPTK: Praktik yang Baik dalam Manajemen Berbasis Sekolah di SMP/MTs ini memperkuat implementasi MBS yang diadaptasi dari Modul II yang disesuaikan untuk digunakan dalam pelatihan bagi dosen LPTK. | | | | Reference Material for LPTK: Good Practices in School Based Management in SMP / MTs reinforces the implementation of SBM adapted from Module II which is adapted for use in training for LPTK lecturers.

Ini adalah Modul Pengembangan Sekolah Komprehensif Tentang Peran Kepala Sekolah dan Pengawas. Ini mencakup, Pembelajaran Aktif, Program Budaya Baca, Manajemen Berbasis Sekolah, Pemantauan Sekolah, Rencana tindak lanjut. | This is a Comprehensive School Development Module About The Role of School Principals and Supervisors. It covers, Active Learning, Reading Culture Programs, School Based Management, School Monitoring, Follow up plans.

Modul pelatihan ini dikembangkan dengan dukungan penuh rakyat Amerika melalui United States Agency for International Development (USAID). Isi dari materi pembelajaran ini merupakan tanggung jawab konsorsium program USAID Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (PRIORITAS) dan tidak mencerminkan pandangan USAID atau pemerintah Amerika Serikat. This is Module III-A: Good Practice in Elementary School / Madrasah Ibtidaiyah (SD / MI) Early Class Reading Learning, a training module prepared by the USAID/PRIORITAS program. It covers • Balanced Reading Program; • Designing a Balanced Reading Program; • Management of Tiered Reading Books; • Preparation and Teaching Practice; • Portfolio; • Overview of USAID PRIORITAS Monitoring Program; • Follow up plan; • Especially for the Facilitator; • Assistance with Lesson Study.

The USAID-funded Uganda School Health and Reading Program (SHRP), implemented by RTI International, has been training teachers in Early Grade Reading (EGR) methods since early 2013. Up until 2018, all SHRP program in-service teacher trainings had been conducted through large-scale, residential trainings hosted at primary teacher colleges (PTCs). In May, 2018, SHRP piloted smaller scale teacher refresher trainings which were non-residential by conducting the trainings at coordinating center (CC) schools where teachers could travel to and from the training site to home each day. In order to learn the effect of these smaller, closer trainings compared to the traditional residential model, the SHRP team designed action research to determine if the smaller trainings held closer to the schools at CCs are more effective, or at least as effective, as the larger trainings in terms of teacher attendance, content coverage, teacher learning, and teacher satisfaction. This CIES 2019 presentation shares major findings and recommendations to action.

This presentation unpacks findings from a seven-country teacher professional development study, presented by Dr. Benjamin Piper and Jessica Mejia at CIES 2019.

CIES presentation of Early Childhood Education landscape report for the Asia region under All Children Reading - Asia.

Several forces are at play in determining whether pedagogical approaches are optimally adapted to the culture of children’s behaviour and of teacher-child interaction in the classroom. Teachers’ expectations for children’s behaviour may differ from the way in which children are raised at home (Jukes et al, 2018). Teaching activities may be designed by experts from outside the beneficiary education system or who may be removed from the culture of rural schools. The evidence for the effectiveness of recommended teaching practices may be based on children and teachers from a different culture. The current study sought to understand the role of cultural factors in the teaching of early grade reading in Tanzania. The aim was to investigate teacher’s pedagogical choices and the implicit theory of teaching and learning that underpinned these choices. We also aimed to understand teachers’ perceptions of students’ social and emotional skills and how this influenced their pedagogical choices. The current study took place in three regions of Tanzania – Zanzibar, Mtwara and Iringa – in the context of the USAID supported Tusome Pamoja (“let’s read together”) project. Researchers observed one lesson from each of 36 teachers and recorded key teaching activities. A subsequent qualitative interview with the teachers examined the decisions they made during the lesson and how their perception of students’ competencies influenced their decisions. Two themes emerged from the results. First, teachers said that children who did not participate in classroom activities lacked confidence and curiosity, particularly in rural areas. These two qualities - confidence and curiosity - were identified in previous work as traits valued more by teachers than parents in the context of learning. Second, teachers said the independent activities were not effective because pupils always cooperate with others in life. There was a strong preference for activities that involved the whole class and against students learning by doing, independent of the teacher. Schools can respond by conducting more activities that build curiosity and confidence. Children becoming more confident and curious in rural Africa represents a cultural change. But one that emerges from the community - not imposed upon it. Instructional design should consider the strong cultural preference for group-orientation and work with - rather than against - this preference where possible.