The structure of a guide can facilitate a different learning environment. In many classrooms in Rwanda, ‘rote instruction’ can be seen; which doesn’t work. RwandaEQUIP teacher guides structure the content of a typical lesson differently – moving towards varied, evidence-based pedagogical strategies.
Take a maths lesson, for example. Instead of a teacher just talking about a problem from the front, our maths lessons (through our guides) are much more dynamic. Structured, but dynamic. It’s based on a three-step process
- ‘I do, you do, we do’ as demonstrated by this typical lesson structure:
- Guided demonstration of a problem broken down into manageable steps (“I do”)
- Practice problem set with incrementally harder problems (“You do”)
- Feedback from teachers to individual students (“We do”)
- Guided demonstration of another problem (“I do”)
- Practice problem set (“You do”)
- Feedback (“We do”)
RwandaEQUIP teacher-guides driven lessons are more feedback-driven, more student-centred, and more effective at helping children learn, according to independent evaluations.