The curriculum in Lao PDR is supported by a text book for core subjects in each Grade. One of the challenges for the IE Project has been to find ways to support teachers to be confident enough to experiment with the lessons in the text books and develop new ways of teaching the content to make it more child centred and relevant to all the students in the class. In this case study we see how a Grade 3 teacher, with the support of her Principal and IE project staff, has taken a reading lesson and de-constructed it in order to make a new lesson which is far more stimulating for all learners.
The original lesson is Lesson 28 in Grade 3, Lao Language Text Book and is the story of the Tiger and the animals. The other animals become tired of the Tiger because he keeps attacking and eating them. They get together and make a plan to put a stop to his bad behaviour. They ambush him and kill him. This lesson can be observed being taught in many Grade 3 classes around the country. It is normal to observe rote learning, and a teacher centred approach with children reading aloud together or taking it in turns to read it aloud in a group. The teacher in this case study feels that the traditional styles of teaching are not very effective. In the lesson presented, the teacher is trying to respond to the different aspects of the IE 5 Point Star. She is aware that children learn in different ways and so is trying to support them in learning to read by developing their understanding of the complexity and depth of the story through a number of different activities and approaches. She combines oral / auditory activities, with movement / kinaesthetic activity and visual approaches. It is also worth noting that no expensive or externally produced resources were needed to teach this lesson.
Ms. Chansamay qualified as a teacher in 2004 and has been teaching at Bhoung Phao Primary School since
The teacher begins the lesson by singing a song with the children linked to the theme of the lesson – in this case they are singing a Lao folk tune about wild animals. The children enjoy this - they are engaged, all are participating in the lesson and they are introduced to the main theme in a fun and exciting way.
The teacher then reminds the children that their homework was to read or listen to a parent or sibling read to them, the story of the Tiger and the Animals. She then re-tells the story with children volunteering to tell different parts to the class. Oral telling of the story helps children to become familiar with the different aspects and characters. As they tell it aloud themselves they develop their confidence in using language.
The children then take it turns to act out the story several times with the teacher making sure that a diverse range of children have a turn. Acting out the story is a different way of experiencing it – it allows children who may not have quite understood the correct order of events a chance to experience it again. It also allows children with kinaesthetic learning styles the opportunity to explore its complexity.
A History of the Lao PDR Inclusive Education Project 1993 – 2009
A History of the Lao PDR Inclusive Education Project 1993 – 2009
Chapter 5 - Case Studies
The teacher then asks the children to move to different tables. She does this several times a day – sometimes using games to mix them up. In this way she can ensure that the children do not become bored sitting with the same group of children; it also ensures that the groups are mixed ability so that children can support each other with their learning. It helps to promote positive self esteem as the children are all encouraged to see themselves as successful learners.
The children are asked to choose a character from the story and to draw it from their imagination. This encourages the children to be creative and to ‘enter into the story’ themselves. It builds on the experience of acting the story out and helps it come alive for the children. The teacher is engaging with the children paying special attention to those who she knows will need extra encouragement and support.
The teacher encourages the children to share ideas and support each other. She re-tells parts of the story to help them decide which animal they want to draw. There is much changing of minds as the children make their choices. The teacher does not attempt to tell the children what they should do – allowing them to choose, supporting those who are unsure, helps to ensure they feel motivated as they have ownership of their work.
The teacher pays special attention to children who she knows need extra support or encouragement. She has arranged the groups for this activity so that a child with a learning disability is on a table with some confident and able learners. They are a resource which she knows can support him in the activity. The school has worked hard with all children to develop their understanding of the importance to respect and support each other.
The teacher has a picture resource which she brings to support this student with his drawing. She knows he is lacking in confidence in drawing – as are several of the children – because he doesn’t get many opportunities to practice outside of school. He needs help with his pencil grip and also to be able to ‘imagine’ what the animal he wants to draw looks like. She has prepared some pictures for him to look at. The teacher also encourages him to look at the pictures of other children – they in turn encourage and praise his efforts.
Once they have drawn their animal, the children are asked to write part of the story in their own words. This was the first time these children had been asked to do this and both the Principal and class teacher were very interested to see what would happen. The children were excited to be able to make choices about their learning in this way and this led to increased motivation and a higher standard of work than would normally be expected. The children were very proud of their achievements and enjoyed sharing their work with each other.
A History of the Lao PDR Inclusive Education Project 1993 – 2009
A History of the Lao PDR Inclusive Education Project 1993 – 2009
Chapter 5 - Case Studies
The lesson finished with children reading out parts of their story to children in their group and to the rest of the class. They were all very enthusiastic to be allowed to do this – evidence that they were motivated and felt that they had achieved in the lesson. The teacher encouraged the children to praise each other and she gave positive and constructive feedback to each child. The children reported on how they had enjoyed the lesson: ‘We love this lesson’ and ‘Lao language used to be boring but now it’s our favourite’ they told the Project team.
The lesson finishes with another song, all the children are participating and showing how much they have enjoyed the lesson.
Afterwards the teacher commented on the lesson. ‘It didn’t take too long to prepare – about the same as usual. I made sure the children knew they had to read the story for homework; some of them I asked their parents or older brothers and sisters to read it to them. Then I wrote a brief plan of the different activities with the Principal and made sure I had the resources I needed – some paper, pencils and a few pictures of animals in the story. I notice that the children learn so much more when we work like this and also I enjoy it too. It is so exciting to work in this way – it makes me feel very creative and I find I can develop different ideas and new ways of teaching the lessons. I am lucky because the Principal and the District Pedagogical Advisor support me to work in this way – also we share ideas with each other as teachers. The actual lesson is exactly the same length as a normal Lao language lesson but look at how much work the children did – and the quality of it..’
Where teachers in the IE Project are beginning to work in a more learner friendly style, they are finding the same results occur. Children are enjoying lessons,
are motivated and achieving more highly. Children with disabilities and other vulnerable learners are supported through a range of different strategies none of which segregate the child or cause low self esteem. The teachers are enjoying teaching and the children are enjoying learning.
Ms Phoukhieng Nitsavatong, Principal of Bhoung Phao Primary School since 1995 Mr Thong Yonh Chandala, Deputy Director Thoulakhom District Education Service since 2000 Ms Chansamay Vanthanouvong, Grade 3 Teacher, Bhoung Phao Primary School; qualified in 2004 Inclusive practice in school is developed most effectively through close collaboration between teachers, Principals and Advisors. The Education Service Advisors in Thoulakhom District, Vientiane Province work closely with teachers and schools to support and challenge them., enabling the development of creative and innovative