Côte d'Ivoire: Working together and tracking achievements key to Teacher-led Learning Circles
The Teacher-led Learning Circles for Formative Assessment project aims to provide teachers with tools and support to identify and establish effective teacher-led formative assessment practices that can be disseminated within and across education unions.
The Teacher-Led Learning Circles for Formative Assessment (T3LFA) project is well underway in Côte d'Ivoire. On Wednesday the 25th of January 2023, a second tutorial was held in the different schools hosting the T3LFA project. The aim of the tutorial was to evaluate participating teachers' achievements to date and chart a route forward.
The facilitators opened the tutorial session by welcoming each teacher and sharing a small success story that had occurred during their day.
The teachers were consequently divided into two groups of five. This allowed two facilitators to talk to each group in a private room and under trees in the school yard. Here, the teachers participating in the project were reminded of some of the basic principles agreed upon in previous sessions, including the importance of reflecting on each learning circle's outcomes.
As a part of the T3LFA project, teachers must keep a portfolio that will act as evidence of participation and diligently journal throughout the learning circle project. This journal is crucial as it allows teachers to reflect on the ways in which the project might facilitate the improvement of students' learning outcomes and strengthen professional learning as well as development.
In the second tutorial in Cote d’Ivoire, facilitators emphasised the significance of the journal in order to reflect on the achievements of the learning circle project. This, it was emphasised, should be done through handwritten documentation in journals. Additionally, the facilitators noted the centrality of thinking about how teachers engaged with one or more colleagues to raise awareness of the project's transformational potential in their notebooks. In doing so, teachers could consider how to collaborate with peers to increase the project's impact locally.
The teachers who took part in the tutorial further allowed the facilitators to check their level of understanding and commitment to the project. The teachers' portfolios were checked by the facilitators, who took this as an opportunity to encourage them to keep them up to date and to add to them using the correctly filled in evidence and the photos taken during the workshops.
Want to find out more? Continue to keep up to date with the T3LFA project in Côte d'Ivoire and across our six other project countries by visiting our dedicated project page.
The project is led by Education International with funding from the Jacobs Foundation.
