Resource #1: Learning from the Past

Reforms and programs pushing for learner-centered teaching have been around for a long time! Indeed many countries already have "learner-centered" policy mandates and teacher training often includes instruction on how to include "active learning". But, for all its many wonderful names (learner-centered, active learning, cooperative learning, interactive learning, etc etc), it has largely failed to take root in many African classrooms. Find out one perspective on why by Tabuwala in Botswana!

Resource #2: Knowledge Sharing and Learning Activities

Ensure you have read and understood how to do the following 10 activities which go beyond basic "reflection & discussion":

1. The Five Competencies Framework The first tool in this guide explains how to apply the Five Competencies approach, and therefore serves as a starting point for readers, to help establish clear rationale and entry points for using this toolkit.

2. Knowledge Audit Knowledge Audit provides a structure for gathering data, synthesising findings and making recommendations about the best way forward for knowledge and learning initiatives against a background of the broader structural, operational and policy factors affecting an organisation.

4. Most Significant Change Most Significant Change is a narrative-based mechanism for planning programmes of change. As so much of knowledgeand learning is about change, and this change takes place in a variety of different domains, the MSC tool could prove invaluable.

6. Scenario Testing and Visioning Both of these tools focus on the future of an organisation, and enable imaginative and creative ideas to play a central role in developing and rolling out knowledge strategies.

7. The SECI Approach This approach, made popular by Japanese management specialists Nonaka and Takeuchi, is based on systematically managing the conversion of tacit to explicit knowledge, through four easy-to apply processes based on simple principles of group dynamics.

8. Blame vs Gain Behaviours Managing a learning organisation requires a managerial approach to mistakes which is healthy and balanced, and which encourages staff to take certain risks and to be honest about the consequences of their actions. This simple process enables groups to reflect on their own approach to mistakes and errors, and how they might go about addressing these, through use of a series of generic ‘Blame’ or ‘Gain’ behaviours.

12. Reframing Matrix Everyone sees problems in different ways, and one of the key problems with knowledge strategies is that knowledge is in the eye of the beholder. This tool enables different perspectives to be generated, and used in management planning processes.

15. Action Learning Sets Action Learning Sets are a structured method enabling small groups to address complicated issues by meeting regularly and working collectively. This tool is geared especially learning and personal development at professional and managerial levels.

20. Peer Assists This tool encourages participatory learning, by asking those with experience in certain activities to assist those wishing to benefit from their knowledge, through a systematic process, towards strengthened mutual learning.

22. After Action Reviews and Retrospects The After Action Review facilitates continuous assessment of organisational performance, looking at successes and failures, ensuring that learning takes place to support continuous improvement in organisational learning and change. We call this a "post-mortem" in Educate! language.

Resource #3: Engaging Large Classes

One the most common barriers to learner-centered pedagogy is that one cannot teach in an interactive, student-centered way if there is a large, cramped classroom. What are some solutions to this problem? A Blunt Knife solution would be to "inspire teachers about the importance of learner-centeredness". Baloney. Will never work. To convince teachers to change their practices, you have to go beyond inspiration to give them real strategies to make using learner-centered pedagogies not just possible in large classes, but successful!