TILO project.

USAID

Education Program

Critical thinking – overrated or under-utilised? - Centre for Innovation in Learning and Teaching

and

TILO Program

USAID/Egypt – Technology for Improved Learning Outcomes (TILO) - Paltech: Elevating Performance

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Technology for Improved Learning

Outcomes

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In school they told me

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And then they told me

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I stopped practicing.

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then you can enjoy my YouTube

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التعليم الجديد والتصحيح الكترونيا

Significance:

The letters ( T I L O ) mean technology for improved

learning outcomes. The Technology for Improved

Learning Outcomes (TILO) program was designed

to enhance the quality of teaching, learning and

decentralized school management through the

effective use of technology in schools beside

implementing the Bloom's Critical Thinking skills

that implement applicability, analysis, synthesis,

evaluation, creation and innovation..

Manav Rachna International University (MRIU), Faridabad, Haryana - Careerindia

Aims

This program aims to leave the traditional methods

which depend on attainment and learning by heart.

It also calls for implementing active learning as a

method of teaching , solving problem method of

teaching, brain-storming method of teaching,

beside using technology in teaching.

It helps learners to rise from the first 3 low

standards of learning according to Bloom's

taxonomy which include knowledge, understanding

and applicability to the other 3 high standards of

learning which include analysis, synthesis and

evaluation, then creation and innovation.

Manav Rachna University, Faridabad Reviews on Placements, Faculty and Facilities

Critical thinking:

According to the first 3 levels of learning, Bloom's

taxonomy, learners must know, understand and

apply. We need to raise the standards of our

learners' learning to the second 3 superior levels

of learning. I mean that learners must learn how

to do analysis, synthesis and evaluation.

Critical thinking -based learning is a step to enable

the learners to acquire the spirit of exploration and

researching to reach the knowledge by themselves

under the guide, monitoring and supervision of the

teacher.

The learner can agree with or disagree with

something or someone expressing his point of view.

The teacher monitors and guides in an assembly

similar to the one of great scientists.

In dealing with analysis and synthesis thesis,

learners learn how to deal with Venn diagram to

show the similarities and difference. Learners deal

with charts of arranging events specially in

presenting novel events.

They use charts of columns of "KWLH specially in

presenting the " Warm up" and doing feedback.

They use mind mapping diagrams or mind map

electronic program to learn how to generate new

ideas. It is a great method of teaching.

Use of technology:

TILO project basically focuses on the use of

technology in teaching and learning. It offers us a

lot of electronic programs that help the teacher to

implement the activity-based teaching method and

helps the learner to use technology to explore his

knowledge by himself as an independent learner.

Both the teacher and the learner can use several

like the following:

( Word program, Excel program, Power-point

program, Access program, MS picture

management program, Movie-maker program,

Free-mind program, Lingoes program, Celestia

program, Yanka program, Anki program, Jing

program, Hot potatoes program, MS Mathematics

program, the Sage program, Chemistry crocodile

program, Physics Crocodile program and a lot of

other electronic programs. Electronic teaching

enables the teacher to do an electronic lesson

plan and give an electronic lesson presentation.

US and Egyptian officials celebrated on

Wednesday the graduation of 234 educators from

the Greater Cairo region from The Technology for

Improved Learning Outcomes (TILO) program.

The program is funded by the US Agency for

International Development (USAID) and a number

of private sector companies.

“The TILO program has helped to improve schools

throughout Egypt, integrating new technologies

that help increase student learning,” said the head

of the TILO project, during her welcoming note.

John Beed, deputy mission director for USAID, said

that the contributions of educational establishments

throughout the country “had been instrumental to the

success of these schools and to the expansion of the

program to others in their provinces”.

The program, he added, had “achieved extraordinary

success”. The TILO program has equipped the

schools with technology and digital resources, and

delivered hands-on training to teachers, supervisors,

and local administration. Throughout Egypt 400

schools participated in the project, and 18 schools

Greater Cairo.

“To date over 255,000 students and 21,000 teachers

from nine provinces have participated in the project,”

according to Salem“The total number of schools in

focus provinces were 192 elementary schools, 58

experimental language schools, and 127 preparatory

schools,” she added.

Lisa Franchett, director of educational activities for

the TILO programme, said that this is the first time

such educational technology programs have been

established in Egypt.

“We care a lot about the quality of education to

spread technology and new software to help

children to improve their learning methods,” she

said. “The program has helped to improve

students absorption of information through the

improved software.”

The TILO project comprises four components

focused on improving the quality of teaching and

learning through introducing education technology

through school reform activities; providing

hardware which schools can manage; training

teachers, supervisors, and inspectors in using

technology tools in specific ways; and through

introducing digital resources and active learning

methods to increase knowledge, critical thinking

and problem solving skills.

“I want to emphasize the teacher training

component of the program,” said Franchett.

“The support to school administration that this

critical component provided needed time in

order to prepare the teachers in using such

technology.”

Another component of the program involves

partnerships with educational establishments

which aim to increase innovation and share

responsibility through building on best practice

through collaboration with the private sector,

leveraging resources and expertise, and sustaining

the management of education technology through

shared responsibility among the Government,

the private sector, schools, and communities.

“I’ve observed huge commitment from the govern

orates involved,” added Frenchett. “The program

has really helped improve the level of education in

the schools. One of the important things happening

in Egypt at the moment is the improvement in early

grade reading because a few years ago we took a

sample from early grade students, grades 4 and 5

they couldn’t read at all.”

“

Over the last two and half years, however, there

has been a significant improvement here. In fact,

last week we had Government officials from Yemen

who came here to observe how the Egyptian

government did early graders’ reading. Egypt has

become a significant example in this matter,” she

added.

“The situation in Egypt after the revolution is one

of instability and political unrest, which has caused

several problems in the implementation of the

program, but the cooperation of the Egyptian

Government, especially the Ministry of Education,

has had a significant impact on the success of this

experiment.”

The TILO program also seeks to improve the

capacity for the effective management of education

technology through working in tandem with the

Ministry of Education and communities to develop

effective ways to manage and sustain technology

in schools.

Another aim of the project is to measure the

impact of technology on teaching, learning, and

management, through monitoring and evaluating

project inputs, processes and impact.

Franchett also said that education needs to pay

attention to job creation factors appropriate to the

needs of the market and to combine private and

professional schools.

“We need to encourage cooperation [between

the public and private sectors] because there is

currently mistrust between the Government

and private sector,” she said. “But with our

[USAID’s] contribution, both of them will become

convinced that such partnerships can be

productive”.

She added that the US Government had

already begun, in cooperation with the Egyptian

Government, the development of the technical

education sector three years ago with an

estimated budgeted $5m in order to develop

and support schools with technological means.

Franchet pointed in particular to the STAMP

programme, which will focus in the coming period

on making available technological devices such

as laptops for early graders or preschool infants,

and will focus on technology programs to support

in mathematics and science education with

estimated budget $2.5m. She stressed the

US’s commitment towards Egypt regardless of

“the problems with The World Bank or any other

funding problems”.

“Regarding women, we are planning an initiative to

help them participate in the economic sector and to

encourage more effective participation in the

government sector as well,” she revealed

“For universities we will hold a dialogue with

Alexandria University next Monday to encourage

the involvement of university professors in

development programs to help improve

educational methods by using technology.”

Franchett also added that the importance of such

programs in creating a favorable environment for

undergraduate students.

Launched in May 2007, the TILO programme was

extended to last until August 2013 as requested

from the undersecretaries, the educational

administration and directors at the Ministry of

Education.

The project is implemented in cooperation with the

Ministry of Education and is financed under the

USAID Partnership Strategic Objective Grant

Agreement for Basic Education.

The Technology for Improved Learning Outcomes

(TILO) Programme is a combined effort between

USAID and Egypt.

It is a program that aims to improve the teaching

and learning quality in schools across nine

regions of the country through technology.

USAID and the Egyptian government are working

with the Ministry of Education, and the Ministry

of Communication and Information Technology to

better integrate different technologies to schools

and school-based programs, to hopefully increase

the overall learning of the students and teachers.

It is currently in effect in over 400 schools across

Egypt, in two different types of schools: TILO

“Smart Schools” (which were transformed from

prep schools), and “School Based Reform”

schools. In each case, the general idea is the

same; to improve the quality of education through

technological advances and reforms.

The program content included:

1-The Change:

We as teachers should accept the change of our

methods of teaching from being traditional methods

that depend on attainment , recitation and learning

by heart into methods that depend on thinking,

analyzing, application, evaluation and creation.

We should accept what matches our culture and

environment . It is necessary to know about the

changing world in the world of education to be

able to match the revolution of information all

over the world.

2-Education of a good quality:

A-Vision:

Vision means the dream we seek for to achieve

our hopes in education. What we look forward to

in our field of education. What we wish to see in

our schools and with our learners.

2-Mission:

Mission means the strategies we need to get to

the vision we dream of. For example, we can use

individual work, pair work and group work. We can

use technology and experimentation to have

practical learning. We should encourage the spirit

of exploration with our learners. The mission

should be smart.

3-National standards of education:

1-The vision and mission.

2-A successful school administration.

3-An excellent teacher.

4- A developmental curriculum.

5- Social participation.

4- Active learning:

A-The learner-self -centered

teaching method:

It means that education should be changed from

a teaching that depends on the teacher into a

teaching that depends on and is centered

around the learners and their participation and

integration in the method of education.

It is the stage of learners' production. The learner

asks and answers. He should imagine, create and

evaluate to solve problems.Learners must listen,

see, watch technological teaching programs

,interview, speak, talk, act, mime, play, sing and

practice. He must transmit what he learns to others

through the principle of learning through teaching.

B-Classroom and time management:

Classroom management means that learners

should work in pairs or in groups. In pair work,

pupils must think, pair and share. In group work,

Learners should form groups. Each group should

include a leader, a presenter, an organizer, a

dictator, a timer and an evaluator. Learners play

these roles of the co-operative learning. They can

change the roles when projects are changed.

There must be a demonstration or illustration

to our practical learning. Learning through

problems solving, brain storming and doing

projects can appear clearly in pair work and

group work. Learning through doing researches

through the internet sites and visiting the real

institutions in our daily life like museums and

exhibitions can be applied through group work.

Teacher must have the cleverness of managing

time of the lesson. I mean that every lesson

objective must have a method, a teaching aid

or an electronic learning program as well as a

certain limited time to be implemented during

presentation.

The other objectives must have the suitable time

each, to be implemented through the guided and

free practice of the new vocabulary and new

grammatical structure. If not, then, the teacher

has no clear plans.

Usually in mathematics teaching and learning,

only lower-order thinking skills are

emphasized.With calculators, teachers can focus

on developing students’ higher-order thinking skills

once their students have fully mastered the

basics.Why?

Calculators handle tedious, mundane

calculations so that teachers can focus on higher-

order thinking. Higher-order thinking is an ability

that forms the basis of critical thinking.

View Other Resources:

1-Pair work.

2- Critical thinking 1

3-Critical thinking 2

4-Active learning 1

5-Active learning 2

6-Active Learning 3

7-Classsroom work rules

8-Goup work and playing roles.

9- Using technology in teaching.

10-Education of high good quality

11-Human resources management

My Journal Articles:

1- Critical thinking ( 1 ).

2- Critical thinking ( 2 ).

External Links:

1-English Teaching Forum

2-English exercises in 7 levels.

3-Go to Cambridge Dictionary online.

4- Oxford Sound Dictionary online.

5-Click here to go to an English Dictionary

12-Project-Based Learning Method.

13-Human resources management.

14-Mind-Mapping