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Cover and interior design: Danielle Willis, Washington, DC, USA. ii | COACH TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL ACKNOWLEDGMENTS ...............................................................................v ABBREVIATIONS ........................................................................................vi 1. INTRODUCTION .......................................................................................1 2. PROCEDURES FOR SCORING ..............................................................8 3. DIAGNOSTIC TOOL ...............................................................................12 APPENDIX A. TEACHER’S GUIDE EXAMPLES .....................................17 APPENDIX B. SCORED LESSON EXAMPLE AND SCORESHEET ......46 APPENDIX C. SUPPORTING LITERATURE ............................................53 REFERENCES ............................................................................................57 iii iv | COACH ACKNOWLEDGMENTS The Teacher’s Guide Diagnostic Tool Manual package was led by Elaine Ding and benefits from the inputs of Rachelle Mathurin, Ezequiel Molina, Adelle Pushparatnam, and Tracy Wilichowski. The team received guidance from the Technical Experts Group composed of Margaret Dubeck (Research Triangle Institute - RTI), Janeli Kotze (Ministry of Basic Education, South Africa), Rebeca Martinez (United States Agency for International Development - USAID), Jessica Mejía (RTI), Ben Piper (RTI), and Yasmin Sitabkhan (RTI). A number of colleagues provided insightful comments, feedback, and inputs on the package. These colleagues include Melissa Ann Adelman, Ellinore Ahlgren, Jayanti Bhatia, Michael Crawford, Laura Gregory, Julia Liberman, Diego Luna Bazaldua, Juan Manuel Moreno, Manal Quota, and Alonso Sanchez. The team extends their gratitude to USAID under the Basa Pilipinas Project, the Department of Basic Education of South Africa, and the Government of Kenya through the Ministry of Education for their explicit written permission to reproduce certain portio ns of their Teacher’s Guides; and for their commitment to quality, relevant, and inclusive education for students. This version of the Teacher’s Guide Diagnostic Tool Manual incorporates recommendations from a broad range of perspectives that were crowdsourced as part of an international public consultation. Specifically, this updated manual (1) frames teachers’ guides as a short - to medium-term solution to support teachers in contexts in which current training does not yet provide teachers with sufficient expertise for high-quality instruction, (2) incorporates a recategorization of checklist criteria, and (3) features updates in the scoring procedures and instructions. The team is grateful to the Central Square Foundation, Gates Foundation, and United Nations Educational, Scientific and Cultural Organization (UNESCO) Teachers Taskforce for hosting consultation workshops in which individuals from multiple organizations provided guidance and feedback on the note. The team also acknowledges the written comments received from Davone Bounpheng (Australian Department of Foreign Affairs and Trade – DFAT), Kathryn Bullard (Global Partnership for Education – GPE), Brooke Estes (United States Agency for International Development – USAID), Gerd Hanne Fosen (Norwegian Agency for Development Cooperation – NORAD), Asyia Kazmi (Gates Foundation), Nora Klami (Ministry for Foreign Affairs of Finland), Rebeca Martinez (USAID), Anustup Nayak (Central Square Foundation), Ee-Reh Owo (Justice Rising), Andy Smart (NISSEM), and Ramya Vivekanandan (GPE). This package is part of a series of products by the Coach Team. Overall guidance for the development and preparation of the package was provided by Omar Arias, Practice Manager for the Global Knowledge and Innovation Team. The package was designed by Danielle Willis. Alicia Hetzner was the chief copy editor. Patrick Biribonwa and Medhanit Solomon provided administrative support. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | v ABBREVIATIONS AQE Accelerated Quality Education for Liberian Children COVID-19 Novel Coronavirus 2019 EGRS Early Grade Reading Study MoE Ministry of Education NERDC Nigerian Educational Research and Development Council PRIEDE Primary Education Development Project (Kenya) SHRP School Health and Reading Program USAID United States Agency for International Development WBG World Bank Group vi | COACH 1. INTRODUCTION TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 1 Overview The Teacher’s Guide Diagnostic Tool is an instrument to assess the quality of Teacher’s Guides1 in any subject in primary grades 1 through 4. The Tool assesses Teacher’s Guides based on two sets of criteria: Guide Criteria, which look at the overall organization, structure, and level of scripting of the entire Teacher’s Guide; and Lesson Criteria, which look at the composition of the individual lesson layouts, structure, and general pedagogical practices. The Tool assigns a numerical score to the evaluated Teacher’s Guide and will produce a set of recommendations that suggests specific and prioritized components for future Teacher’s Guide revisions. The Tool prioritizes the articulation of a focused set of criteria that has a strong evidentiary basis and that can be easily understood and identified by a non-expert. The Tool does not measure every aspect associated with quality of Teachers’ Guides. For example, it does not measure appropriateness of use by the teacher, alignment with stated curricula standards, or subject-specific pedagogy. Diagnostic Tool The Diagnostic Tool has been designed for technical as well as nontechnical users. Potential users include Ministries of Education (MoEs), technical firms that support implementation efforts in a particular country, publishers, NGOs, and international organizations. The Teacher’s Guide Diagnostic Tool can be used to support revisions of a pre-existing set of Teacher’s Guides or develop a new set of Guides. COVID-19 use In the context of the COVID-19 pandemic, on students’ return to school, accelerated learning and/or restructuring of academic curricula may be required. The Diagnostic Tool has been developed by this team to address these accelerated education needs. For example, guidance on average lesson length has been developed with attention to post-COVID-19 catch-up needs. The Tool also outlines how to incorporate explicit pedagogical guidance within Teacher's Guides. This pedagogical guidance is particularly critical for teachers whose professional development has been interrupted due to the COVID-19 pandemic. COVID-19 is an opportunity for the education sector to improve and accelerate learning in the pandemic’s aftermath. Curricula and teaching will need to be revised and reimagined. The Teacher’s Guide Diagnostic Tool presents a template and a set of clear recommendations for how to do so. 1 A Teacher’s Guide refers to a set of lesson plans for teachers. They can range from full -scripted (that is, the teacher is meant to read directly from the guide to students) to highly structured (that is, the guide includes general guidance of activities within a lesson but does not script instruction word for word). 2 | COACH Required materials The materials necessary to successfully score a set of Teacher’s Guides are: The approximate timing to familiarize yourself with the Diagnostic Tool and score a set of 6 lessons is 90–120 minutes. This Tool has three appendixes: Appendix A Appendix B Appendix C Criteria examples Scoring examples Supporting literature Provides examples from Provides a sample Tool and Provides the supporting existing public domain Scoresheet that have been literature and research Teacher’s Guides that filled out for a lesson evidence on the demonstrate how criteria effectiveness of each under the Tool can be criterion within the satisfied Diagnostic Tool TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 3 Why Use a Teacher’s Guide? Teacher’s Guides (TGs) that have tightly structured and effective pedagogy greatly help children learn (World Bank 2019). Such guides give closer attention to processes of curricula enactment. Enactment simplifies the task of providing instruction by focusing on how to teach rather than on what to teach. A well-developed Teacher’s Guide combines the science of how children (students) learn with insights on what drives uptake and behavioral change in adults (teachers). Studies have shown that the use of a high-quality Teacher’s Guide increases student time on task (Rieth and Evertson 1988); increases the rate of correct student responses within class time (Gunter, Venn, and Hummel 2004); and improves student learning outcomes (Brunette and others 2017; Gove and others 2017; Piper and others 2018). Recently, the Global Education Advisory Panel designated TGs with structured lesson plans a “good buy”––meaning there is good evidence that the intervention can be “highly cost effective across a variety of contexts” (World Bank 2020). However, Teacher’s Guides are not a permanent solution. They should be used only to provide additional support to teachers in contexts in which pre- and in-service teacher training do not yet provide teachers with sufficient expertise to implement high-quality instruction. The long-term ambition of education systems should be to gradually reduce the use of Teachers’ Guides as teacher expertise grows. A note on “scripted” vs. “structured” Teacher’s Guides Some Teacher’s Guides take the form of literal scripts. Others––typically called “structured” Teacher’s Guides––outline a narrowly prescribed path for instruction but do not fully script actions. Within the same guide, both formats may coexist, typically with more “scripting” at the beginning of the year that gradually tapers to a more “structured” approach by the end of the year. Research has found that structured Teacher’s Guides can improve learning outcomes, but that overly scripted guides are less effective than structured guides. Structured guides give specific and descriptive guidance but are not written to be enacted word for word (Piper and others 2018). The Manual will refer to “structured” Teacher’s Guides throughout, to reflect evidence that structured Teacher’s Guides are more effective than fully “scripted” ones. How was the Diagnostic Tool developed? The development team comprised instructional experts, teachers, and psychologists. The team conducted a literature review to identify best practices and effective components of Teacher’s Guides, drawing largely from “Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization ” (Piper and others 2018). The development team drew further from the World Bank Teach framework as the basis for criteria for pedagogical practices that promote learning. Drawing from a literature review and the Teach framework, the development team drafted a preliminary Diagnostic Tool. 4 | COACH The Diagnostic Tool was piloted with existing Teacher’s Guides for mathematics and literacy in Kenya and Malawi. From these pilots, it became apparent, first, that more criteria on layout and structure had to be incorporated. Second, although general pedagogical practices were important, design and usability considerations needed to feature more prominently within the Diagnostic Tool. In response, the development team revised the Tool to include more criteria on layout and structure. Once the Tool had been revised, the development team sought the advice and feedback of an instructional expert with experience working on developing Teacher’s Guides as well as from the internal World Bank Group (WBG) assessment team. From this set of comments, the development team further revised the Tool for clarity and to comply with the relevant assessment and psychometric considerations. In its current state, the Tool represents the findings and feedback from these three rounds of preliminary reviews. What does the Teacher’s Guide Diagnostic Tool measure? The Diagnostic Tool measures ease of use (that is, how the Guide supports teachers to deliver content) and quality of the pedagogical practices prescribed in each lesson. To do so, the Diagnostic Tool evaluates the overall Teacher’s Guide and looks at specific individual lesson plans. Guide Criteria look at the overall organization, structure, and level of scripting of the entire Teacher’s Guide. Lesson Criteria look at the composition of the individual lessons. Lesson Criteria have three components; (1) Lesson Layout (for example, does the Teacher’s Guide have a picture of the corresponding page in the student textbook?); (2) Lesson Structure (for example, is there an appropriate number of distinct activities in a lesson?); and (3) General Pedagogical Practices (for example, do all lessons start with a clear objective?). The Diagnostic Tool also divides criteria into Essential and Bonus. Criteria under Essential are those required for a minimally effective Teacher’s Guide. Criteria under Bonus refer to the additional criteria that make a quality Teacher’s Guide. The Lesson Criteria have Essential as well as Bonus sections, whereas all Guide Criteria are Essential. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 5 Guide Criteria Criteria under this component look at the consistency and quality of lessons through the Teacher’s Guide. They measure whether lessons in the Teacher’s Guides use a consistent instructional method, which creates routines and ensures a familiar structure for teachers and students. Criteria under this component measure whether (1) the Teacher Guide is structured consistently throughout; (2) lessons are organized by units and/or themes; (3) content is built on sequentially; (4) each lesson covers one class period; and (5) structure is heavier in the beginning and tapers toward the end. Lesson Criteria: Layout Lessons in the Teacher’s Guide are laid out to be easy for the teacher to read while teaching. The focus is to examine how a lesson looks on a page and whether it has been designed with the user and context in mind. Essential Criteria under the Lesson Layout component measure whether (1) new lessons start at the top of a new page; (2) the font is legible an arm’s distance away (typically requires no less than a 12-point font); (3) line spacing separating activities, paragraphs, or sections is no less than the font size; and (4) new activities are labelled clearly when introduced. Lesson Criteria: Structure Lessons in the Teacher’s Guide include an appropriate number of activities within the lesson duration and are structured to be amenable for teachers to follow. Essential Criteria under the Lesson Structure component measure whether (1) the lesson includes no more than 5–7 activities for every 30–45 minutes; (2) the lesson plan is between 45–90 minutes; (3) activities are broken down into small steps; and (4) each lesson is no longer than 2 pages . Lesson Criteria: General Pedagogical Practices Lessons in the Teacher’s Guides provide guidance and reminders for teachers to implement effective pedagogical practices. In the hands of every teacher, Teacher’s Guides that incorporate support for pedagogical strategies have great potential to transform teaching practices at scale. Essential Criteria under the General Pedagogical Practices component measure whether (1) the objectives succinctly and clearly state the learning goals for the lesson; (2) the lesson instructions include asking teachers to introduce new content or model new skills; (3) the lesson includes group practice with teacher support; (4) the lesson includes independent practices; (4) explicit guidance is given to teachers on when and how to check for understanding; (5) explicit guidance is provided to the teacher on how to provide constructive feedback; and (6) the lesson includes open- ended questions or opportunities for students to share personal opinions. 6 | COACH TEACHER’S GUIDE DIAGNOSTIC TOOL FRAMEWORK The Framework shows the different criteria and components under the Diagnostic Tool and how they relate to one another (figure 1.1). Figure 1.1 Teacher’s Guide Diagnostic Tool Framework TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 7 2. PROCEDURES FOR SCORING 8 | COACH How Do I Score Using the Tool? Overview of scoring: Each set of criteria has a checklist for scoring. The criteria checklists make up the Tool. First, the Teacher’s Guide’s checklist will be scored using the Guide Criteria checklist found at the beginning of the Tool. Once you have filled out the Guide Criteria checklist, you will score a sample of six individual lessons using the Lesson Criteria checklist. You must fill out both the Essential and Bonus sections and input them into the Scoresheet (figure 2.1). A full set of scores includes 1 completed Overall Guide Criteria Checklist, 6 completed Essential Lesson Criteria Checklists, and 6 completed Bonus Lesson Criteria Checklists (1 for each individual lesson sampled). Figure 2.1 Three Set of Criteria to Score Teacher’s Guides Essential Essential Bonus Guide Criteria Lesson Criteria Lesson Criteria Checklist Checklist Checklist Diagnostic Tool Scoresheet It is important to distinguish between the Tool and the Scoresheet. You must put the results from your checklist in the Scoresheet. The Scoresheet is programmed to apply weights to the checklist results (your raw score) and will convert these into a standard score. This score is purposely evaluative and draws from implementation and research evidence to make recommendations. Recommendations will be applied based only on the scores from the Essential section. Only when all Essential Criteria are satisfied should Bonus Criteria be considered. Bonus Criteria are not scored. The Bonus Criteria checklist is designed to indicate the additional criteria that can benefit the Teacher’s Guide once all Essential Criteria are fully satisfied. Note that each component has a separate standard score and that weights do not apply across components. In other words, scores are not meant to be added together to create a composite score. By distinguishing the score for each component, the score is more accurately reflecting what the Teacher’s Guide is doing well and can provide clearer recommendations on how the Guide can be improved. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 9 How to choose Guides to review We recommend that you use the systematic sampling approach to review the Teacher’s Guide. Systematic sampling is a method in which lesson plans are selected using a periodic interval. In this case, the sampling interval is calculated by dividing the total number of lesson plans by the desired sample size of six. We recommend that you review the first lesson as well. For example, if the Teacher’s Guide under review has 150 lessons, the sampling interval would be obtained by dividing 150 by 6 = 25. The user then would review lessons 1, 25, 50, 75, 100, and 125. Lessons that are intended to be for review or assessment may not meet the various criteria set forth because they serve a different purpose from regular instruction. If, when randomly selecting lessons for evaluation, a review or assessment lesson is chosen, review the regular instruction lesson that comes immediately after the review or assessment lesson. Note that systematic differences in lessons may exist for different days of the week (for example, “Review lessons every fifth day of the week”). In this case, do not choose a sampling interval that samples the same type of lesson (for example, do not pick a sampling interval that is a multiple of five if there is a review lesson every fifth day). Detailed instructions for scoring: 1 Start by reading the Diagnostic Tool in its entirety to familiarize yourself with the criteria that are assessed. 2 Begin with the Guide Criteria. Guide Criteria will require you to get a sense of the whole Teacher’s Guide, not just the lessons in the sample. Only one Guide Criteria checklist will be filled out for each Teacher’s Guide. 3 Check the box next to each criterion to indicate whether the relevant characteristic is present in the given lesson of the Teacher’s Guide. If the element is not there, leave the box blank. Once complete, move on to the sample of individual lessons. 4 Read through the first individual lesson and fill out the Layout, Structure, and General Pedagogical Practices checklists according to what you see in the lesson. Refer back to the lesson frequently and remember to read the full explanation under each criterion before you start assigning scores. After completing the entire checklist for the given lesson, input your results into the Scoresheet. 5 Repeat step 4 for remaining lesson plans. 6 Once the Scoresheet is filled out, generated average scores will appear in the final tab. A color also will be generated automatically for the Essential Criteria. In the Evaluation Matrix below, identify the row that corresponds to the color that was generated in the Excel sheet, and consider the recommended next steps for revision of the Teacher’s Guide. 10 | COACH How can I interpret my scores? Designed in a checklist form, the Diagnostic Tool aims to make it easy to identify the presence or absence of essential and good-to-have components within Teacher’s Guides. We hope that the binary nature of the Tool makes it straightforward to identify which key revisions are necessary (represented by the absent criteria). The Evaluation Matrix can guide your thinking about the prioritization and urgency of revisions (table 2.1). Table 2.1 Evaluation Matrix Red Yellow Green Essential Essential Essential On track with all Guide components are components are Essential Criteria not present. For the not fully present. components. Refer next round of For the next round to Bonus score lesson guide of lesson guide matrix and consider Lesson revisions, focus on revisions, focus on the additional Layout completing the completing the criteria to support Essential Essential teachers to components. components and effectively teach. considering Lesson feasible Bonus Structure components. Lesson General Pedagogical Practices TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 11 3. DIAGNOSTIC TOOL 12 | COACH COUNTRY: GRADE: ESSENTIAL CRITERIA Essential Criteria are the characteristics required for a minimally effective Teacher’s Guide . GUIDE CRITERIA 1.1 The Teacher’s Guide is consistently structured throughout. x2 For example, there is a consistent routine for lessons, such as starting each day with an objective, I Do-You Do- We Do, and Writing homework. Note that consistency in structure also may appear across lessons, such as whether all lessons on Monday, Wednesday, and Friday are structured in the same way. Activities do not need to  appear in the same order. 1.2 Looking at the table of contents, lessons are organized by units and/or themes. x2 Lessons are organized by units and/or themes: The Teacher’s Guide covers the whole curriculum but is divided in units spread across lessons. The focus of lessons tends to revolve around a main idea/unit.  1.3 Each lesson covers one class period. x2 The Teacher’s Guide is structured so that the lessons taught each day are distinct from one another. Each lesson covers one class period only.  1.4 Looking at the first lesson, the last lesson, and a lesson in the middle of the year, scripting gradually tapers off during the year. For example, the activities at the beginning of the year may more fully script out what teachers should say to introduce an activity. In contrast, toward the end, the guide is less scripted and tells the teacher what s/he should  do rather than what s/he should say or allows teacher autonomy in other ways. Binding is easy to use and sturdy.  1.5 Thread-sewn with glued binding is recommended for utility and sturdiness. x2 = Component is weighted x2. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 13 COUNTRY: GRADE: UNIT: LESSON: ESSENTIAL CRITERIA Essential Criteria are the characteristics required for a minimally effective Teacher’s Guide . LESSON CRITERIA: LESSON LAYOUT 2.1 Lessons start at the top of a new page. x2  2.2 The font is legible at arm’s distance (typically no less than a 12-point font). Legibility also is dependent on which typeface is used. A 12-point font typically is the minimum to be legible in commonly used typefaces including Arial and Times New Roman.  Spacing between lines is no less than the size of the font.  2.3 For clarity and ease of reading, spacing between lines is recommended to be at least the same as the font size. New activities are labelled clearly when introduced.  2.4 New activities are distinguished from one another by icons, bolding, italics, or underline. 2.5 The lesson makes clear what the teacher should say aloud and what the teacher should read to her/himself. The lesson differentiates between what the teacher should say aloud to students and what the teacher should read independently to inform her/his actions. For example, sentences that the teacher is expected to read aloud to students are indicated by quotation marks, preceded by the word “Say,” and/or other methods of demarcation. If the  lesson is entirely instructions for teachers with no embedded speech, or if it is entirely embedded speech with no instructions, mark this criterion as present. 2.6 Required lesson materials/resources are listed. Required lesson materials and resources are indicated in each lesson. Examples include paper, worksheets, scissors, or required manipulatives.  2.7 Each lesson is no longer than 2 pages. x2 The lesson guide for each lesson/class period is no longer than 2 pages. In cases of multiple lessons per day on a specific subject (for example, literacy), this page length refers to the length of each individual lesson.  LESSON CRITERIA: LESSON STRUCTURE 2.8 The lesson includes no more than 5–7 activities for every 30–45 minutes. An activity is a section of class time dedicated to a distinct type of action, such as a song/rhyme activity, a sight words activity, or a pattern activity. For every 30–45 minutes, 5–7 activities are recommended to avoid information overload and to allow ample time for group work and independent practice after new content is introduced. For example, one activity could focus on grammar, the next on vocabulary, the next on phonics, and the final on  explaining homework. Activities that that introduce the main topic, as well as any closing or concluding activities, also are counted as part of this criterion. Note that the breakdown of 1 activity into whole class, small group, and individual practice sections constitutes 1 activity only (not 3). 2.9 Activities have instructions that are broken down into small steps. x2 Activities should be accompanied by clear instructions for each step. There should be detail on how a teacher should carry out each activity.  x2 = Component is weighted x2. 14 | COACH ESSENTIAL CRITERIA Essential Criteria are the characteristics required for a minimally effective Teacher’s Guide . LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES 2.10 The objectives state succinctly and clearly the learning goals for the lesson. Effective objectives use succinct wording and action verbs to describe the knowledge or skills that students are expected to acquire by the end of the lesson. Objectives can be either in a note for the teacher or provided for the  teacher to say to the students. 2.11 The lesson instructions include asking teachers to introduce new content or model new skills. Instructions provide guidance for teachers on how to introduce new content or model new activities (for example, teacher introduction, or “I Do”).  2.12 The lesson includes group practice with teacher support. The guide provides opportunities for students to work as a group (whole class included) to practice new content or carry out new activities with support of the teacher (for example, guided learning, or “We Do”).  2.13 The lesson includes independent practice. The lesson devotes time for students to individually apply content and/or conduct an activity (for example, independent practice, or “You Do”).  2.14 Explicit guidance is given to the teacher on when and how to check for student understanding. x2 There are clear guidance and reminders in the Teacher’s Guide on when and how to check student understanding. The guidance includes checks such as calling on 2–3 students to share their work, asking students to demonstrate their understanding of a new vocabulary word through gestures or miming, class thumbs up/down, exit slips, or  quizzes. The guidance and reminders do not include general guidance such as “check and clarify.” The Guide must say explicitly how and what the teacher should do to check for understanding. 2.15 The lesson includes open-ended questions, opportunities for students to share personal opinions, and provides multiple ways to solve a problem. x2 Open-ended questions typically start with “why” or “how,” but some also can start with “what.” Providing opportunities to encourage students to form and share personal opinions can be as simple as using prompts, such as “What do you think about what the character did in the story?” “What would you have done differently?” “Why do  you think that?” Alternatively, the lesson demonstrates multiple ways to solve a problem and/or provides opportunities for students to explain how they solved a problem or provide alternative answers/approaches. x2 = component is weighted x2. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 15 BONUS CRITERIA Bonus Criteria are additional characteristics that make a quality Teacher’s Guide. LESSON CRITERIA: LESSON LAYOUT In addition to page references to the book, clearly visible images of the student book pages are embedded  3.1 in the Teacher’s Guide. 3.2 Icons, shapes, or small graphics are used to signal different activities or actions. A consistent set of icons, shapes, or small graphics are used throughout the lessons to signal certain actions or activities. For example, a small icon of a mouth indicates to the teacher that s/he should say the proceeding words.  LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES 3.3 The lesson includes questions and/or prompts that review prior learned knowledge or skills and/or that refer to students’ daily lives. Lessons should refer explicitly to prior learned content or connections to daily life. These references could include a “recap” section, guidance such as “Ask students to recall the sound ‘ph’ from the previous lesson,” or questions such  as “What do you remember about…?” Prior content also can be explicit connections to daily life such as “We can equally share this cake among friends using fractions.” 3.4 The lesson presents the same information in different ways. The Teacher’s Guide should encourage instructions (and activities) to be delivered in different ways to stimulate different ways of learning (use of movements, sound, visual representations, use of a local language to support vocabulary instruction). This criterion is satisfied when the same information/content is presented in at least two  ways at least once in the lesson plan (for example, providing a picture or encouraging the teacher to draw a picture to accompany a vocabulary word). 3.5 The lesson suggests at which points to respond to student choice and preferences. Choices/preferences can include deciding which song to sing, choosing a strategy to solve an addition problem, picking one task from a selection of tasks, choosing an order to complete an activity, or picking a space in the room to sit. Choices and preferences in classrooms require the teacher to provide different options for how students can  approach the task. 3.6 Opportunities are provided in the lesson plan for teachers to be flexible and respond to classroom realities. The Teacher’s Guide provides opportunities for teachers to iterate and adapt the lesson as needed. For example, the Guide indicates areas that teachers may choose to reteach and/or iterate based on their findings from formative  or summative assessments. Similarly, the Guide could suggest extended learning activities. 3.7 The lesson includes activities or instructional guidance that encourage gender balances and/or challenge other forms of bias. The Teacher’s Guide can challenge stereotypes through explicit statements/activities. For gender balance, the lesson could include clear instructions for providing equal participation opportunities to girls and boys. For example,  the lesson may provide prompts that remind the teacher to choose an equal number of girls and boys for an activity. 3.8 The lesson uses an icon or other hints to remind the teacher to move around the classroom. Moving around the classroom enables the teacher to interact with as many students as possible and ensure that they are on task. While useful in all settings, moving from student to student is crucial in very large classrooms.  16 | COACH APPENDIX A. TEACHER’S GUIDE EXAMPLES TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 17 Teacher’s Guides Examples for Criteria Appendix A provides examples from existing Teacher’s Guides that exemplify each criterion in the Diagnostic Tool. Please refer to Appendix A as needed but note that these examples are not exhaustive. There can be multiple representations of how a criterion can be satisfied. Appendix A also includes examples of frequently seen practices that do not satisfy Tool criteria. ESSENTIAL CRITERIA GUIDE CRITERIA 1.1 The Teacher’s Guide is structured consistently throughout. x2 For example, there is a consistent routine for lessons, such as starting each day with an objective: I Do-You Do-We Do, and Writing Homework. Note that consistency in structure also may appear across lessons, such as all lessons on Monday, Wednesday, and Friday may be structured in the same way. Activities do not need to appear in the same order. Example 1: Satisfies criteria ✓ Consistent daily structure: In the example, you will see that lesson plans under both days cover Language Patterns, Vocabulary, Read Aloud, Song/Rhyme, and Alphabetic Principles. To satisfy this criterion, the activities do not need to be repeated in the same order. 18 | COACH ESSENTIAL CRITERIA GUIDE CRITERIA Source: Nigerian Educational Research and Development Council (NERDC) and United States Agency for International Development (USAID) 2019. Nigeria Northern Education Initiative Plus: Grade 1 Teacher’s Guide. 2019. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 19 ESSENTIAL CRITERIA GUIDE CRITERIA Example 2: Satisfies criteria ✓ Consistent weekly structure: Alternately, the weekly lesson outline provides an overview of the types of activities that repeat on certain days of every week. The example below also satisfies the criterion of consistent structure across the Teacher’s Guide. Source: Department of Basic Education, South Africa. 2018. Early Grade Reading Study (EGRS) II Grade 2 Lesson Plans. 20 | COACH ESSENTIAL CRITERIA GUIDE CRITERIA 1.2 Looking at the table of contents, lessons are organized by units and/or themes. x2 Lessons are organized by units and/or themes: The Teacher’s Guide covers the whole curriculum but is divided into units spread across lessons. The focus of each lesson tends to revolve around a main idea/unit. Example 1: Satisfies criteria ✓ The example shows the different units that make up a year, with a selection of relevant lessons (number concept, whole numbers, addition, and subtraction) organized under one sub-unit (numbers). Source: Ministry of Education, Kenya. 2018. Mathematics Teacher’s Guide Grade 1. Example 2: Does NOT satisfy criteria The table of contents shows no indication of how/whether lessons are organized by theme. The table shows only a weekly breakdown. Source: Adapted from an existing Teacher’s Guide. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 21 ESSENTIAL CRITERIA GUIDE CRITERIA 1.3 Each lesson covers one class period. x2 The Teacher’s Guide is structured so that the lessons taught each day are distinct from one another, and each lesson covers only one class period. Example: Satisfies criteria ✓ Source: Department of Education, Kenya. 2016. Tusome Early Grade Reading Activity: Grade 1 English Teacher’s Guide . 22 | COACH ESSENTIAL CRITERIA GUIDE CRITERIA 1.4 Looking at the first lesson, the last lesson, and a lesson in the middle of the year, scripting gradually tapers off during the year. For example, the activities at the beginning of the year may more fully script out what teachers should say to introduce an activity. In contrast, toward the end, the guide is less scripted and tells the teacher what s/he should do rather than what s/he should say or allows teacher autonomy in other ways. Example: Satisfies criteria ✓ The example shows how scripting can taper off over the academic year. Zooming in: Beginning: Middle: End: Source: Department of Education, Kenya. 2016. Tusome Early Grade Reading Activity: Grade 1 English Teacher’s Guide . TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 23 ESSENTIAL CRITERIA GUIDE CRITERIA 1.5 Binding is easy to use and sturdy. Thread-sewn with glued binding is recommended for usability and sturdiness. Example: Satisfies criteria ✓ 24 | COACH ESSENTIAL CRITERIA LESSON CRITERIA: LESSON LAYOUT 2.1 Lessons start at the top of a new page. x2 Example: Satisfies criteria ✓ Source: Ministry of Education, Kenya. 2018. Mathematics Teacher’s Guide Grade 1. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 25 ESSENTIAL CRITERIA LESSON CRITERIA: LESSON LAYOUT 2.2 The font is legible at arm’s distance (typically no less than a 12 -point font). Although legibility also depends on which typeface is used, a 12-point font typically is the minimum to be legible for common typefaces such as Arial or Times New Roman. Example: Satisfies criteria ✓ Source: Department of Basic Education. 2018. South Africa, EGRS II Grade 2 Lesson Plan. 26 | COACH ESSENTIAL CRITERIA LESSON CRITERIA: LESSON LAYOUT 2.3 Spacing between lines is no less than the font size. For clarity and ease of reading, spacing between lines is recommended to be at least the same as the font size. Example 1: Satisfies criteria ✓ Source: Department of Education, Kenya. 2016. Tusome Early Grade Reading Activity: Grade 1 English Teacher’s Guide . Example 2: Does NOT satisfy criteria Below, the spacing between words is less than the font size so makes the guide difficult to read. Source: Adapted from an existing Teacher’s Guide. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 27 ESSENTIAL CRITERIA LESSON CRITERIA: LESSON LAYOUT Example 3: Does NOT satisfy criteria This example shows a mix of font spacing in which the words under “Demonstrate” are spaced more closely together, as are those in the Conclusion. Source: Adapted from existing Teacher’s Guide. 2.4 New activities are labelled clearly when introduced. New activities are distinguished from one another by icons, bolding, italics, or underline. Example: Satisfies criteria ✓ Source: Ministry of Education, Kenya. 2018. Mathematics Teacher’s Guide Grade 1. 28 | COACH ESSENTIAL CRITERIA LESSON CRITERIA: LESSON LAYOUT 2.5 The lesson makes clear what the teacher should say aloud and what the teacher should read to her/himself. The lesson differentiates between what the teacher should say aloud to students and what the teacher should read independently to inform the students’ actions. For example, sentences that the teacher is expected to read aloud to students are indicated by quotation marks, preceded by the word “Say,” and/or other methods of demarcation. If the lesson is entirely instructions for teachers with no embedded speech, or if it is entirely embedded speech with no instructions, mark this criterion as present. Example 1: Satisfies criteria ✓ The example shows how a Teacher’s Guide can signal what is meant to spoken and what is meant to be read. The Teacher’s Guide demarcates using “Say” and “Ask.” Source: USAID and Liberia MoE. 2019. AQE Teacher’s Guides: Literacy Level 1. Example 2: Satisfies criteria ✓ The example shows phrases for the teacher to say aloud that are not combined with instructions for the teachers. Instructions are meant solely for teachers to read to themselves. Because there is no combination of the two, it is clear within the lesson what teachers should say aloud and what teachers should read to themselves. Source: USAID and The Philippines Dept. of Education. 2015. Basa Pilipinas: Teacher’s Guide Grade 3 English. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 29 ESSENTIAL CRITERIA LESSON CRITERIA: LESSON LAYOUT Example 3: Satisfies criteria ✓ In this example, instructions for the teacher are differentiated by italics from what the teacher speaks aloud. Source: Department of Education, Kenya. 2016. Tusome Early Grade Reading Activity: Grade 1 English Teacher’s Guide. Example 4: Does NOT satisfy criteria The example shows instructions for teachers that are mixed with questions directed at the students. The “key question” is a question/objective meant to be directed toward the students (“How can you measure length?”). The rest of the instructions are written for the teacher to read silently. The last question combines an instruction for the teacher with a question for students (“How many pencil-lengths are the students’ tables?”). Source: Adapted from an existing Teacher’s Guide. 30 | COACH ESSENTIAL CRITERIA LESSON CRITERIA: LESSON LAYOUT 2.6 Required lesson materials/resources are listed. Required lesson materials and resources are indicated within each lesson. Examples include paper, worksheets, scissors, or required manipulatives. Example: Satisfies criteria ✓ Source: Uganda National Curriculum Development Center. 2018. School Health and Reading Program (SHRP): Teacher’s Guides. Primary 4. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 31 ESSENTIAL CRITERIA LESSON CRITERIA: LESSON LAYOUT 2.7 Each lesson is no longer than 2 pages. x2 The lesson guide for each lesson/class period is no longer than two pages. In case there are multiple lessons on the same day on a specific subject (for example, literacy), this page length refers to the length of each individual lesson. Example: Satisfies criteria ✓ Source: Department of Education, Kenya. 2016. Tusome Early Grade Reading Activity: Grade 1 English Teacher’s Guide. 32 | COACH ESSENTIAL CRITERIA LESSON CRITERIA: LESSON STRUCTURE 2.8 The lesson includes no more than 5 –7 activities for every 30–45 minutes. An activity is a section of class time dedicated to a distinct type of action, such as a song/rhyme activity, a sight words activity, or a pattern activity. For every 30 –45 minutes, 5–7 activities are recommended to avoid information overload and to allow ample time for group work and independent practice after new content is introduced. For example, one activity could focus on grammar, the next on vocabulary, the next on phonics, and the final on explaining homework. Activities that that introduce the main topic, as well as any closing or concluding activities, also are counted as part of this criterion. Note that the breakdown of 1 activity into whole class, small group, and individual practice sections constitutes 1 activity only (not 3). Example: Satisfies criteria ✓ Source: NERDC and USAID 2019. Nigeria Northern Education Initiative Plus: Grade 3 Teacher’s Guide. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 33 ESSENTIAL CRITERIA LESSON CRITERIA: LESSON STRUCTURE 2.9 Activities have instructions that are broken down into small steps. x2 Activities should be accompanied by clear instructions for each step. The guide should include detail on how a teacher should carry out each activity. Both fully scripted and less-scripted/structured Teacher’s Guides can satisfy this criterion. Example 1 (Fully scripted guide): Satisfies criteria ✓ Source: Department of Education, Kenya. 2016. Tusome Early Grade Reading Activity: Grade 1 English Teacher’s Guide. Example 2 (Less-scripted/structured guide): Satisfies criteria ✓ In the example, the activity is broken down into “draw” and “demonstrate.” Source: Ministry of Education, Kenya. 2018. Mathematics Teacher’s Guide Grade 2. 34 | COACH ESSENTIAL CRITERIA LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES 2.10 The objectives state succinctly and clearly the learning goals for the lesson. Effective objectives use succinct wording and action verbs to describe the knowledge or skills that students are expected to acquire by the end of the lesson. These objectives can be either in a note for the teacher or provided for the teacher to say to the students. Example 1: Satisfies criteria ✓ The example shows the objective embedded within a note for the teacher: Source: NERDC and USAID. 2019. Nigeria Northern Education Initiative Plus: Grade 3 Teacher’s Guide. Example 2: Satisfies criteria ✓ The example illustrates an objective provided for teacher to say to students: Source: USAID and Liberia Ministry of Education (MoE). 2019. Accelerated Quality Education for Liberian Children (AQE) Teacher Guides: Literacy Level 1. 2.11 The lesson instructions include asking teachers to introduce new content or model new skills. Instructions provide guidance for teachers on how to introduce new content or model new activities (for example, the teacher introducing “I Do”). Example: Satisfies criteria ✓ The example shows how the teacher is expected to introduce the new activity. The teacher says, “First, I will say a word…. The word is ‘met.’” Source: Department of Education, Kenya. 2016. Tusome Early Grade Reading Activity: Grade 1 English Teacher’s Guide. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 35 ESSENTIAL CRITERIA LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES 2.12 The lesson includes group practice with teacher support. The guide provides opportunities for all students in the class to practice new content or carry out new activities with the teacher’s support (for example “We Do”). Example: Satisfies criteria ✓ In the example, the teacher conducts guided practice with students. The teacher says “Let’s do it together. The word is ‘met.’” Source: Department of Education, Kenya. 2016. Tusome Early Grade Reading Activity: Grade 1 English Teacher’s Guide. 2.13 The lesson includes independent practice. The lesson devotes time for students to individually apply content and/or conduct an activity (for example, independent practice or “You Do”). Example: Satisfies criteria ✓ In this example, the teacher assigns individual sounds for students to complete independently. The teacher says “…you will say all the sounds.” Source: Department of Education, Kenya. 2016. Tusome Early Grade Reading Activity: Grade 1 English Teacher’s Guide . 36 | COACH ESSENTIAL CRITERIA LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES 2.14 Explicit guidance is given to the teacher on when and how to check for student understanding. x2 There are clear guidance and reminders in the Teacher’s Guide on when and how to check student understanding. The checks include calling on 2-3 students to share their work, asking students to demonstrate understanding of a new vocabulary word through gestures or miming, class thumbs up/down, exit slips, and quizzes. The general guidance does not include “check and clarify.” The Guide must say explicitly how and what the teacher should do to check for understanding. Example 1: Satisfies criteria ✓ In the example, a teacher holds up flashcards and asks students to name the items in the pictures. The teacher is checking for the individual understanding for each student in the class, even though the activity is for the whole class. Source: NERDC and USAID. 2019. Nigeria Northern Education Initiative Plus: Grade 3 Teacher’s Guide. Example 2: Satisfies criteria ✓ On the other hand, teachers can ask questions directly of individual students to gauge their understanding. Note that to satisfy the criterion, the Teacher’s Guide needs to indicate that the teacher is encouraged to ask more than one student. In the example, the guide explicitly states, “Move around the class to different people.” Source: USAID and Liberia MoE. 2019. AQE Teacher Guides: Literacy Level 1. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 37 ESSENTIAL CRITERIA LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES Example 3: Satisfies criteria ✓ Checking for understanding also can occur through formative (ongoing) assessment, as in the example. Source: USAID and The Philippines Dept. of Education. 2015. Basa Pilipinas: Teacher’s Guide Grade 3 English. 2.15 The lesson includes open-ended questions, opportunities for students to share personal opinions, and provides multiple ways to solve a problem. x2 Open-ended questions typically start with “why” or “how,” but some can start with “what.” Providing opportunities to encourage students to form and share personal opinions can be as simple as using prompts. Relevant prompts could be: “What do you think about what the character did in the story?” “What would you have done differently? Why do you think that?” Alternately, the lesson demonstrates multiple ways to solve a problem and/or provides opportunities for a student to explain how s/he solved a problem or provided alternative answers/approaches. Example 1: Satisfies criteria ✓ The example shows how a Teacher’s Guide can encourage open-ended questions among students. Here, students are asked to make predictions about what they think will happen in the story. Source: Department of Education, Kenya. 2016. Tusome Early Grade Reading Activity: Grade 1 English Teacher’s Guide. 38 | COACH ESSENTIAL CRITERIA LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES Example 2: Satisfies criteria ✓ Open-ended questions also can be prompted within independent work. In the example, the prompt for students is to write a note of advice on how to keep their own neighborhood clean, or how to keep from getting sick. Source: USAID and The Philippines Dept. of Education. 2015. Basa Pilipinas: Teacher’s Guide Grade 3 English. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 39 BONUS CRITERIA LESSON CRITERIA: LESSON LAYOUT 3.1 In addition to page references to the students’ book, clearly visible images of the student book pages are embedded in the Teacher’s Guide . Example: Satisfies criteria ✓ In the example, the corresponding student textbook page is embedded on the right side of the lesson. Source: Ministry of Education, Kenya. 2018. Mathematics Teacher’s Guide Grade 2. 3.2 Icons, shapes, or small graphics are used to signal different activities or actions. A consistent set of icons, shapes, or small graphics are used throughout the lessons to signal specific actions or activities. For example, a small icon of a mouth signals teachers that they should say the proceeding words. Example 1: Satisfies criteria ✓ In the example, the icons are used consistently throughout the Guide to refer to “I Do,” “We Do,” and “You Do” activities: Source: Department of Education, Kenya. 2016. Tusome Early Grade Reading Activity: Grade 1 English Teacher’s Guide. 40 | COACH BONUS CRITERIA LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES 3.3 The lesson includes questions and/or prompts that review prior learned knowledge or skills and/or that refer to students’ daily lives. Lessons should refer explicitly to prior learned content or connections to daily life. These references may include a “recap” section, guidance such as “Ask students to recall the sound ‘ph’ from the previous lesson ,” or questions such as “What do you remember about…?” Prior content also can be explicit connections to daily life such as “We can equally share this cake among friends using fractions.” Example 1: Satisfies criteria ✓ This example shows how a Guide can incorporate questions/prompts that review prior learned knowledge and refer to students’ daily lives. It asks questions like “What did you learn this week?” and “What did you learn from the lessons that you could apply outside of school?” Only one of the two (review of prior knowledge or references to daily life) need to be present to satisfy this criterion. Source: USAID and Liberia MoE. 2019. AQE Teacher Guides: Literacy Level 1. Example 2: Satisfies criteria ✓ This is another example of how a Guide can prompt students to feel connections to their daily lives. Here, it scripts for the teacher: “It reminds me of when…. It makes me feel….” Source: Department of Basic Education, South Africa. 2018. EGRS II Grade 2 Lesson Plans. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 41 BONUS CRITERIA LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES 3.4 The lesson presents the same information in different ways. The Teacher’s Guide should encourage instructions (and activities) to be delivered in different ways to stimulate different ways of learning (use of movements, sound, visual representations, use of a local language to support vocabulary instruction). This criterion is satisfied when the same information/content is presented in at least two ways by at least once in the lesson plan (for example, by a picture or encouraging the teacher to draw a picture to accompany a vocabulary word). Example 1: Satisfies criteria ✓ The example illustrates how a Teacher’s Guide can prompt teachers to accompany vocabulary instruction with a picture (under box on “Bridging”). Source: USAID and The Philippines DoE. 2015. Basa Pilipinas: Teacher’s Guide Grade 3 English. Example 2: Satisfies criteria ✓ The same Guide also prompts the teacher to accompany new vocabulary words with pictures from the Pupil’s Book. Source: USAID and NERDC. 2019. Nigeria Northern Education Initiative Plus: Grade 2 Teacher’s Guide 42 | COACH BONUS CRITERIA LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES Example 3: Satisfies criteria ✓ The example shows how the Teacher’s Guide explicitly states the actions that are meant to accompany a song. Note that a Guide that says, “Sing itsy bitsy spider,” and that does not explicitly indicate that the teacher must accompany the song with actions does not satisfy this criterion on multiple means of representation. Source: Department of Basic Education, South Africa. 2018. EGRS II Grade 2 Lesson Plans. 3.5 The lesson suggests at which points to respond to student choice and preferences. Choices/preferences can include deciding which song to sing, choosing a strategy to solve an addition problem, picking one task from a selection of tasks, choosing an order to complete an activity, or picking a space in the room to sit. Choices and preferences in classrooms require the teacher to provide different options for how students can approach the task. Example: Satisfies criteria ✓ The example shows how students are given a choice to write a descriptive paragraph about anything they choose. Source: USAID and The Philippines Dept. of Education. 2015. Basa Pilipinas: Teacher’s Guide Grade 3 English. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 43 BONUS CRITERIA LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES 3.6 Opportunities are provided in the lesson plan for teachers to be flexible and respond to classroom realities. The Teacher’s Guide provides opportunities for teachers to iterate and adapt the lesson as needed. For example, the Teacher’s Guide indicates areas where the teacher may choose to reteach and/or iterate based on their findings from formative or summative assessment. Similarly, a Guide could include suggested extended learning activities. Example: Satisfies criteria ✓ The example shows how the teacher is prompted to re-ask the question if more than half of the class was not able to answer it correctly. Source: Department of Education, Kenya. 2016. Tusome Early Grade Reading Activity: Grade 1 English Teacher’s Guide. 3.7 The lesson includes activities or instructional guidance that encourage gender balances and/or challenge other forms of bias. The Teacher’s Guide can challenge stereotypes through explicit statements/activities. For gender balance, the lesson could include clear instructions for providing equal participation opportunities to girls and boys. For example, the lesson may provide prompts that remind the teacher to choose an equal number of girls and boys for an activity. Example 1: Satisfies criteria ✓ The is an example of how a Guide can challenge stereotypes through explicit statements such as “the other girl goalkeeper won the match…the boys learnt that girls can be good at playing football, too.” Source: Uganda National Curriculum Development Center (2018). SHRP: Teacher’s Guides. Primary 4. 44 | COACH BONUS CRITERIA LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES Example 2: Satisfies criteria ✓ Another way this criterion can be satisfied is through a prompt for equal representation. The lesson below prompts the teacher to call for volunteers alternating boys and girls. Source: USAID and Liberia MoE. 2019. AQE Teacher Guides: Literacy Level 1. 3.8 The lesson uses an icon or other hints to remind the teacher to move around the classroom. Moving around the classroom enables the teacher to interact with as many students as possible and ensure that they are on task. While useful in all settings, moving around the classroom is crucial in very large classrooms. Example: Satisfies criteria ✓ The Guide prompts teachers to move around the classroom. Source: USAID and Liberia MoE. 2019. AQE Teacher Guides: Literacy Level 1. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 45 APPENDIX B. SCORED LESSON EXAMPLE AND SCORESHEET 46 | COACH Example Filled-Out Lesson Criteria Checklist and Scoresheet Individual Lesson (Unit 14, Lesson 5) in Teacher’s Guide * * Note that only the Lesson Criteria are filled out below, as Guide Criteria involve reviewing the Teacher’s Guide in its entirety. For examples on the Guide Criteria, please refer to Annex I. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 47 48 | COACH COUNTRY: GRADE: UNIT: LESSON: ESSENTIAL CRITERIA Essential Criteria are the characteristics required for a minimally effective Teacher’s Guide . LESSON CRITERIA: LESSON LAYOUT 2.1 Lessons start at the top of a new page. x2  2.2 The font is legible at arm’s distance (typically no less than a 12-point font). Legibility also is dependent on which typeface is used. A 12-point font typically is the minimum to be legible in commonly used typefaces including Arial and Times New Roman.  Spacing between lines is no less than the size of the font.  2.3 For clarity and ease of reading, spacing between lines is recommended to be at least the same as the font size. New activities are labelled clearly when introduced.  2.4 New activities are distinguished from one another by icons, bolding, italics, or underline. 2.5 The lesson is clear on what the teacher should say aloud and what the teacher should read to her/himself. The lesson differentiates between what the teacher should say aloud to students and what the teacher should read independently to inform her/his actions. For example, sentences that the teacher is expected to read aloud to students are indicated by quotation marks, preceded by the word “Say,” and/or other methods of demarcation. If the  lesson is entirely instructions for teachers with no embedded speech, or if it is entirely embedded speech with no instructions, mark this criterion as present. 2.6 Required lesson materials/resources are listed. Required lesson materials and resources are indicated in each lesson. Examples include paper, worksheets, scissors, or required manipulatives.  2.7 Each lesson is no longer than 2 pages. x2 The lesson guide for each lesson/class period is no longer than 2 pages. In cases of multiple lessons per day on a specific subject (for example, literacy), this page length refers to the length of each individual lesson.  LESSON CRITERIA: LESSON STRUCTURE 2.8 The lesson includes no more than 5–7 activities for every 30–45 minutes. An activity is a section of class time dedicated to a distinct type of action, such as a song/rhyme activity, a sight words activity, or a pattern activity. For every 30–45 minutes, 5–7 activities are recommended to avoid information overload and to allow ample time for group work and independent practice after new content is introduced. For example, one activity could focus on grammar, the next on vocabulary, the next on phonics, and the final on  explaining homework. Activities that that introduce the main topic, as well as any closing or concluding activities, also are counted as part of this criterion. Note that the breakdown of 1 activity into whole class, small group, and individual practice sections constitutes 1 activity only (not 3). 2.9 Activities have instructions that are broken down into small steps. x2 Activities should be accompanied by clear instructions for each step. There should be detail on how a teacher should carry out each activity.  x2 = Component is weighted x2. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 49 ESSENTIAL CRITERIA Essential Criteria are the characteristics required for a minimally effective Teacher’s Guide . LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES 2.10 The objectives state succinctly and clearly the learning goals for the lesson. Effective objectives use succinct wording and action verbs to describe the knowledge or skills that students are expected to acquire by the end of the lesson. Objectives can be either in a note for the teacher or provided for the  teacher to say to the students. 2.11 The lesson instructions include asking teachers to introduce new content or model new skills. Instructions provide guidance for teachers on how to introduce new content or model new activities (for example, teacher introduction, or “I Do”).  2.12 The lesson includes group practice with teacher support. The guide provides opportunities for students to work as a group (whole class included) to practice new content or carry out new activities with support of the teacher (for example, guided learning, or “We Do”).  2.13 The lesson includes independent practice. The lesson devotes time for students to individually apply content and/or conduct an activity (for example,  independent practice, or “You Do”). 2.14 Explicit guidance is given to the teacher on when and how to check for student understanding. x2 There are clear guidance and reminders in the Teacher’s Guide on when and how to check student understanding. The guidance includes checks such as calling on 2–3 students to share their work, asking students to demonstrate their understanding of a new vocabulary word through gestures or miming, class thumbs up/down, exit slips, or  quizzes. The guidance and reminders do not include general guidance such as “check and clarify.” The Guide must say explicitly how and what the teacher should do to check for understanding. 2.15 The lesson includes open-ended questions, opportunities for students to share personal opinions, and provides multiple ways to solve a problem. x2 Open-ended questions typically start with “why” or “how,” but some also can start with “what.” Providing opportunities to encourage students to form and share personal opinions can be as simple as using prompts, such as “What do you think about what the character did in the story?” “What would you have done differently?” “Why do  you think that?” Alternatively, the lesson demonstrates multiple ways to solve a problem and/or provides opportunities for students to explain how they solved a problem or provide alternative answers/approaches. x2 = component is weighted x2. 50 | COACH BONUS CRITERIA Bonus Criteria are additional characteristics that make a quality Teacher’s Guide. LESSON CRITERIA: LESSON LAYOUT In addition to page references to the book, clearly visible images of the student book pages are embedded  3.1 in the Teacher’s Guide. 3.2 Icons, shapes, or small graphics are used to signal different activities or actions. A consistent set of icons, shapes, or small graphics are used throughout the lessons to signal certain actions or activities. For example, a small icon of a mouth indicates to the teacher that s/he should say the proceeding words.  LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES 3.3 The lesson includes questions and/or prompts that review prior learned knowledge or skills and/or that refer to students’ daily lives. Lessons should refer explicitly to prior learned content or connections to daily life. These references could include a “recap” section, guidance such as “Ask students to recall the sound ‘ph’ from the previous lesson,” or questions such  as “What do you remember about…?” Prior content also can be explicit connections to daily life such as “We can equally share this cake among friends using fractions.” 3.4 The lesson presents the same information in different ways. The Teacher’s Guide should encourage instructions (and activities) to be delivered in different ways to stimulate different ways of learning (use of movements, sound, visual representations, use of a local language to support vocabulary instruction). This criterion is satisfied when the same information/content is presented in at least two  ways at least once in the lesson plan (for example, providing a picture or encouraging the teacher to draw a picture to accompany a vocabulary word). 3.5 The lesson suggests at which points to respond to student choice and preferences. Choices/preferences can include deciding which song to sing, choosing a strategy to solve an addition problem, picking one task from a selection of tasks, choosing an order to complete an activity, or picking a space in the room to sit. Choices and preferences in classrooms require the teacher to provide different options for how students can  approach the task. 3.6 Opportunities are provided in the lesson plan for teachers to be flexible and respond to classroom realities. The Teacher’s Guide provides opportunities for teachers to iterate and adapt the lesson as needed. For example, the Guide indicates areas that teachers may choose to reteach and/or iterate based on their findings from formative  or summative assessments. Similarly, the Guide could suggest extended learning activities. 3.7 The lesson includes activities or instructional guidance that encourage gender balances and/or challenge other forms of bias. The Teacher’s Guide can challenge stereotypes through explicit statements/activities. For gender balance, the lesson could include clear instructions for providing equal participation opportunities to girls and boys. For example,  the lesson may provide prompts that remind the teacher to choose an equal number of girls and boys for an activity. 3.8 The lesson uses an icon or other hints to remind the teacher to move around the classroom. Moving around the classroom enables the teacher to interact with as many students as possible and ensure that they are on task. While useful in all settings, moving from student to student is crucial in very large classrooms.  TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 51 Example Lesson Criteria Scoresheet (Unit 14, Lesson 5) 52 | COACH APPENDIX C. SUPPORTING LITERATURE TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 53 ESSENTIAL CRITERIA Essential Criteria are the characteristics required for a minimally effective Teacher’s Guide. GUIDE CRITERIA 1.1 The Teacher’s Guide is consistently structured throughout. Piper and others 2018; Gunter, Venn, and Hummel 2004; Rosenshine 2010; Rosenshine 2012 1.2 Looking at the table of contents, lessons are organized by units and/or Rosenshine 2010; Rosenshine 2012 themes. 1.3 Each lesson covers one class period. Piper and others 2018 1.4 Looking at the first lesson, the last lesson, and a lesson in the middle of the Piper and others 2018 year, scripting gradually tapers off during the year. 1.5 Binding is easy to use and sturdy. Piper and others 2018 ESSENTIAL CRITERIA Essential Criteria are the characteristics required for a minimally effective Teacher’s Guide. LESSON CRITERIA: LESSON LAYOUT 2.1 Lessons start at the top of a new page. Piper and others 2018 2.2 The font is legible at arm’s distance (typically no less than 12 points). Piper and others 2018 2.3 Spacing between lines is no less than the font size. Piper and others 2018 2.4 New activities are labelled clearly when introduced. Piper and others 2018 2.5 The lesson makes clear what teachers should say aloud and what teachers Implementation experience should read to themselves. 2.6 Required lesson materials/resources are listed. Gunter, Venn, and Hummel 2004; Rosenshine 2010; Rosenshine 2012; Piper and others 2018 2.7 Each lesson is no longer than 2 pages. Piper and others 2018 54 | COACH ESSENTIAL CRITERIA Essential Criteria are the characteristics required for a minimally effective Teacher’s Guide. LESSON CRITERIA: LESSON STRUCTURE 2.8 The lesson includes no more than 5–7 activities for every 30–45 minutes. Piper and others 2018 2.9 Activities have instructions that are broken down into small steps. Rosenshine 2010; Rosenshine 2012 LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES 2.10 The objectives state the learning goals for the lesson succinctly and clearly. Piper and other 2018; Brophy 1999 2.11 The lesson instructions include asking teachers to introduce new content or Gunter, Venn, and Hummel 2004; model new skills. Piper and others 2018; Rosenshine 2012; Rosenshine 1995 2.12 The lesson includes group practice with teacher support. Gunter, Venn, and Hummel 2004; Piper and others 2018; Rosenshine 2012; Rosenshine 1995 2.13 The lesson includes independent practice. Gunter, Venn, and Hummel 2004; Piper and others 2018; Rosenshine 2012; Rosenshine 1995 2.14 The lesson gives explicit guidance to the teacher on when and how to check Good and Grouws 1977; Piper and for student understanding. others 2018; Rosenshine 2012 2.15 The lesson provides open-ended questions, opportunities for students to Azigwe and others 2016; Tyler and share personal opinions, and multiple ways to solve a problem. others 2010 TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 55 BONUS CRITERIA Bonus Criteria are additional characteristics that make a quality Teacher’s Guide . LESSON CRITERIA: LESSON LAYOUT 3.1 In addition to page references to the student book, clearly visible images of Piper and others 2018 the student book pages are embedded in the Teacher’s Guide. 3.2 Icons, shapes, or small graphics signal different activities or actions. Piper and others 2018 LESSON CRITERIA: GENERAL PEDAGOGICAL PRACTICES 3.3 The lesson includes questions and/or prompts that review prior learned Brophy 1999; Gunter, Venn, and knowledge or skills and/or that refer to students’ daily lives . Hummel 2004; Rosenshine 2010; Rosenshine 2012 3.4 The lesson presents the same information in different ways. Piper and others 2018; Good and Grouws 1977; Lemov 2010; Evertson and others 1980 3.5 The lesson suggests at which points to respond to student choice and Evans and Boucher 2015; Reeve 2006; preferences. Reeve 2009 3.6 Opportunities are provided in the lesson plan for teachers to be flexible and Implementation experience respond to classroom realities. 3.7 The lesson includes activities or instructional guidance that encourage Pittinsky, 2016; Pittinsky and Montoya, gender balances and/or challenge other forms of bias. 2016 3.8 The lesson uses an icon or other hints to remind the teacher to move around Rosenshine 2010; Rosenshine 2012 the classroom. 56 | COACH REFERENCES Azigwe, J.B., L. Kyriakides, A. Panayiotou, and B.P.M. Creemers . 2016. “The Impact of Effective Teaching Characteristics in Promoting Student Achievement in Ghana.” International Journal of Educational Development 51 (November): 51–61. https://doi.org/10.1016/j.ijedudev.2016.07.004. Brophy, Jere. 1999. “Toward a Model of the Value Aspects of Motivation in Education: Developing Appreciation for Particular Learning Domains and Activities.” Educational Psychologist 34 (2): 75–85. https://doi.org/10.1207/s15326985ep3402_1. Brunette, Tracy, Benjamin Piper, Rachel Jordan, Simon King, and Rehemah Nabacwa. 2019. “The Impact of Mother Tongue Reading Instruction in Twelve Ugandan Languages and the Role of Language Complexity, Socioeconomic Factors, and Program Implementation.” Comparative Education Review 63 (4): 591–612. https://doi.org/10.1086/705426. Department of Basic Education, South Africa. 2018. Early Grade Reading Study: English First Additional Language (EGRS II) Grade 2 Lesson Plans. Department of Education, Kenya. 2016. Tusome Early Grade Reading Activity: Grade 1 English Teacher’s Guide. Prepared by RTI International and produced with support from USAID and licensed under the Creative Commons Attribution 4.0 International License. Evans, Miriam, and Alyssia R. Boucher. 2015. “Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning.” Mind, Brain, and Education 9 (2) (June): 87–91. https://doi.org/10.1111/mbe.12073. Evertson, Carolyn M., Charles W. Anderson, Linda M. Anderson, and Jere E. Brophy. 1980. “Relationships between Classroom Behaviors and Student Outcomes in Junior High Mathematics and English Classes.” American Educational Research Journal 17 (1): 43–60. https://doi.org/10.3102/00028312017001043. Good, Thomas L., and Douglas A. Grouws. 1977. “Teaching Effects: A Process-Product Study in Fourth-Grade Mathematics Classrooms.” Journal of Teacher Education 28 (3): 49–54. https://doi.org/10.1177/002248717702800310. Gove, Amber, Medina Korda Poole, and Benjamin Piper. 2017. “Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia.” New Directions for Child and Adolescent Development 155: 77–95. https://doi.org/10.1002/cad.20195. Gunter, Philip, Martha Venn, and John Hummel. 2004. “Teacher -Made Scripted Lessons.” In Evidence-Based Educational Methods, 95–108. San Diego, CA: Elsevier Academic Press. https://doi.org/10.1016/B978- 012506041-7/50008-5. Lemov, Doug. 2010. “Teach like a Champion: 49 Techniques That Put Students on the Path to College.” San Francisco, CA: Jossey-Bass. Ministry of Education. Kenya. 2018. Primary Education Development Project (PRIEDE). Mathematics Teacher’s Guide: Grades 1 and 2. NERDC (Nigerian Educational Research and Development Council) and USAID (United States Agency for International Development). 2019. Nigeria Northern Education Initiative Plus: Teacher’s Guide. P2/P3. Developed under the USAID-funded Northern Education Initiative Plus program and licensed under the Creative Commons Attribution 4.0 International License. Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejía, and Kellie Betts. 2018. “Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization.” RTI Press Publication OP- 0053-1805. Research Triangle Park, NC: RTI Press. https://doi.org/10.3768/rtipress.2018.op.0053.1805. Pittinsky, Todd L., and R. Matthew Montoya. 2016. “Empathic Joy in Positive Intergroup Relations: Empathic Joy.” Journal of Social Issues 72 (3): 511–23. https://doi.org/10.1111/josi.12179. TEACHER’S GUIDE DIAGNOSTIC TOOL MANUAL | 57 Reeve, Johnmarshall, and Jang Hyungshim. 2006. “What Teachers Say and Do to Support Students’ Autonomy during a Learning Activity.” Journal of Educational Psychology 98 (1): 209–18. https://doi.org/10.1037/0022-0663.98.1.209. Rieth, Herbert, and Carolyn Evertson. 1988. “Variables Related to the Effective Instruction of Difficult -to-Teach Children.” Focus on Exceptional Children 20 (5): 1–8. https://doi.org/10.17161/foec.v20i5.7503. Rosenshine, Barak. 2010. “Principles of Instruction.” Educational Practices Series 1–21. International Bureau of Education, International Academy of Education. http://www.ibe.unesco.org/filead- min/user_upload/Publications/Educational_Practices/EdPractices_21.pdf. Rosenshine, Barak. 2012. “Principles of Instruction: Research-Based Strategies That All Teachers Should Know.” American Educator Spring Issue. https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf. Tyler, John H., Eric S. Taylor, Thomas J. Kane, and Amy L. Wooten. 2010. “Usi ng Student Performance Data to Identify Effective Classroom Practices.” American Economic Review 100 (2): 256–60. https://doi.org/10.1257/aer.100.2.256. Uganda National Curriculum Development Center. 2018. School Health and Reading Program: Teacher’s Guides. Primary 4. Prepared by RTI International. Reproduced on the basis of an original work developed under the USAID/Uganda School Health and Reading Program and licensed under the Creative Commons Attribution 4.0 International License. USAID (United States Agency for International Development) and Liberia MoE (Ministry of Education). 2019. Accelerated Quality Education Teacher Guides and Learner Workbooks Series, Literacy, Level 1, Semester 1. Monrovia: USAID and MoE License: Creative Commons Attribution CC BY 4.0 IGO. USAID and The Philippines Department of Education (DoE). 2015. Basa Pilipinas: Teacher’s Guides. Grade 3 English. Examples from this tool are adapted from Basa Pilipinas Teacher’s Guide Grade 3 English Quarter 1, published March 2015, developed with the generous support of the American people through the United States Agency for International Development (USAID) under the Basa Pilipinas Project and the Department of Education. World Bank. 2019. “Ending Learning Poverty: What Will It Take?” World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/32553 License: CC BY 3.0 IGO. World Bank. 2020. “Cost-Effective Approaches to Improve Global Learning: What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? Recommendations of the Global Education Evidence Advisory Panel.” Washington, DC. World Bank. https://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches- to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving- Learning-in-Low-and-Middle-Income-Countries.pdf 58 | COACH Access Coach Tools and Resources Contact us at coach@worldbank.org and visit us at www.worldbank.org/coach