PLAY-BASED LEARNING Embrace Play-Based Learning
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Students from Kabasa Primary School in Bunda district use outdoor sports in simulating how to draw numbers and memorize words. Photo taken by Victor Mapile. Primary schools in Mara Region PLAY-BASED LEARNING embrace play-based learning Overview School doesn’t have to be all work and no play. In fact, primary school teachers in the Mara Region of Tanzania are learning how to better engage students with lessons that encourage more creativity, collaboration and communication. Instead of only using traditional lecture methods, where students write down notes in exercise books and learn through repetition and memorization, some Grade 1 and 2 literacy teachers are integrating the Play-Based Learning (PBL) methodology. In 2017, with support from the McGovern-Dole International Food for Education and Child Nutrition Program, PCI/Tanzania introduced this teaching approach to 231 schools in Butiama, Bunda and Musoma districts. “[Play-based learning] supports students in According to a baseline survey conducted by PCI/Tanzania which was developing and consolidating distributed to 600 students in July 2017, only 16.2% of Grade 1 and 2 students skills and concepts at their were reading at grade level. To address this challenge and complement traditional teaching methods, PCI/Tanzania trained 486 Grade 1 and 2 level. It helps to shape their literacy teachers on the child centered PBL methodology. The objective of positive attitude towards the training was to equip teachers with new and quality teaching techniques learning and life skills.” that incorporate guided play into the learning process. As a key partner, the government of Tanzania endorsed the PBL methodology as a teaching approach Nida Mwinyi, a Grade 2 teacher at to be used in primary schools. Wanyere ‘B’ Primary School “The PBL training for our teachers added more value to classroom teaching,” said Lucy Nyanda, Chief School Quality Assurer for Musoma district. “I would suggest all districts to adopt this method, not only to teach literacy Classroom materials made by teachers and students at Nyamagana Primary School in Butiama district to improve the learning process. Photo taken by Victor Mapile. competencies from Grades 1 and 2 motivate and stimulate them to learn” show how classroom management but also from Grades 3 to 7.” Mwinyi said. “The methodology has by literacy teachers has improved. At also made teaching easier. Students the baseline, 6% of students were According to “Learning through are divided into small groups, guided off task at the start and middle of a Play” in the Encyclopedia on Early in reading storybooks and supported teaching session. According to the Childhood Development, “Children to interact with learning resources.” post-assessment, that average is now learn well when they are mentally 3.9% (4.6% boys; 3.1% girls). and physically active. Engaging in In December 2018, just one year play stimulates the young mind after the PBL methodology was Following the initial PBL training, PCI/ to be receptive in the learning introduced to schools, PCI/Tanzania Tanzania consistently monitored and supported teachers with implementing the methodology and in addressing any challenges. ”Before adoption of the PBL methodology, students were not actively Now, quarterly monitoring reports engaged in the learning process. They were just listeners of instructions from school quality assurers provided by teachers. That impaired their understanding in what was continue to show a positive trend in taught. It was difficult for a teacher to follow up on each pupil’s progress.” teachers using PBL techniques in the classroom. Nida Mwinyi, a Grade 2 teacher at Wanyere ‘B’ Primary School This story was developed by Hery Tindwa and Juliana Dyegura with contributions from Poyo Pitalisi, process” (Smith PK, Pellegrini A. conducted a post-assessment Augustine Kojo, Victor Mapile and June 2013). Play-based learning is using an Early Grade Reading Godfrey Matumu. also a necessary component of brain Assessment tool. Out of 1,021 Grade development and ensures active 2 students, 316 (31%) were able participation of every child in the to read with comprehension and learning process. scored greater than 80%, which is a national benchmark as compared “Students like and enjoy the lessons, to the baseline recorded of 16.2%. because play and games activities The post-assessment findings also PCI INTERNATIONAL HQ: PCI TANZANIA: 5151 Murphy Canyon Road, Suite 320 Nicolas Ford, Country Director San Diego, CA 92123 [email protected] (858) 279-9690 | www.PCIGlobal.org.