Download Report

How can we get materials for
our learners?
Q
Tara is facing a big problem. Some of her learners’ cows have
been affected by a disease. Her learners ask her for advice.
Tara contacted other CLCs for help but they didn’t know
Step 3
Material Preparation
anything about the disease either. Finally, Tara got some
leaflets on this disease from the livestock office. She distributed
those leaflets to her learners and organized a discussion session
with them. In the livestock office, the curricular unit Tara
prepared was really helpful both to the officer and Tara in
finding appropriate material.
Curricular unit helps us to select the most relevant material
Too many materials to choose from...
curricular unit
Appropriate to local context
36
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
Contact various development
offices and workers
A
Development of new materials requires time and energy. Besides educational
institutions, other development offices and workers often have posters and
booklets for their education and awareness programmes. We can collect
materials from them and use the materials in our learning activities.
In finding relevant materials we should use the curricular unit as criterion for
the selection.
1. Offices/workers we may contact for relevant material
· Agricultural office/workers
· Fisheries office/workers
· Health office/workers
2. Other places we can collect material
· District/local libraries
· Schools
· Local NGOs
· Religious and social organizations/clubs
· Village key persons
· Other literacy classes or CLCs
Variety of materials available at an NGO office
37
Q
How do we adapt materials?
Rita got some materials from the health office. She distributed
those materials to her learners and found out that most of them
could not understand the message due to the complexity of the
Step 3
Material Preparation
language. How could she make these materials suitable for
her learners?
Original booklet: Too difficult for basic literacy learners
curricular unit
adaptation
Adapted information sheet:
short and simple sentences
38
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
Select relevant materials and
change them referring to
curricular unit
A
Needs of the learners in different communities are very diverse. There are
lots of materials available which can serve our purpose if we make some
changes to match the literacy level and needs of our learners. Adaptation of
materials is a good way to prepare materials saving our time and budget.
Some common techniques of material adaptation are mentioned below.
(1) Select relevant materials referring to objectives and contents of the
curricular unit.
(2) Modify the original contents to suit those in the curricular unit.
(3) Rewrite the text used to suit the learners’ comprehension level, and use
language familiar to them
(4) Adapt the original pictures to match the local context.
(5) Change the original format and size according to the curricular unit
(6) Adapt the mode of presentation. For example prepare a storybook based
on a video film.
(7) Develop extra exercise sheets to supplement the existing materials.
A material adapted from a prototype
Left, an AJP material “Balanced Diet” pie chart. Right, a locally developed flip chart on vegetables.
The core content, “balanced diet,” remains. Kinds
of vegetables are changed into locally available
ones. Format is changed for number of learners
to see the chart at once. Words are selected to
suit the learners’ comprehension level.
39
How do we convey a simple
message to a large number of
learners at once?
Q
Rita wanted to let all her learners know the date of
immunization for their children. However, some learners do
not come to the CLC regularly. So, she asked Varsha to give
Step 3
Material Preparation
her an advice. Varsha suggested Rita prepare a poster based
on the curricular unit and put it on the village information
board near the CLC. Varsha advised her that the poster could
also be used to stimulate discussion among the learners in the
class on that particular theme.
TITLE
Message
Picture
Basic layout of a poster
Preparing a poster
40
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
A
Let’s develop a poster!
What do we need?
· Large sheet of paper
(white or colour)
· Colour pen/pencil
· Photographs (if required)
What is a poster?
A poster is a large sheet of paper containing a title, short message, and pictures.
Posters can visually present a message to many people at a time.
How can we develop it?
We can develop a poster by the following steps:
1. Prepare a short and catchy title, referring to the theme of the curricular
unit.
2. Develop a few short and very precise sentences as messages, referring to
the contents of curricular unit.
3. Develop a draft design/ layout for the poster, based on the title and
messages.
4. Make illustrations to visualize the title and
messages of the poster based on the layout,
possibly with the help of school teachers/students.
You can also use relevant illustrations or
photographs from newspapers and magazines.
5. Decorate the poster with colour pens as a final
version, if necessary.
IMMUNIZE Your Child!
Immunization protects children from
many diseases.
How can we use it?
A poster is a powerful and easy way to transmit messages.
Posters can serve to encourage/stimulate discussion. We can
hang a poster in our CLC centre or village public places and
ask learners to explain the content of the poster. If needed,
facilitators can explain and elaborate the concept or
instructions.
A poster on immunization
41
TIPS!!
How to Prepare Illustrations
There are various ways we can prepare illustrations for learning materials. Let’s invite learners
to join in making illustrations. It will be fun as well as a learning activity.
1. Clippings
We can look for relevant photos or illustrations in magazines and newspapers.
Cut out the parts you want to use, then paste them onto your material.
2. Imitate existing illustrations
Take a sample illustration from another material or book. We can make a new drawing by
imitating the sample.
3. Tracing
We can make a new drawing by tracing the original ones.
(1) With common paper (using window glass and sunlight)
a. Put the illustration on top of the glass.
b. Put blank paper over the illustration.
c. Hold the glass to sunlight and trace the illustration.
(2) With carbon paper
a. Place the paper with the carbon side down on a blank sheet of
paper
b. Place the illustration facing up and trace it with a pen or pencil.
(3) With thin paper (tracing paper)
Place the thin paper over the illustration and trace it.
When making materials, we can paste it onto a thicker piece of
paper, if the paper is too thin.
(4) Draw stick pictures
Stick pictures are simple to illustrate. We do not need to be an artist to be
able to draw in this style. The point is just to convey the message.
(5) Use local talent
There is always talent in a community who can draw. Ask them to prepare
illustrations with us.
42
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
TIPS!!
Tips on Preparation of Text
Are you confused as to where to begin writing for your material?
1. We can follow these steps when preparing the text of our materials
(1) Select keywords
Refer to the content of the curricular unit to select several keywords for the theme and
objectives of the material.
(2) Make sentences
Write sentences using the keywords. Try to make simple sentences with words learners are
familiar with.
(3) Arrange the sentences in order
The sentences should follow a logical sequence by referring to the contents in the curricular
unit. It is best to begin with easy concepts then introduce more difficult concepts.
(4) Read through entire material
After writing, we should re-read all the sentences once again. Check if there are any confusing
parts.
2. Text style
We should use different writing styles for different types of materials. For example, a more
personal, friendly style would be appropriate for a narrative or story, but not for technical material.
3. Other things to remember
- Try to write text relevant to learners’ socio-economic situation, traditions, and values.
- Keep in mind the literacy level of the target learners. Too easy would be boring, too difficult
would discourage them.
- For materials with technical content (agriculture, animal husbandry, etc.), it would be best if
we could ask a subject specialist to check it for accuracy.
- Make sure that the spelling and grammar are correct.
Samples of text in booklets made by ACCU
(1) One day, Rita brought her daughter Ana to the village clinic. “The doctor is not coming
today.” “Oh, but Ana has been coughing for a week.” (“Herbal Plants”)
(2) When we need extra money, Micro-Credit can help us. There are several occasions when
we need extra money for living, such as meeting family needs, emergency situation, and
expanding family business. (“Micro-Credit”)
(3) Will women benefit, if they can read books? Yes!! They can improve their family life with the
knowledge and skills gained through reading. (“Why Literacy for Women”)
43
How do we satisfy learners’
interest in knowing news and
reading stories regularly?
Q
Jai found his learners sometimes getting bored with the old
reading materials. He also observed that learners were very
much interested in knowing what was happening in the village
Step 3
Material Preparation
and in hearing stories related to their life. He now tries to
develop a village wall magazine imitating the one provided by
the district education office.
Wall magazines made by CLC
Wall magazine periodically published by Literacy Resource Centre (Nepal)
44
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
Work with learners to make a
wall magazine
A
What do we need?
· Large sheets of paper
· Small sheet of paper
· Color pen/pencil
· Relevant illustrations/
photos
What is a wall magazine?
A wall magazine is a large sheet of paper (preferably 60 x 90 cm) containing
colourfully decorated stories, case studies, poems, cartoons, drawings,
pictures, community news, etc. A printed wall magazine can also be developed
at the district and central level. The wall magazine is usually published weekly
or monthly.
The latest news and hot issues in the village prepared by learners can be
shared with villagers by publishing the wall magazine periodically.
How can we develop it?
We can develop a wall magazine by the following steps:
1. Collect big sheets of paper. We can use the back side of election posters,
etc. or paste together small pieces of paper.
2. Ask learners to prepare writing for the wall magazine. Learners may write
on any topic, (village news, family, education) and any style - story, poem,
comics, song, picture, etc.
3. Provide the learners with paper and colour pencil. Learners can also write
directly on big sheets of paper.
4. Collect learners’ writing for the wall magazine.
5. Prepare a rough layout on a big sheet of paper.
6. Ask learners to paste their writing on the big sheet of paper.
7. Encourage learners to make it attractive by writing the title of the magazine
and headlines over each article, and decorating the magazine with drawings
and pictures.
How can we use it?
1. Hang a wall magazine inside or outside the CLC.
2. Ask learners to read the magazine.
3. Discussion sessions can be organized on the contents of the magazine.
4. Organize competition for best writing.
5. Exchange wall magazines among CLCs.
6. A group of learners may form an editorial committee.
45
How do we convey
many messages in a sequence
to a number of learners?
Q
One day, Rita was asked by a school teacher to persuade the
learners in her CLC to send their daughters to the school
regularly. Rita wanted to tell them how her friend’s family
Step 3
Material Preparation
was better off with educated daughters. But she feels some
difficulties in conveying this long and rather complicated story
in an interesting way to her learners. Jai advised her to develop
a chart to narrate her story with relevant illustrations.
Example of chart
Chart on vegetable cultivation developed at village level
46
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
A
Let’s develop a chart!
What do we need?
· Large sheets of paper
(white or colour)
· Colour pen/pencil
· Relevant illustrations/
photos
· Binding tool (thread, ring,
etc.)
What is a chart?
A chart is a material containing 3-12 pages of medium or large sheets of
paper bound together. A chart contains both message and pictures for
stimulating discussions, demonstration, providing orientation, and/or
instructions. A chart is an effective way to demonstrate new concepts or
messages in a sequence to a group of learners.
How can we develop it?
We can develop a chart with learners by the following steps:
1. Prepare a full story or message based on the theme, objectives, and contents
in the curricular unit. Then divide or distribute the text for each page of
the chart.
2. Prepare draft design combining text and illustration of each page of the
chart and arrange the pages sequentially.
3. Consult with subject matter specialist in the village or district level to
check appropriateness of messages.
4. Develop layout of the chart combining text and illustration/appropriate
pictures. Too much information in a page should be avoided.
5. Information or messages on each page should be simple, short, and clear.
How can we use it?
1. We can tell the story or explain the message of the chart.
2. After going through the whole chart, we can ask learners to review the
contents.
3. If needed, facilitators should once again explain and elaborate the concept
or instructions.
4. A discussion session can be organized on the contents of the chart.
5. We can ask various questions to get learners’ feedback and comments on
the contents.
6. If we preserve the chart properly we can use it for many years.
47
How do we involve learners
more actively in the class?
Q
Rita is thinking how to generate a lively discussion among
learners on the sensitive issue of family planning. She wants
to conduct a meaningful and participatory session on the issue.
Step 3
Material Preparation
Varsha gave her a hint on how to make and use picture cards.
Work with learners to make
picture cards
A
What are picture cards?
Picture cards are a set of hard paper cards with pictures and words to introduce
simple messages or ideas.
Characteristics of picture cards are:
Normally, one card contains only one independent piece of information. We
can prepare picture cards in different ways.
1. Illustration on front side and text on the back side.
2. Illustration and text on one side only.
3. Question on front side and answer on back side.
4. Illustration and key words on front side and detailed text on the back side.
The cards are usually made of durable small to medium size pieces of cardboard
to be easily seen by groups of learners. Cards can be used for familiarization
and introduction of new materials and/or information.
48
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
What do we need?
· Small/medium size hard
sheets of paper (white or
colour)
· Colour pen/pencil
· Relevant illustrations/
photos
How to make them
1. Use pieces of blank paper of the same size, or cut large size paper into
same size pieces.
2. Prepare pairs of necessary illustrations and text for each card based on the
theme, objectives and contents of the curricular unit.
3. Put the illustration, text, and/or instructions on the card.
How can we use it?
1. Since this type of material is illustrative, it is suitable for learners with a
low level of literacy skills. We can show picture cards in groups where
learners can see them easily, and explain the message.
2. Upon providing the initial input to the learners, we can distribute cards to
them and ask them to look at the pictures and read the text and/or
instructions.
3. After that we can ask them to explain the message written on each card.
4. We can also ask each learner to sequence the cards to make a sentence or
story. We can even use picture cards for playing learning games.
Picture cards on pest management developed at local level
AJP prototype picture cards
49
How do we effectively consolidate
literacy skills and additional
knowledge of the learners?
Q
After finishing one series of lessons, some learners tend to
forget what they learned after some time. Jai wanted all the
learners to review and consolidate their literacy skills and
Step 3
Material Preparation
retain the knowledge that they had received in the centre. He
went to the agricultural office and found a book on grafting
technique, which was a recent subject. By adapting the book,
Jai tried to prepare a leaflet so all his learners will be able to
review the lesson on grafting at home.
Example of leaflet on use of agricultural chemicals developed at local level
50
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
A
Let’s develop a leaflet!
What do we need?
· Paper
· Pen and pencil
· Relevant illustrations/
photos
· Duplicating equipment
such as mimeograph, if
available
What is a leaflet?
A leaflet is a piece of paper containing a rather large quantity of information
or messages. Folded paper (2 or 3 folds) is also a type of leaflet. A leaflet is
useful when mass circulation is required. It is also effective for the learners
to review what they previously learned in the CLC. Through leaflets we can
easily provide a chance for review and present additional important messages
to a number of learners at minimum cost.
How to develop it
1. Collect the necessary number of paper (30-50 sheets).
2. Develop text for the leaflet based on the curricular unit.
3. Prepare relevant illustrations and text.
4. Decide layout of the leaflet, including visual parts.
5. Prepare one master copy of leaflet.
6. Make copies of leaflets in plain sheets and fold them. We can ask some
learners to help hand-copy.
7. If mimeograph is available, use it for duplication. Refer to Step 6 for
mimeograph duplication.
How can we use it?
1. Distribute leaflet for learners to read and study for themselves.
2. We can moderate discussion session on the subject of the leaflet.
3. We can also organize question-and-answer sessions or writing competitions
based on the content of the leaflet.
4. Give the leaflet to the learners to review.
5. We can distribute the leaflets to other villagers or place them in a public
place.
51
How do we provide
a set of complex messages
in an effective way?
Q
Rita wanted to have a reading material to help her learners
understand a way to effectively market their handicrafts, which
was a recent subject in the primer. She went to the nearby
Step 3
Material Preparation
market and talked with a handicraft shop owner, who gave
Rita some important information on marketing. Since the
information was detailed and complicated, Rita tried to make
a simple booklet with a lot of illustrations. Once a master
booklet was ready, learners helped in making copies for
themselves.
Example of booklet
developed by ACCU
Example of booklet developed by learners and facilitators
Participation of learners in preparation of booklets help
them to think and remember the contents.
52
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
A
Let’s develop a booklet!
What do we need?
· Paper
· Colour pen/pencil
· Relevant illustrations/
photos
What is a booklet?
A booklet is a material designed to present concepts or ideas through a
combination of text and visual images. The images serve as visual
explanations of the text. It is a very useful material for providing a large
quantity of information in a sequence. A booklet normally contains 12 to 24
pages. The literacy level of the target readers is to be carefully considered
while developing booklets.
How to develop
1. Decide the title of the booklet based on the theme of the curricular unit.
2. Collect relevant information from development offices/workers concerned
or village key persons according to the objectives of the curricular unit.
3. Make a sequence of the messages, referring to the contents of the curricular
unit.
4. Prepare texts with due consideration of learners’ literacy and
comprehension level. We can present our message mainly in two different
ways: a story or dialogue based on the content of the curricular unit, or
present our message through narration and/or instructions.
5. Prepare illustrations/photos corresponding to the texts.
6. Make a dummy with a rough draft layout for each page of the booklet.
7. Make a master copy by arranging texts and illustrations on each page.
8. Prepare hand-copied booklets with the help of learners and bind them
with glue or string.
9. Use mimeograph for duplication, if available.
How can we use it?
A booklet is basically an individual reading material. We can distribute a
booklet to the learners and ask them to read it. Or, we can ask one learner to
read it aloud while the others follow along reading. After reading we can ask
them to explain the content. If needed, facilitators can explain and elaborate
on the content. Booklets may contain space for writing and to do some
exercises. Learners can take the booklet to their home and read it on their
leisure time.
53
How do we motivate learners’
interest in a certain subject?
Q
Recently Rita went to a village fair. At the fair, she heard a folk
song. The singer was singing about respect for parents. Rita
was so impressed that she decided to compose a song on issues
Step 3
Material Preparation
related to learners’ needs.
She discussed the idea with her learners. They liked the idea
very much. Rita, along with her learners, composed one lyric
about the importance of education for girls, to be sung to the
tune of a traditional song. Rita also asked one of the folk singers
to compose one song on women’s rights.
Rita organized a cultural party in their village to perform these
songs. After singing, Rita initiated a discussion on the issues.
People liked discussing crucial issues in a relaxed environment.
54
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
A
Let’s write songs!
What do we need?
· Paper and pencil for
composing the lyrics
· Local folk singer
· Cassette recorder, if
available
What is a song?
A song can be used to present certain themes in a contextually appropriate
manner. Adapting popular or local folk songs to contain educational messages
can be very effective for creating motivation among our learners. In most
communities, there are people who can compose songs and play music. If
we can utilize their talent for educational purposes, we can easily solve the
problem of lack of learning material.
How can we write and use them?
The words of a song on particular issues should be prepared and set to a
traditional or popular songs. After presentation of the song, encourage the
audience to participate in a discussion on the theme. Through songs we can
influence people quickly. Songs can be sung individually or in a group.
Songs are also useful instructional materials for CLC programmes. Songs
may contain important messages such as: advice for children to be strong
and healthy, for learners to respect their own tradition, keep living environment
clean, encouraging people to come to literacy class, etc.
Learners singing
55
How do we convey a series of
messages through entertainment?
Q
Recently Rita got a drama script from a district library. The
drama was about a woman who was exploited by a greedy
middleman. Rita decided to perform this drama in her centre.
Step 3
Material Preparation
She started rehearsal with her learners. There is one club in
the village where she found some young people who knew
something about performing drama. She invited them to help
her in the rehearsal. After a few days she organized a
performance of the drama, which entertained the learners and
created a good atmosphere for discussing the issue of
exploitation.
After the performance Rita initiated a discussion on the issues.
Villagers and learners who were at the function took part in
the discussion. They identified similar exploitation of women
in their village.
So, Rita decided to develop a drama based on the real situation
in the village. With her learners, she collected cases from the
Learners performing a drama
village. She selected two cases and with the help
of her supervisor, Rita wrote two drama scripts
and performed them at her centre. Rita found that
learners in her centre liked these dramas because
they were based on stories they knew.
56
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
A
Let’s develop dramas!
What do we need?
· Paper and pencil for
documenting cases and
writing a rough story and
script
· Written script of drama
· Cassette recorder or
player for sound effects
and music
· Performers of drama
What is it?
Drama can portray a life of a character, or tell a story usually involving conflicts
and emotions through action and dialogue. Drama is performed based on a
written script. It can be performed in the CLC or in any other place to
demonstrate themes with educational and/or recreational messages.
How to develop it
1. With help of learners, collect and document cases in the village, which
are related to the theme and contents of the curricular unit.
2. Make the documented cases into a rough story.
3. Rewrite the rough story in a dialogue style with several characters to
make a script.
4. Audition good performers from among CLC learners or talented villagers.
5. Prepare sound effects and music
6. Practice the drama performance, first by reading the script only, then by
acting out the role with sound effects and music.
7. Organize the drama.
How can we use it?
1. Publicize the time, date and place of the drama performance with poster
or other media.
2. Before the performance, give brief introduction to the theme of the drama.
3. Perform the drama.
4. Invite the audience to have discussion on the theme of the drama.
5. Other materials such as posters, booklets and leaflets covering related
issues can be used for further learning activities.
6. We can organize a drama competition in our centre.
57
TIPS!!
A Puppet Show is Another Fun Way to Learn!
What is it?
One popular form of folk media is a puppet show. Audience or
learners enjoy seeing the figures and movement of the puppets
and hearing them talk, while they absorb the information and
messages that facilitators want to convey at the same time. With
the puppets, facilitators or performers can tell or narrate stories,
dialogue, poetry and even discussions which are related to the theme
and contents of the curricular unit.
Puppets are wooden or cloth dolls which are moved like actors. People speak the text of the
play behind the puppets acting out dramas and local stories. The puppets have to be made
according to their characters and number e.g. male or female, elderly or young, etc. Through
development of a puppet play, learners achieve the learning objectives.
What do we need?
Simple puppets can be made with resources
available in the local area, such as old cloth,
newspapers, broken umbrellas, coconut
shells, bamboo, etc. We can also use:
- Paper
- Colour pen
- Cotton
- Glue
- Stick
- Rope
- Thread
- A partition for hiding the puppeteers
Puppet show at CLC
58
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
How to develop
To organize a puppet play, we have to follow the simple steps mentioned below:
1. Script writing
First we should develop a story. Based on the story, a script should be prepared. The script of a
puppet play can deal with any kind of topic which is relevant to the community’s situation.
2. Production of puppets
Simple puppets can be made with resources available in the local
area, such as old cloth, newspapers, broken umbrellas, coconut
shells, bamboo, etc.
3. Technical preparation
Before presentation of the puppet play, the stage, scenery, lighting
(if needed) should be prepared.
4. Rehearsal
Before the final presentation one or more rehearsals are needed to
make sure the play is understandable and enjoyable to the audience.
In the rehearsal we can also check the quality of the puppets and
other technical arrangements. Based on the feedback we should
review and finalize the script, stage, scenery, lighting and voices.
Simple puppets can be made
from bamboo or paper
We can make our puppet play interesting if we follow these rules:
(1) Move the puppets only when they are talking.
(2) Keep our puppets facing the audience.
(3) When two puppets are talking we should keep their eyes
towards each other.
(4) Post-play activities: After a puppet play we can organize a
discussion session on the topic of the play and initiate followup activities.
Learner practicing with puppets
59
TIPS!!
- Sample Scenario “Save the Village with Literacy Skills”
Objectives
- To make the community realize that one of the reasons for poverty is lack of literacy skills
which can bring knowledge and skills to improve their lives.
- To motivate the people to learn literacy skills as a means of bringing happiness to the
community.
Characters: Husband, Wife, Son, Monster
Act 1: In the House
Wife:
(to the audience) Hello, everybody. I’m a farmer in this village. We work very hard,
but this village is very poor. We haven’t enough food. My neighbour is always
complaining that they haven’t enough money to send their children to school.
Husband comes back home. He is a little drunk and is singing a song.
Wife:
Oh, you’re late again... (Pause) and drunk.
Husband: I’m sorry. How is my son Bahadur? Is he getting better?
Wife:
No, he’s still sick. Did you get your wages today?
Husband: Yes, 250.
Wife:
But you should get 300. Why only 250?
Husband: I asked my master that. But he said it’s all right. He showed me the register, too.
Wife:
But you can’t read. How can we say that his register is all right?
Husband: Oh, don’t ask such silly questions. I’m very tired and hungry.
Wife brings food. Husband starts eating.
Act 2: In the dark lane at the outskirts of the village
Son:
It’s always dark when I pass through this lane. I feel very lonely. I want to get home
soon. Oh, what’s that? Who is he? I’ve never seen such an awful thing. Oh, it’s a
monster! He is murmuring something, pointing at our village. What is he murmuring
about? I want to hear what he is talking about.
Monster: I, myself, made this village so poor. The people can’t read or write. They don’t know
how to improve their living conditions or earn extra money. They are always busy
working hard. Ah! The women are always busy in the field, cutting grass, fetching
water and wood for the household. They don’t have time to look after their children
so how can they go to literacy class?
I make the people in this village sad and troubled. I’m very happy to see the villagers’
sad faces.
However, I have only one weak point. That weak point is the people who read
books. Ah, I hate teachers! I want to kill them. They teach villagers how to read
and write.
Son is very afraid. He shivers and runs off home.
60
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
Act 3: In the House
Husband/Wife What happened? Why are you panting?
Son:
On my way home, I saw a great monster, a monster of bad luck. Now I know that it’s
not our fault that we are poor and weak. It is because of this monster.
Husband: What do you mean?
Son:
Yes, that monster has made us so poor. We don’t know many things. That’s why
we are so poor and weak.
Wife:
Who is this monster? I’ll kill him.
Son:
His name is ILLITERACY. His weak point is the people who read books. He is
afraid of the people who read books because they know a lot of things.
Wife:
Oh, clever boy! I’m going to join literacy classes.
Husband: Me, too...
Act 4: In the House. Four months later
Wife is reading a book. The monster comes to their house.
Monster: Why did you start going to literacy class? You know you don’t have time for these
things. Can you answer my questions? If you can’t answer my question, I’ll make
this village more miserable. Are you ready?
Wife:
I have learned many things.
Monster: Can you tell me why your son gets diarrhea?
Wife:
Do you want to know? Yes, I know - because the water isn’t clean.
Monster: Oh! Oh! That’s nothing. Such a simple question! Now tell me why this village is so
poor. Do you know the answer?
Wife:
I know the answer. Our village is poor because of lack of knowledge. If they can
read and write, they will know many things and improve their condition.
Monster: Why do you know so many things? Well, this is the last, but most difficult question.
Why are women so unhappy in this village? Ha...ha... you don’t know the answer to
that!
Wife:
Because they don’t have time to attend literacy classes. They don’t have a lot of
knowledge. Go away, monster, ILLITERACY!
The monster is so surprised that he runs away.
Husband, Wife, Son: Let’s go and tell the villagers how to defeat the monster, so we can make
our village happy and rich.
The End
61
What other materials can we
develop for our learners?
Step 3
Material Preparation
Q
To make learning interesting we can use a variety of materials to use in our
learning centre. Audio-visuals such as an audio-cassette and video
documentary, and others such as photographs, story-telling, paper strip, and
games are very effective for the learners to understand the subject in a fun
way.
Let’s develop audio-visuals and
other materials
A
AUDIO CASSETTE
The audio-cassette is a very useful material. We can record songs, drama,
lecture, etc. from radio, television or from local performers, if they are relevant
to the theme and contents of the curricular unit. We can easily prepare an
interesting material for our learners with a cassette player and audio-cassette.
We can also request local performers to compose songs or dramas on issues
related to the curricular unit. We can record these songs and dramas in the
cassette and play them at the CLC. After playing these audio-cassettes, we
can organize a discussion session on the issue. If we do not have a cassette
recorder in our centre we can collect or borrow one from a school or
development office.
Combina
tion of an audio-cassette and
Combination
booklet
A combined use of audio and visual materials is very effective for
the learners to gain a deep understanding of a particular subject.
Even simple drawings and oral narration make a good learning
environment, aiding effective learning.
62
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
VIDEO DOCUMENTARY
Nowadays even in small towns we can find a video camera. These cameras
are being used mainly for documenting family affairs and community social
functions. We can use video cameras for documenting concrete skills and
techniques on a certain issue.
For example, if our learners want to know how to grow mushrooms we can
use video documentation to provide practical knowledge. We can go to a
nearby village where mushrooms are being produced and document their
activities with the video camera. This video can be shown to demonstrate
how the other people produce mushrooms.
When the contents of the documentary are relevant to the theme of the
curricular unit, we may show the entire video. Or, we can show only the
selected parts of a video which are relevant to the curricular unit. By showing
videos we can organize discussion sessions in the learning centre. After the
show, preparing written materials such as booklets and leaflets can help
learners to review and fully understand the subject.
If we cannot manage a video camera locally, we may contact a district office
for assistance.
Learners watching a video documentary
Even in a village without electricity, a little innovation like mobile TV, video player and generator
can bring electronic media to the people.
63
PHOTOGRAPHS
A photograph is a very attractive and simple material for presenting the reality
of learners and the community. We can take photographs on different aspects
or objects of a certain issue. We can show the series of photographs to the
learners to demonstrate the issue or to organize discussion sessions around
the issue. We can prepare picture cards, booklets, information sheets, posters,
etc. using these photographs. If we do not have a camera we can collect or
borrow one from a school or other development offices.
Step 3
Material Preparation
Developing
audiovisuals and
others
A booklet with photos depicting a certain village
Learners like seeing photographs of themselves, families and village surroundings,
since these scenes are very familiar to them and also show their realities in print.
STORY TELLING
There are always talented people in each community who can narrate
interesting stories. Sometimes these stories are very interesting and have
important moral messages as well. After listening to the stories, the learners
can discuss the key messages. During this discussion we can use other
materials on a related issue.
Among our learners we can find persons who can tell us interesting stories.
Learners can document these stories on paper and prepare written materials,
such as booklets and posters, by adding some illustrations.
64
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
PAPER STRIP
A paper strip is a long piece of paper with pictures and limited text presented
sequentially. Facilitators can show the strip as they tell the story to the learners.
Another way to use it is to paste this paper strip on the wall of the CLC.
Learners can see and read the picture story and they can discuss the story and
its message. After reading, the facilitator can organize discussion sessions
on the theme.
This format is effective to show time series. For example, we can prepare a
paper strip on the history of a forest near the village. Pairs of learners are
assigned to draw the forest as it was 20 years ago, 10 years ago, 5 years ago,
and now.
Example of locally developed paper strip
65
GAME
A game is a fun learning material. Through games we can ensure active
participation of our learners. We can easily make a Snake and Ladder game
on various issues in the community such as, health, nutrition, women’s rights
etc. Look around for many kinds of indigenous and traditional games. With
some innovation, we can adapt them to our learning theme and organize them
in our centre.
Step 3
Material Preparation
Developing
audiovisuals and
others
A simple game
A Step-by-Step game developed by
ACCU
Besides the materials introduced above, many other kinds of materials can be
produced. Let’s think and prepare a unique format of material with our
imagination.
66
Handbook for Adult Learning Materials Development at Community Level
Chapter 2 We Can Do It!
TIPS!!
How to Develop a Snake-and-Ladder Game.
“Snakes and Ladders” (similar to Ludo, Parcheesi) is a common game using gameboard, stone
chips and dice. Can we make a snakes and ladders game to be used in our literacy class? Yes
we can do it. Let’s try!
-
Ask learners to identify six bad habits which is prevailing in the community and their
consequences.
Then, ask them to identify six good habits and their consequences.
Take a large sheet of white paper and draw 49 squares on it.
(Seven vertical squares x seven horizontal squares.)
Draw six snakes and six ladders on the paper.
With learners, write bad habits on the mouths of the snakes and consequences on the tail of
the snakes.
Ask learners to write good habits at the bottom of the ladders and consequences at the top
of the ladders.
Now you can play the game in your center following the “How to Play.”
We can also develop similar types of games for your centre.
How to Play
Each player throws the dice and moves his/her own chip the number of squares shown on it. If
s/he lands on the head of a snake, s/he has to go down to its tail. If s/he lands at the bottom of
a ladder, s/he can climb to the top. The first person to reach the goal is the winner.
Snakes and Ladders game
Let’s try to make our own game imitating the
form and structure of existing ones, changing
some messages according to the curricular unit.
67