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RWCT (Reading and Writing for Critical Thinking)
Program Coordinator: Turgut Mustafayev
The Reading and Writing for Critical Thinking Project (RWCT) is based on the idea that democratic practices in schools play an important role in the transition toward more open societies. Active in 20 countries of Central and Eastern Europe and the former Soviet Union, RWCT introduces research-based, instructional methods to teachers and teacher educators. These methods are designed to help students think reflectively, take ownership for their personal learning, understand the logic of arguments, listen attentively, debate confidently and become independent, life-long learners. The program can be used in all grades and subjects with existing curricula.
RWCT methods are adapted for classrooms in order to promote:
Active Inquiry
Student-Initiated Learning
Problem-Solving
Critical Thinking
Cooperative Learning
Writing And Reading Processes
Alternative Assessments
The RWCT program is an initiative of the Open Society Institute (OSI), which promotes worldwide educational, social and legal reform, and the International Reading Association, a non-governmental organization of professional educators. These groups work in close collaboration with the 20 National Soros Foundations in participating countries. Faculty from the University of Northern Iowa and the College of William and Mary provide leadership and direction. In addition, RWCT enlists more that 70 professional educators who volunteer to serve in-country as workshop leaders, delivering a comprehensive series of professional activities to participants.
RWCT Is Responsive
In each country joining the RWCT network, four volunteers from the International Reading Association, experts in the methods they present, are assigned to work with the in-country leadership team. Participants for the project are chosen by the in-country coordinators; typically the group represents university faculty, members of the district inspectorate of the Ministry of Education, trainers from in-service teacher training institutes, and outstanding classroom teachers, able to eventually demonstrate and teach these methods to others.
RWCT is based on a "train-the trainer" model. Volunteers offer a series of five workshops over a 12-18 month period. During this time participants practice the methods demonstrated, adapt them to their own classrooms and circumstances, and substitute national texts for those introduced in training workshops. They also meet on a monthly basis with colleagues to discuss their progress, and are observed by peers and RWCT volunteers in the classroom. Although the volunteers are experts in the teaching methods they present, each realizes that local educators' knowledge is critical to the overall success of the project. RWCT is designed to invite modifications that resonate within each country.
In year II, the first generation participants begin to train other teachers. The cadre of trainers is increased as selected second generation participants also become part of the local leadership core. To increase the efficacy of the dissemination effort and to ensure institutionalization, an institutionalization strategy is developed within each country. In Year III, volunteers work to support that particular strategy.
- Designed for many different settings and contexts, the RWCT framework is:
- Classroom-based
Participants leave RWCT workshops ready to implement the strategies in their own classrooms.
- Flexible
RWCT is effectively implemented in primary and secondary classrooms, in pedagogical high schools, and in university classrooms, across many disciplines in 20 different countries.
- Adaptable to local conditions
RWCT is designed for use with existing curricula and existing materials.
- Designed to build local capacity
Mentored by a select group of international educators, RWCT builds a corps of skilled, in-country teacher trainers giving each country the capacity for national expansion.
RWCT Provides Comprehensive Training
RWCT training is presented in nine courses. The courses are delivered in 5 (4-5 day) sessions during a 12-15 month period. Each of the first eight courses addresses teaching strategies. The ninth course focuses on becoming a trainer. The content of each methods course is described in a guidebook of 60 to 100 pages, which has been translated into the participants' national language (eighteen languages, at present).
The workshops are designed to model interactive instruction and learning. They are built around demonstration lessons, with opportunities for discussion, practice, and questions.
- Course descriptions
- A Framework for Active Learning and Critical Thinking
- Methods for Promoting Critical Thinking
- Reading/Writing/Discussion in Every Discipline
- Further Strategies For Promoting Critical Thinking
- Cooperative Learning
- Lesson Planning and Assessment
- Writing Workshop: From Self-Expression to Written Arguments
- Creating Thoughtful Readers
- Becoming Trainers
Institutionalizing change
RWCT seeks to align its teacher education efforts with those in existing institutions and to develop collaborative relationships between and among professional groups. These include:
- Higher Education
Involving higher education faculty as program participants and advocates is a goal in every country. RWCT encourages teaching with and the endorsement of active methods in degree programs for teachers.
- Teacher Centers
RWCT seeks to establish teacher training centers as sites for learning about and practicing active methods.
- Professional Development Schools
In a number of countries, schools with a significant proportion of teacher educators familiar with RWCT methodologies serve as demonstration sites for both pre-service and in-service teachers.
- Ministries of Education
In nearly all of the countries in which RWCT operates, significant educational reforms are under way at the Ministry level. These teacher education reforms are often compatible with the goals and practices of RWCT. Through official endorsement by Ministries, teachers accrue credit for RWCT courses, and may eventually gain release time, and other compensation for their RWCT work.
- The Professional Community
As local associations and NGOs take increasing responsibility for RWCT, leadership opportunities, publications, and conferences develop. Thus the professional community is strengthened, and a forum for the exchange of information and ideas is created. For example:
- Journal - In order to institutionalize a new professional culture and development opportunities in the region, a quarterly peer-reviewed journal, "The Thinking Classroom", is produced and distributed in English and Russian. National language editions are also produced in select countries. For more information about the journal, visit the RWCT website at www.uni.edu/coe/rwct.
- Conferences - Opportunities to network with other education professionals and exchange experiences, research and lessons learned through regional and national-level conferences are an integral part of RWCT's institutionalization efforts.
RWCT Maintains High Standards
Monitoring and assessment are important components of every RWCT project. In conjunction with each training workshop, teacher educators visit participants' classrooms and meet to discuss implementation of the methods and strategies introduced. A number of rubrics have been developed to help assess progress and provide feedback.
After each visit by RWCT volunteers, a trip report detailing progress and setting out new goals is prepared and used by RWCT administrators and OSI staff to monitor the project. At present, a formal evaluation of the program is underway. Both teacher performance and student outcomes are being assessed.
Standards for RWCT certification for both teachers and trainers have been developed by an international board. Participants are awarded certification based on their understanding and practice of RWCT methods.
1999 Program Expenses: USD 10000
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