Our model transforms the conventional way of learning, and in the process we transform the school.
Literacy4All has its roots in the pedagogical models developed by Javier González Quintero, who sees play as a powerful learning tool that not only provides intrinsic motivation but also returns the control of the learning process to the learner. His model has proven to be a scalable, cost-effective and replicable social innovation, able to address systemic educational issues that include: poor quality education, lack of trained teachers, poor infrastructure and high dropout rates.
LEMA© -Literacy Education and Math Lab- is a playful space for the exploration of reading, writing, and math. LEMA seeks to develop, support, remediate and/or accelerate the acquisition of reading, writing and math as fundamental tools for lifelong learning in children 1st to 4th grade. LEMAs can also be established in or out of the school time, and are the responsibility of Learning Coaches (LCs), trained in our model so that they can rely on a coherent pedagogical strategy with sound sequencing. By bringing Learning Coaches to the classroom, the approach frees up teachers´ time so that they can focus on pedagogy. LCs can be apprentice teachers or teachers in training, teachers, mothers, grandparents, or volunteer community members [1]
LEMA© -Literacy Education and Math Lab- is a playful space for the exploration of reading, writing, and math. LEMA seeks to develop, support, remediate and/or accelerate the acquisition of reading, writing and math as fundamental tools for lifelong learning in children 1st to 4th grade. LEMAs can also be established in or out of the school time, and are the responsibility of Learning Coaches (LCs), trained in our model so that they can rely on a coherent pedagogical strategy with sound sequencing. By bringing Learning Coaches to the classroom, the approach frees up teachers´ time so that they can focus on pedagogy. LCs can be apprentice teachers or teachers in training, teachers, mothers, grandparents, or volunteer community members [1]
Our model...
Reduces, at least by half, the time needed to learn basic reading, writing and math. Learning these skills has traditionally required one year or longer. In fact, research has found that in some instances, children in low-income countries do not acquire basic literacy skills even after completing four years of schooling. Our model allows for effective learning of these basic skills in a period of 4 to 6 months.
Its easy to replicate, allowing anyone who can read and write to become an agent of change in their own community. Many developing countries are in the midst of a crisis in terms of the quality and quantity of their teachers, especially those responsible for the primary grades. Our model has the potential to impact basic education by responding to the most immediate needs while systems are set in place to qualify, mentor and support teachers.
Learning through play removes the biggest obstacle in learning: fear. Its design also incentivises group learning, team work, leadership and positive social interactions. Ongoing self-assessment is an integral part of the process and “errors” are opportunities to learn, rather than examples of “personal failure”.
It can be adapted quickly to the needs of diverse populations and sociocultural contexts. It is portable, requires no electricity, no batteries, no specific infrastructure or installations. It allows for the establishment of flexible schedules based on the participants' needs. Informal classrooms or temporary schools in areas of conflict or natural disaster can be quickly stablished. Educational agents can quickly and effectively be trained to successfully provide fundamental educational needs.
Its easy to replicate, allowing anyone who can read and write to become an agent of change in their own community. Many developing countries are in the midst of a crisis in terms of the quality and quantity of their teachers, especially those responsible for the primary grades. Our model has the potential to impact basic education by responding to the most immediate needs while systems are set in place to qualify, mentor and support teachers.
Learning through play removes the biggest obstacle in learning: fear. Its design also incentivises group learning, team work, leadership and positive social interactions. Ongoing self-assessment is an integral part of the process and “errors” are opportunities to learn, rather than examples of “personal failure”.
It can be adapted quickly to the needs of diverse populations and sociocultural contexts. It is portable, requires no electricity, no batteries, no specific infrastructure or installations. It allows for the establishment of flexible schedules based on the participants' needs. Informal classrooms or temporary schools in areas of conflict or natural disaster can be quickly stablished. Educational agents can quickly and effectively be trained to successfully provide fundamental educational needs.