FiftyFold Final Year Report 2014 True to Life Foundation

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Executive Summary 2014 was a hallmark year for FiftyFold as we formalized our programs with the schools in Thailand, established new partnerships with teams and organizations and grew exponentially from two teachers to forty-one in a span of eight months. Our outreach to students also grew from just one Prathom (Primary) four English classroom in Paadoongrasdra school (PRS) to ten classrooms in English and Math at the Prathom level and six classes at the Mattayom (Secondary) level at PRS and another ten Mattayom classes at a new school in Chiang Rai, Chiang Rai Vidhayakhome (CVK) spanning Physics, Chemistry, History, Thai, English, Mathematics, Social Studies among others.

Teachers at PRS created their very own Tutoría Room at the school, explored taking class outside and even conducted their own training sessions as they expanded the tutoring network to other teachers. Two Tutoría camps were organized in conjunction with the school and the FiftyFold team was able to join in the Tutoría network over nine visits to both schools. In growing the community, we also enjoyed the coming together of both schools at two academic exchanges between PRS and CVK. These were critical events that continued to foster the exchange and sense of community between these two schools.

As we look to the future, we want to be more intentional about growing as a team, deepening our work, d e s i g n i n g Te m a s i n t i g h t e r col laborat ion with community m e m b e r s , f o r m a l i z i n g m o r e partnerships with organizations and always joining in the practice of Tutoría itself wherever we are.

We have been inspired and moved time and time again by the students, teachers and community members’ ingenuity and desire to keep ‘Loving to Learn and Learning to Love’. It is with this same passion and spirit that we share this years’ work with you.

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A Glimpse into 2014: The Facts In 2014, we have reached out to over 1,000 students in both Padoongrasdra School (PRS) and Chiang Rai Vidhayakhome (CVK). Four visits were made to PRS from May 2014 to December 2014 and five to CVK from July 2014 to December 2014 . Other 1

than these schools, we have reached out to other Tessaban schools in Phitsanulok and Saharsat School in Chiang Rai as well and look to expand to these schools in 2015.

School Demographics

Padoongrasdra School (PRS)

Chiang Rai Vidhayakhome (CVK)

Total No. of Teachers 150 125

Teachers in Tutoría 21 20

Total No. of Students 2,407 2,488

Students in Tutoría P - Prathom (Primary) M - Mattayom (Secondary)

945 (P1: 40 students, P4: 120 students, P5-6: 390 students, M2: 37 students, M4: 178 students, M5: 180 students)

410 (M1: 90 Students, M2: 80 Students, M3: 160 Students, M4: 80 Students, M5: 40 Students)

Subjects in Tutoría Pratom: Mathematics, English Mattayom: Chemistry, Physics, Biology, Math, English and History

Mattayom: Chemistry, Physics, Biology, Mathematics, English, Thai, History and Social Studies

Please see details of each visit in Appendix A1

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Our Impact: FiftyFold Voices Reflection from Teachers

How have you changed as a teacher and as a person?

“The classroom has been changed from the stressful classroom into a friendly one. As a teacher, I feel that the students are able to learn more. I myself have prepared the lesson well in order to facilitate my classroom and complete the objectives of the lesson. When the students really learn and pay more attention, I feel happier to teach. In the traditional classroom, only a few students had paid attention but after we rolled Tutoría out in our class, we could interest the students to learn. There is no other way that can draw the students interest like Tutoría.” - Ajarn Danai Sukjit (Tum) 2

“I have become more prudent, steadier and calmer because the Tutoria approach needs patience in order to enable students to really learn and understand the content we provide. Tutoría has changed me to be delicate in teaching because I have to adapt the lesson according to the background of each student. I can properly come up with questions that help my students understand.” - Ajarn Fang

”I understand a new way of teaching. I have become a teacher who understands individual students. I have changed the way I teach so that my students can be able to think.” - Ajarn Por

“Through Tutoría, better learning development of students is apparent; for example, the better academic results of the students in the weakest class whose grades had been poor before they knew Tutoría. This is the result of better understanding when students communicate to one another or when they make inquiries in Tutoria pedagogy. In the traditional classes, when students do not understand in some points, they do not dare to ask their teacher. In contrast, when they learn from their friends, they dare to ask. When students improve, as a teacher, I become happier with teaching. The classroom atmosphere is better and I can discuss with my students better.” - Ajarn Ton

“I become active and always want to learn new things. Tutoría encourages me to have energy to create or design new activities so that students can learn. Actually, I am inspired by the students who want to learn through Tutoría pedagogy.” - Ajarn Mu

The term ‘Ajarn’ refers to teacher in Thai2

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”I am more active to teach than before. I plan my teaching in advance. I prepare my students to search for additional content. Before I teach, I will ask them to search from the internet.” - Ajarn Sumonmas

“I learn more to plan lessons. I become more patient and calm when I teach. I realize the importance of how each student is different and this influences me to do my lesson plan in order to suit them. I am willing to sacrifice my free time to spend more time with my students.” - Ajarn Viraiwan (Sara)

“My teaching technique is changed. The technique and methods for the students who still do not understand have to be changed according to the students” - Ajarn Sai

“I used to act as a person who gives knowledge, but now I begin to listen to students’ opinions, wait for them to explore answers by themselves. I have to be more patient.” -Ajarn Oh

“After using Tutoría pedagogy with my students, I see that my student tutors are happy because they want to teach their friends to understand like what he has learned.” - Ajarn Kingtian Charuernying

”The students are able to create their own Temas and they are enthusiastic to prepare Temas by themselves and want to tutor their Temas to their friends.” - Ajarn Nid

“I plan more how to teach step by step. My relationship with my students are better.” - Ajarn Siriluk Fugsimuang (Klao)

”As a teacher, I can now share new knowledge with my students. I have become more familiar with my students.” - Ajarn Sirichit (Cha-aim)

CVK Teachers in Envisioning Exercise with FiftyFold Team, August 2014

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How has Tutoría impacted your students?

“After I rolled Tutoría out in M.4/3 Room, which is the class whose background knowledge in science and mathematics is the lowest of all the classes, a student, Nophasit, who had failed to pass to study in higher level and moved from a school in another province, Tak, (actually, he had got “F” in every subject), changed a lot. I was amazed with his changes. He has become the one who can pass over the knowledge to his friends very well without errors.” - Ajarn Fang

“The academic results of my students are better. They learn more. They play more roles in class. My student, Mr. Phongsathorn Pinsakoon. Before: He used to be a student who was not interested in studying, he just sat and showed his sadness and slept in class, even though he was warned many times. After: He became interested in studying. He began to talk and discuss what he had been tutored by his friend. Then he was interested in becoming a tutor. He became happier to study. The other good change of my students is the better academic performance of all of the students in M. 4/4 Room. They used to get very low scores, but after they learned through Tutoría approach, their grade results are all higher.” - Ajarn Ton

“I have tried Tutoría out only once, and the thing that I see and like is the atmosphere in the classroom because I choose the easy content so the content can be spread out fast. Even the students who don’t pay attention at school have become more interested. Even though the classroom is noisy, learning happens.” - Ajarn Arum Inthasung

“The student tutors are active and pay a lot of attention in what they are going to tutor. The student tutees are interested in being tutors and they accept the roles of tutors well. The classroom is happy and mixed with a little loud noise.” - Ajarn Khak

“The students used to pay attention only to themselves. They were only interested in their friends around them. The excellent students don’t understand the poor ones, but after they became tutors, they understand the poor students. For the poor ones, after they experienced being tutors, they know that they have to improve themselves. They have to respect one another.” - Ajarn Supeeraphan Koetphan (Tan)

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PRS Teachers after Lesson Study with FiftyFold Team, Dec 2014

”The students in the poor class have become more enthusiastic and pay more attention in what they are learning when they study with their friends. They have more critical thinking skills. Between tutors and tutees, learning and helping happen.” - Ajarn Por

“Before, the students are less enthusiastic because they only learn passively and their academic results are not satisfactory in the view of a teacher. After, when we pay more attention in students and choose them to be tutors, they become active and want to learn more. The students are pleased and proud of themselves every time when they pass over knowledge to other friends.” - Ajarn Mu

”The students are eager to learn more, especially the tutors. They have to search for more information to explain to their tutees and friends and prepare the answers for the possible questions that they might be asked in advance. Firstly, they might seem worried, but after they have tried many times, they are better and dare to think and make a decision.” - Ajarn Noi

”Before: Students learned from what teachers tell them. They are only knowledge receivers. They rarely express their opinions. They do not dare to express what they think. They are only waiting for the teachers to teach them. After: The students become self-confident. They dare to show their ideas. After they become tutors and tutee, the friendship and love among them are renewed. They are happier to learn.”- Ajarn Viraiwan (Sara)

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”My students are enthusiastic and more interested in studying, especially the tutors, they are more confident after they teach their friends.” - Ajarn Sophaluck Sanmongkon

”There are two changes in students: 1) the student tutors are more active and 2) the student tutees are able to understand better. For example, there is a student tutee. He couldn’t answer the questions in the exam when he studied in the traditional class. Sometimes, he handed in a blank paper. But after using Tutoría pedagogy in his classroom, he is able to answer every questions and he never hands in a blank paper any more.” - Ajarn Tao

“The student tutors are happy and they want to study more in order to get new knowledge to share with their friends.” - Ajarn Kingtian Charuernying

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Tutoría Community Growth Community Growth happened in two significant ways in 2014 - through 1) academic exchanges between schools and 2) local initiatives to grow the work within the school and reach out to even more teachers to join the teams. Growth of the network is key to sustaining the quality of work in Tutoría and in 2014, the Tutoría learning community grew exponentially. From two teachers in one school in 2013, there are now forty-one teachers involved in the network, in both the primary and secondary divisions in two schools, spanning seven subjects - English, Mathematics, Thai, Physics, Chemistry, History and Social Studies.

Academic Exchanges The FiftyFold tutoring community was strengthened exponentially through two academic exchanges in 2014. These two exchanges helped to spread the Tutoría program from Padoongrasdra (PRS) to another school, Chiang Rai Wittayakhom (CVK).

The first exchange was hosted by PRS and CVK sent six English teachers, the two Academic Directors and the Principal to attend a training session at PRS. This was held on May 22, Thursday.

Teachers and school leaders from CVK were tutored by Primary 5 students from PRS during the one-day academic exchange.

! CVK Teachers in Phitsanulok, May 2014

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Tutoría Camp at PRS, May 2014

Tutoría Camp at PRS, May 2014 with a Physics Tema

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For the second exchange, the CVK teachers returned to Chiang Rai excited to see if Tutoría could work with their students. They began their Tutoría journey also with the help of teachers from PRS who accompanied the FiftyFold team in the initial Tutoría Camp training at CVK. The Tutoría Camp spanned a total of five days from August 4 – 8, 2014. The PRS teachers joined us August 4, 2014 to train twenty CKV Secondary teachers from all departments and subjects.

! PRS Teachers in Action, Aug 2014

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PRS teachers providing training and support at CVK

CVK teachers and students experiencing Tutoría

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Internal Initiatives at PRS Lead by Ajarn Tum, PRS teachers also took the initiative to grow their community back home in Phitsanulok and organized a training session with other science teachers.

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Financial Summary YE2014 Funds raised in 2014* Individual Donors 281,000

Central Pattana Public Company (CPN) 170,000

Income Schools 555,000

Expenses Salary 114,000 Travel expenses 173,456.52

Total Out: 289,456.53 Total In: 1,024,000 Balance: 734.543.47

* All calculations in THB

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Next Steps Teachers share their dreams as we move forward:

What is something you are looking forward to in the future?

”As a teacher, I want to apply Tutoría pedagogy more skilfully. For my students, I dream that they will learn happily and they are able to apply Tutoría pedagogy with every subject both inside and outside their classes.” - Ajarn Tum

”I dream of having no periods divided. I mean not to set that on Monday, Tuesday, Wednesday,……, Friday, students have to study according to the set schedule. I want to see that students can propose what they want to learn and come to see teachers for sharing what they know and finally, apply this pedagogy to society.” - Ajarn Fang

”I want to see the expansion of Tutoría and students’ development and happiness when they learn.” - Ajarn Ton

”I want to see more students seeking for knowledge by themselves. I want them to look for answers and know how to find answers for their interest and be generous to share what they learn to their friends. I would like to share how to teach by Tutoría pedagogy to others. I want to see other teachers understand Tutoría pedagogy and apply Tutoría in their classes.” - Ajarn Supeeraphan Koetphan (Tan)

Four things: 1) Tutoría pedagogy will be rolled out in every level. 2) Tutoría pedagogy will be used in every lesson plan, 3) The school becomes based on Tutoría pedagogy. 4) There are more networks of schools using Tutoría pedagogy. - Ajarn Viraiwan (Sara),

“PRS will be a center of Tutoría!, and every school comes to observe Tutoría pedagogy. Tutoría will be successful in Thailand.” - Ajarn Kae

“Tutoría will be expanded to other classes and every student can use Tutorial pedagogy in all subjects.” - Ajarn Sai

“In the future, I want to see all of the teachers in English department apply Tutoría pedagogy.” - Ajarn Arun (Q)

“I would like to roll Tutoría out with my students successfully by starting a group and then continually expanding.” - Ajarn Oh

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“In the future, I want to see students design their own Temas by providing the contents that students are interested in.” - Ajarn Jinda

“I want to see the students dare to show their opinions especially for sharing knowledge. The school has excellent students in academic areas.” - Ajarn Sirichit (Cha-aim)

“What I want to see in students is their enthusiasm and eager to learn, and even in their free time they still want to spend it usefully. What I want to see in teachers is having time to spend with students, to prepare Temas. In addition, what I want to see in the school is providing rooms so that teachers can use them to tutor their students.” - Ajarn Kingtian Charuernying

“My dream is that students love to learn, they are good students, they accept other people’s abilities and they will be diligent and faithful.”- Ajarn Sumonmas

“In the future, I would like to see good students be able to teach poor students or students who are expert in any area can pass over their knowledge to one another.” - Ajarn Nong

“ Te a c h e r s k e e p s e e k i n g knowledge and extend what they have learned through Tutoría pedagogy. Students always love to learn what they are learning and learn what they want to know.” - Ajarn Siriluk Fugsimuang (Klao)

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Beyond 2014 The Past We Inherit, The Future We Create, And For Those Who Learn, Love & Hope… The Best Is Yet To Be!

1. Building Breadth with Depth in Pedagogical Application

The core of growth lies in the depth and quality of tutoring experiences. We want to ensure that the quality of each learning experience pervades the heart and mind.

1. Lesson Study Framework – A Personal Experience for every Teacher • Began in Dec 2014 – Next Sessions Feb 2015, Apr 2015, Aug 2015,

Nov 2015 • Teacher Tutoría learning experience, Relevant, Engaging, Alive,

Lasting (REAL) • Four times per year

• Processing and documentation of learning experiences • Each learning experience impacts the tutoring competence

• Emphasizing climate of learning with teacher Tutoría teams

2. Tutoria’ Catalog • Launch of the ‘FiftyFold Love Book’ - Feb 2015

3. New Tutors Training • Expansion of Teacher Tutor’s network • PRS – March 2015 • CVK – April 2015

2. Growing an Expansive Community with an Immersive & Inclusive Climate

The uniqueness in the sustainability of Tutoría is in its growth. The wider Tutoría spreads, the larger the learning community, allowing a climate of greater mutual support and accountability.

1. Regional & Provincial Expansion • Adoption of Tutoría by Saharsat School – Feb 2015 • Sharing of Tutoría to one more school in Phisanulok by PRS – Aug 2015

2. Organic Community Growth • Tutoría Days

• Immersing in the paradigm, learning & sharing – Thailand - Every month starting Feb 2015, Singapore - Every month starting Jan 2015)

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3. Venturing out Globally & Leading Relationally

This year FiftyFold will take bold steps to include new countries in its network. In addition, we will also strive for strategic global partnerships with governments and organizations.

1. Collaboration with Mexican Embassy in Thailand • Visit of School by Mexican Ambassador - Feb 2015 • Memorandum of Understanding Exploration - June 2015

2. Inroads into Indonesia • Island Schools exploration - June 2015

3. Gallup Education Research • Collaboration to collate engagement data on learning experience -

Aug 2015

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Appendix A: Details of School Visits 2014 PRS Visits 2014

CVK Visits 2014

Date PhaseMay 19-23, 2014 Phase 2: Implementation

2a: “Touching Heart, Inspiring Learning” Tutoría Camp

July 9-10, 2014 Phase 2: Implementation 2b: PALS Clinical Coaching – Intensive

• Observing Tutoria rolled out in classrooms • Lesson Study

September 15-16, 2014

Phase 2: Implementation 2c: PALS team meeting

• Lesson Study • Strategic Initiatives

December 15-16, 2014

Phase 2: Implementation 2d: PALS team meeting

• Lesson Study • Strategic Initiatives

Date PhaseJuly 8, 2014 Meeting the interested teachers and administrative teamJuly 22-23, 2014 Phase 1: Analysis

• Class Observation: Matthayom 1 and Matthayom 4 • Interview: manager, director, representative teachers and

studentsAugust 4-8, 2014 Phase 2: Implementation

2a: Tutoría Camp • Rekindle Passion: Experience Tutoría Relacion • Retool: Tema Design • Rediscover the Flavor: Clinical Coaching with students • Recommit to People: Form PALS team

November 3-5, 2014

Phase 2 2b: PALS Clinical Coaching – Intensive

• Observing Tutoria rolled out in classrooms • Lesson Study

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Tessaban 4 School, in Phitsanulok

Sahasart School, in Chiang Rai

December 12, 2014

Phase 2 2b: Classroom observation: Tutoría rolled out

• Sharing and supporting Tutoría classroom roll-out

Date PhaseMay 25, 2014 Seeing the head of academic department

Date PhaseJuly 8, 2014 Seeing the directorJuly 22, 2014 Meeting interested teachersDecember 12, 2014 Meeting director, manager, and the academic head

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