This report presents findings from a design-based implementation research (DBIR) initiative conducted in partnership with Malawi’s National Numeracy Programme (NNP) to strengthen facilitation of Teacher Learning Circles (TLCs). TLCs are a core component of the NNP’s school-based continuous professional development model, yet as the programme scaled, many peer facilitators required additional, ongoing support to effectively guide sessions and model instructional practice. To address this gap, the research team co-designed short, practical videos aimed at reinforcing TLC structure and demonstrating key numeracy teaching activities. The study involved iterative video development, school-based user testing, and a comparative assessment of video dissemination modalities across 30 schools in two districts. Findings indicate that the videos enhanced facilitator preparedness, confidence, and modelling quality, with facilitators and teachers reporting clearer understanding of TLC objectives and related instructional strategies. WhatsApp emerged as the preferred distribution modality due to accessibility and familiarity, although data constraints and uneven device access highlight the need for flexible, multi-modal delivery approaches. The study concludes that targeted modelling videos, accompanied by clear usage guidance, can meaningfully strengthen facilitator-led professional development, particularly when dissemination strategies are adapted to local contexts. An output of the EdTech Hub, https://edtechhub.org/
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