Home Forums Café Forum Learning Action 3 Planning an active learning sequence for your students. Reply To: Planning an active learning sequence for your students.

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How would you work with students to mobilise stories and cultural heritage on a specific local SD issue or matter of concern (e.g. water pollution, waste, community health, energy, food security, safety of girl children etc.)?
The presenters during the workshop will use the story telling about Louise Braille who invented the braille we use today. lecturers or presenters will carefully combine methods for a coherent lesson or learning programme using demonstration and question answer. Using the enquiry methods community of practice will inquire about students in order to understand their needs and collect new information, that is not already available in a report or on the Internet. Field enquires also be used to provide those all-important experiences that not only enrich, but can form the very basis of learning concepts and values.
• How would you approach the matter of concern with a systems view? And how can this inform a participatory local inquiry into the matter of concern to understand it better? How would you do this with your students?
By using participatory research and understand the historical background to the matter of concern. Enquire and find out why it is a matter of concern from the local community. Start with desk review on any publications about the matter of concern, then research on the internet, followed by engaging the community. These activities should be done by the community of practice, lecturers and the students.
• How would you work with your students and the community to work out what can be done together to address the matter of concern?
Firstly, we will understand the matter of concern and why it is a concern as our first step from all lecturers. Then, explore with the community of practice the needs of students and lecturers. Thereafter, we will discuss the different solutions to the matter of concern Then pick the best solution together. Then learning will be done through the co-engaged approach.
• Would it be possible to try out some of the proposed solutions and ways of dealing with the matter of concern? If so how would you and your students approach this?
Depending on the matter of concern, the solutions to the matters of concern will be implemented by trying the possible solutions. During the implementation, community of practice will have a role of observing on how lecturers will obtain the skills then evaluate how the skill will be implemented to students with disabilities. For instance students with visual impairment will be asked to use braille grade one which lecturers will learn Then pick the best solution together and not braille grade two or three.
• How would you assess progress in relation to the learning and the co-engaged, inquiry centered approach?
As the lecturers and the community of practice are co-engaged in trying to learn and find a solution, they will discover and share knowledge on what they are doing as they address the matter of concern.
Dr Penda Annie Kwame Nkrumah University
What would you need to do to implement this teaching activity with your students?
The lecturers should be informed about the approach, the dos and don’ts and how best to engage them by the community of practice. Of course bearing in mind the importance of respecting the lecturers, traditions, values and norms of the institute as well, and the need to be diplomatic and patient.
• How could you support your students to use T-learning sequences as they plan for practice teaching?
We will walk them through the T-learning approach for them to understand it and know how it should be used such as demonstration method. Interact with them after each of the stages and get clarity on issues. I.e. after implementation of the workshop the reflection and review will follow using evaluation form that will be created by the community of practice.