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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.)?
With an educational purpose in mind, lecturers will carefully combine methods for a coherent lesson or learning programme. Using the enquiry methods involving students going out of the classroom to collect new information, that is not already available in a report or on the Internet would be a good method. Field enquires also 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?
Undertake 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 lecturer 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?
First, understand where the matter of concern has come from and why it is a concern. Then, explore with the community and students the different solutions to the matter of concern. Learn through the co-engaged, inquiry centred approach. Through consensus, pick the best solution.
• 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, if the solutions to the matters of concern could be tried, then try them as you try to find the best solution. In trying to try the solutions, the local community should be in the forefront with the students while the lecturer should mainly observe.
• How would you assess progress in relation to the learning and the co-engaged, inquiry centred approach?
As the students and the community 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.
• What would you need to do to implement this teaching activity with your students?
The students should be informed about the approach, the dos and don’ts and how best to engage the people from the community. Of course bearing in mind the importance of respecting the elders, traditions, values and norms of the community 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?
Walk them through the T-learning approach for them to understand it and know how it should be used. Interact with them after each of the four stages and get clarity on issues. I.e. after first stage discuss the leading questions, after fourth stage, reflect and review.