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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.)?
Local SD issue of concern: Involvement of ECE aged learners in urban farming
– ask students to look for pictures of children of ECE age performing activities’ that economic related.
– these can be gotten from magazines or the students can photograph them in this era of smart phones
– ask the students to come up with stories in which the narrative is more on the positive tone of the economic activities in the present and future and not the negative overtones
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?
– ask the students to find out the positive aspects of the involvement of the ECE aged learners in the economic activity
– ask the students to enquire on the negative aspects of the involvement of the ECE aged learners in the economic activity.
– ask the students to enquire on the manner of reducing the noted negative aspects of the involvement of the ECE aged learners in the economic activity.,
*** This activity is done by enquiring among the community members.
How would you work with your students and the community to work out what can be done together to address the matter of concern? 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?
– engage the community members to analyze the content in the syllabus for all subjects; Knowledge, skills, values
– with the community members, examine the applicability of involvement of the ECE aged learners in an economic activity like urban gardening in line with syllabi content and curriculum framework emphasizing CHILD PLAY
– Include the agreed upon aspects in planning to teach; preparation of schemes of works etc
How would you assess progress in relation to the learning and the co-engaged, inquiry centred approach?
What would you need to do to implement this teaching activity with your students?
_ assessment of the learners at ECE in Zambia uses a toll that assesses the developmental milestones covering aspects like interpersonal skills, gross motor skills, expressive language, self help skills.
– the tool is called the Child Development Assessment Tool for Zambia (CDATZ)
– the students would need to align the activities in the urban gardening with the stated Developmental milestones in the CDATZ and grade the learners accordingly
How could you support your students to use this T-learning sequence as they plan for practice teaching?
– identify the issues of need
– discuss the manner of handling community and stakeholder involvement
– implement the project
– evaluate and review the project