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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.)?
Since our change project is trying to restore the environment through tree planting and bee keeping, information in a form of stories would be organized on cutting down of trees in conjunction with students. i would go round in the surrounding villages especially on what they specifically understand on cutting down of trees, whether they know any advantage and disadvantage, know how on what can be done in order to protect trees, are their positive issues of doing such etc. this will be the easiest way of teaching since my scientific knowledge would have only come as an addition on the already existing intangible heritage from the traditions pointing out to the SD at hand.
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?
Our matter of concern which is indiscriminate cutting down of trees due to charcoal burning and poor methods of farming would be approached by coming up with education packages( starting from what they would have shared with us as their knowledge on the subject matter) to be aired on our local radio station and organize small grouping meetings for the villagers around.
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 would sensitize them on the dangers of cutting down trees using the information collected from them then involve them with students on the raising of tree nursery which would include some citrus trees. Then together, start packaging these shared knowledge and experience and be aired on the radio station as a way of bringing everyone on board. organize tree planting days together and report on the progress of these trees at least once in a year
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?
very possible. We have already started doing it with students in the college grounds and these will be used together with us to sensitize our communities on the benefits of restoring the environment then together we will pick it a bigger community.
How would you assess progress in relation to the learning and the co-engaged, inquiry centred approach?
by organizing tree planting days, through physical monitoring of the activities done by the community. This will be done as a project under science education which will be added to the course work results as they monitor what villagers are doing around and provide them with technical advise where possible.
What would you need to do to implement this teaching activity with your students?
more practical work with students on growing of trees and crops in general by conducting activities such as budding, grafting, packing of soil in polythene bags and planting of various seeds. this will arouse interest in them and understand what really is to be done.
How could you support your students to use this T-learning sequence as they plan for practice teaching?
helping them understand by practicing it while still in college in their small groups to deepen their understanding then they will be guided where necessary as they progress