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Please a comment on how you would plan for an active learning sequence with your students, using the T-learning sequence model.
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.)?
There are courses and topics in the curriculum that are relevant to SD issues. In Expressive Arts for example, there can be projects where students engage with the community to use waste materials to produce instructional materials.
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?
There can be many activities such as drama groups to perform for the community, discuss ideas about food production and produce food for their children in schools and home. Students will also have to find out how people in their areas do self-reliant activities and bring good ideas in the lectures to share with different groups of students. They will have to discuss different ways of protecting their environment while they produce things that help them live healthy lives. For example, people in their communities need to use and safe water in the same way the schools need water.
How would you work with your students and the community to work out what can be done together to address the matter of concern?
Students and the community community will identify areas that need to be improved. Students will have to draw a plan and suggest to the community how they can solve the problems that might affect schools and the community. For example, removing thorn bushes near the paths/roads and/ or encouraging parents to make reading materials from environmental print and materials and read for and with their children.
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?
Yes it is possible because permission to do activities will be sought from the gatekeepers. We can use our next of kin to help us to convince members of the community about activities that will benefit the whole community.
How would you assess progress in relation to the learning and the co-engaged, inquiry centred approach?
Check whether aims of the activities are achieved. How far have the activities have gone? Students the community will have to write a report that shows achievements and challenges. This will form part of the students’ coursework.
What would you need to do to implement this teaching activity with your students?
How could you support your students to use this T-learning sequence as they plan for practice teaching?
I will first ensure that they understand T-Learning sequence. we will brainstorm ideas about activities and how to work with the community. Then, students will work in groups and target a particular group of people in the community. I will always be availably for any questions they may have.