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.)?
A local matter of concern: Paper waste management. Since paper waste is an issue of concern in our institutional environment, the students need to first understand that we are living in a modern society with an increasing rate of ozone depletion, so it is important to protect our environment. Then the students will be asked how they can be active participants and contribute to coping with the environmental problems and making sustainable choices
How would you approach the matter of concern with a systems view? The community practice which involves academic staff, non-academic staff, and students will gather together and discuss how to minimize paper waste, pollution and reduce consumption of paper.
How would you work with your students and the community to work out what can be done together to address the matter of concern? A dialogue will be held with the community practice. This dialogue will result in a common understanding among the community practice of the importance of greening out our institution by minimizing the use of paper.
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?
How would you assess progress in relation to the learning and the co-engaged, inquiry-centered approach? This will depend on the matter concern, the solutions can be implemented by engaging the different possible solutions. students will be given skills that they will acquire and the finished product can enable them to plunge into a number of entrepreneurial ventures
What would you need to do to implement this teaching activity with your students?
The academicians need to go beyond facts and figures and translate the knowledge of recycling, reusing, and reducing into action. The students will then take the recycling of papers further
How could you support your students to use this T-learning sequence as they plan for practice teaching?
Each student will be assigned to do any project that involves recycling paper. Marks will be awarded so that the change project of recycling papers does not become our project which can easily die off but a resilient and sustainable initiative