Home Forums Café Forum Learning Action 3 Planning an active learning sequence for your students.

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    • Wilma
      Keymaster
      Post count: 13

      Please a comment on how you would plan for an active learning sequence with your students, using the T-learning sequence model.

      Think through: 

      • 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.)?
      • 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? 
      • 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? 
      • 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? 
      • How could you support your students to use this T-learning sequence as they plan for practice teaching?
    • Charles
      Participant
      Post count: 7

      • 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.

    • Chilufya
      Participant
      Post count: 6

      I would mobilise stories about tree cutting. I would work with students to collect data about what the local community knows about disadvantages of cutting trees and the benefits of protecting trees. The reason for taking for taking such an approach is to establish the knowledge that the community members already have so that the stories would include and ride on what traditions and heritage surrounds this particular SD. To the existing knowledge in the community, we would add the scientific knowledge around the given SD.
      I would facilitate the understanding of the community about the matter of concern by sensitising them using the knowledge that they and that they do not know. Of course, the principle of known to unknown approach would be effective, in this case. First appreciate the knowledge they have before bringing in the new one. Students would be involved at different stages of this actvity.

      To address the matter of concern, students and c=local community members would work together in various ways. Students would find out what the community members know, collect scientific data, sensitise the community using the blended information ( scientific and tradition) and then take an action to restore the situation together.

      Progress would be monitored through observing the levels of cooperation from both ends. the levels can be observed by sharing and conducting field trips to see how the trees to restore the environment are growing.

      The first thing to be done is to ensure understanding of what is expected by the students. The students should also be made to appreciate the importance of the teaching activity.
      Students would be supported by regularly check on their progress and provide necessary guidance at different stages.

    • ANNIE PENDA
      Participant
      Post count: 8

      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.)?
      The presenters during the workshop will use the story telling about Louise Braille who invented the braille we use today. lecturers or presenters will carefully combine methods for a coherent lesson or learning programme using demonstration and question answer. Using the enquiry methods community of practice will inquire about students in order to understand their needs and collect new information, that is not already available in a report or on the Internet. Field enquires also be used to 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?
      By using 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 community of practice, lecturers 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?
      Firstly, we will understand the matter of concern and why it is a concern as our first step from all lecturers. Then, explore with the community of practice the needs of students and lecturers. Thereafter, we will discuss the different solutions to the matter of concern Then pick the best solution together. Then learning will be done through the co-engaged approach.
      • 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, the solutions to the matters of concern will be implemented by trying the possible solutions. During the implementation, community of practice will have a role of observing on how lecturers will obtain the skills then evaluate how the skill will be implemented to students with disabilities. For instance students with visual impairment will be asked to use braille grade one which lecturers will learn Then pick the best solution together and not braille grade two or three.
      • How would you assess progress in relation to the learning and the co-engaged, inquiry centered approach?
      As the lecturers and the community of practice 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.
      Dr Penda Annie Kwame Nkrumah University
      What would you need to do to implement this teaching activity with your students?
      The lecturers should be informed about the approach, the dos and don’ts and how best to engage them by the community of practice. Of course bearing in mind the importance of respecting the lecturers, traditions, values and norms of the institute 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?
      We will walk them through the T-learning approach for them to understand it and know how it should be used such as demonstration method. Interact with them after each of the stages and get clarity on issues. I.e. after implementation of the workshop the reflection and review will follow using evaluation form that will be created by the community of practice.

    • Claire
      Participant
      Post count: 9

      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.

    • Theresa
      Participant
      Post count: 1

      sensitise and orient students on ESDs. involve the in planning the project. ask them to make suggestion on how to carry out the project. involve them from the start. monitor ,encourage them to persevere until the objective is realised

    • Mushinga wa Mooto
      Participant
      Post count: 5

      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

    • Tsépo Sekaleli
      Participant
      Post count: 9

      A local matter of concern: Soil erosion
      Since soil erosion is an issue of concern, students will first have to seek information about soil erosion, its causes, impacts on the local community and how it can be prevented or minimised. This information will allow them to come up with solutions either to sensitize community or provide alternatives to what may be the cause of soil erosion in the local community through either demonstrations, information-sharing through community gatherings or presenting a poster to the community about soil erosion.

      All stakeholders (community, students and their lecturer) gather together to discuss and understand the relationship between agricultural practices in the community, cultural practices and norms in relation to the environment. These discussions and dialogue will result in a common understanding amongst the stakeholders of the causes of soil erosion in the community and how it can be minimised.

      Addressing soil erosion concern is two-fold: Change of practices and rehabilitation of eroded areas. On the latter, its possible to undertake demonstrations and practical with the community to plant trees, grass re-seeding and construct gabion structures.
      The best approach is to first sensitize the community and be sure after a holistic engagement in dialogue they have proposed a solution that they feel its best for their community and then together do a practical of that solution, e.g planting trees

      Progress can be assessed by the proposed solutions to the problem at hand and the implementation of one of such solutions.

      To successfully implement this teaching activity it is important that the timing is correct, that is, a time when community members are not at a pick of agricultural activity. Student will also have to fully understand the transformative learning approach so that every activity is understood to be meaningful and leading towards a particular end-goal.

    • m.phakisi
      Participant
      Post count: 5

      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.)?
      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?
      Issue of concern: mitigating effects of climate
      In Lesotho when there is a drought community arrange “lesokoana” a game where girls and young women from one village go to another village to steal the stirring stick and the females from that villagers would respond by chasing them out of their village. Its stories like this that students can research to get inside into their origin and try to find their relationship to rainfall. Then from the story and all the information they can collect my students will brainstorm how they can use lesokoana story as a starting point to ways of mitigating the effects of climate change such as floods and soil erosion.

      How would you assess progress in relation to the learning and the co-engaged, inquiry centred approach?
      By use of rubric or problem based learning with aspects of an issue and methods used to mitigate it

    • Aubrey
      Participant
      Post count: 5

      Please a comment on how you would plan for an active learning sequence with your students, using the T-learning sequence model.

      Think through:

      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.)?
      On Fruit tree Orchard management, I would ask students to find out how many people in the community have orchards and what kind of fruits they have in their orchards. Pictures and photos of these orchards can be taken from the community orchards and more information on how they are taken care of can be taken down. A comparison with the college orchard management can be done and learning points drawn as compared to the community orchards. An analysis can be done on the strengths and weaknesses found on both sides and sustainable practices suggested and adopted for a better fruit tree orchard management. Better strategies of managing the orchards can be discussed and implemented to improve production and yields. More cooperation between the community and college to be instituted so that everyone benefits sustainably.

      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?
      In order to have an active learning, students will have to find out more on how the trees are nurtured and taken care of. Are there any natural or organic materials used to improve the soil fertility around the trees? How is watering done in these orchards? Having found out more about the tree management, management practices are investigated more in terms of water sources and uses and soil fertility improvement as well as sprays used and their effects on the environment. Once a report is compiled, the students and the community orchard owner get into action to find better and sustainable solutions for the challenges discovered. The use of animal waste as manure is encouraged and practice in order not to destroy natural organisms in the soil. Water bottles or clay pots to be used for watering small plants so as to preserve water and avoid wastage. For large orchards, canals and water basins to be constructed around the trees so that water is just directed to the specific plant, thus reducing on wastage.

      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 write-up on the findings and possible solutions to managing and improving fruit yield shall be put together and shared with the community members. Visitations by students to the community orchards and visits by community members to the college orchard shall be done so that there is exchange of heritage and scientific knowledge between the two communities.

      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 centred approach?
      Since the college and the community own livestock and have water sources around, both communities can use animal waste as manure to improve the soil fertility in the orchard. Using sustainable watering methods to water the orchards, the yield is most likely to improve beyond expectations. This will also improve the nutrition in and around the college community.
      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?
      Each student to be assigned to a fruit tree in the orchard to manage and take care, in terms of making water basins around the tree and watering it frequently; applying animal manure to the plant and making sure it is mulched; and general maintenance of the tree as a whole. A similar project of fruit tree orchard must be developed by the students at their stations of practice or service.

    • m.phakisi
      Participant
      Post count: 5

      The Lesokoana game played is said to symbolise women from different villages coming together in a form of play to pray for rain. The teacher along with students would make videos of different women from different villages while talking about the significance of this game and role played by women in solving village problems. Then they can analyse the collected videos to find the similarities and differences of ideas from different villages with different values. In this way students learn to critically look at the information at hand. Son from these they will learn about the importance of “matsema” joined ventures Basotho used to combat the problems they face.

    • ahamwiinga
      Participant
      Post count: 7

      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

    • Joalane
      Participant
      Post count: 6

      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.)?
      Carry out stocktaking on the matter of concern, which in this case is waste.

      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?
      Engage students in action research and find background information on the matter of concern.

      How would you work with your students and the community to work out what can be done together to address the matter of concern?
      Using investigative methods, the students and the community would be able to come up with ideas that will shed a light on why waste ended up being a 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?
      By undertaking fieldwork and collaborative research and also by carrying out practicals. These activities will possibly come up with diverse solutions to the problem.

      How would you assess progress in relation to the learning and the co-engaged, inquiry centred approach?
      There will be knowledge sharing between students and the community.

      What would you need to do to implement this teaching activity with your students?
      Inform them about the approach that will be used and to make them aware that cultural practices and norms should be taken into consideration.

      How could you support your students to use this T-learning sequence as they plan for practice teaching?
      I would let them familiarise themselves with the T-learning sequence and let them practice and make necessary improvements where necessary.

    • chutu
      Participant
      Post count: 7

      How would you work with students to mobilize stories and cultural heritage on a specific local SD issue or matter of concern.
      -On environmental restoration through raising tree nurseries and tree planting, I would ask students to go out in the local community and find out if there are any people that are involved in raising tree nurseries and tree planting. If so, how often do they plant trees or how many trees do they plant in a year? How do they take care of those trees?If the community members have never done that, students should if out why?
      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?
      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 will take an environmental audit of the local area and take photos of areas that have been deforested. Students will further ask the community, why they cut down trees, how they have been affected by deforestation and if there are any alternatives that can be used in the place of trees. Students together with the community will suggest some possible solutions to the problem.

      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. Students will work with the community to raise tree nurseries which can be planted in deforested areas after they have grown. The community will also come up with a small group that can be sensitizing other community members on the dangers of cutting down trees.

      How would you assess progress in relation to the learning and the co-engaged, inquiry centred approach?
      -Students and the community should hold meetings from time to time to report on the progress of trees any behavioral changes in terms of the sustainable use of the environment.There will be need also to physically monitor the progress of the trees in various areas where they will be planted

      What would you need to do to implement this teaching activity with your students?
      – Provide financial and technical support for the project
      – Integrate scientific knowledge with indigenous knowledge about maintenance of trees

      How could you support your students to use this T-learning sequence as they plan for practice teaching?
      -Put them in groups and allow them to identify other issues of concern, and use the T-learning sequence to come up with solutions. These projects will be assessed and guidance will be given where necessary.

    • Leonard Nkhata
      Participant
      Post count: 11

      To mobilise stories and cultural heritage on a specific local SD issue, working with students could be achieved through (1) lesson planning activities that deliberately address the matter within the context of the subject topic under discussion. (2) sending students into the community to collect views through interviews.

      Using a systems view, using an interdisciplinary approach to understand the SD issue would widen participation among subject areas. For example, our TEI offers mathematics, physics, chemistry and biology as teaching subjects. So, asking students to approach the issue from their content area perspective will enrich involvement with the issue at a local level.

      The community’s involvement in an issue would work if their views are sought and taken into account. Then deliberate steps, through agreement and commitment, can be taken. Specific responsibilities for the community and the students can be agreed to address the matter of concern.

      Proposed solutions to the problem from both the community and the students would form the basis for the method(s) to be chosen. If the community sees a widespread sensitisation as the most appropriate method, the students can use their content knowledge to enrich and drive the campaign messages.

      Progress can be assessed by coming up with goals and indicators to determine how well the changes are being addressed and how the community views the initiative. Forexample, one of the residential areas near our TEI has high levels of pollution. In order to address this issue, students can apply 21stCentury skills and SD competences to engage with the content and messaging required. Through the use of social media campaign as a communication channel, the focus or target population can change based on demographics in the community. Sometimes the message may need to change completely. Using simple satisfaction/dissatisfaction interview scales could be used to assess progress.

      To implement this teaching activity with students, group planning would be central. Some possible ways to implement this teaching activity would be through brainstorming and working through the problem together, creating bespoke materials according to subject area, creating animated content – e.g. fun activities and games, students serve as ambassadors of the project, students creating a website. The implementation here will require students to use a variety of methods such as trying it out and acting out methods.
      Students could be supported through the use of worksheets, creating group activities and games. Using electronic resources and case studies based on lesson objectives could improve student engagement. Differentiation of instruction could help address the learning styles and capacities among the students.

    • Sarah
      Participant
      Post count: 7

      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.)?
      -As students begin to prepare their lesson plans in readiness for peer teaching, they must be encouraged to find out more about the issue of concern.
      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?
      – Allow students to make suggestions and share their views
      – Engage them in a guided inquiry as they explore about the SD issue of concern
      – Together with students generate a plan of to tackle of concern
      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 try to understand the SD issue taking account account the context of the community.
      -Allow the community to share their views
      – Engage the students and the community in knowledge sharing
      – Work out a plan of plan of action together.
      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, we would engage in an inquiry, understand the issue of concern in depth.
      -Use participatory approach.
      How would you assess progress in relation to the learning and the co-engaged, inquiry centred approach?
      – Use peer assessment
      – Put some indicators/parameters that will define achievement. Not necessarily, the awarding of marks but rather the actual progress of the initiative being implemented.
      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?
      -Provide learners access to SD materials
      – Encourage learners to get information from the internet and other sources
      -Plan together through reflecting and critical interrogation of the issue.
      – Create hands-on activities that are fun and interesting so as to keep students engaged.

    • KOLOTI
      Participant
      Post count: 6

      Please a comment on how you would plan for an active learning sequence with your students, using the T-learning sequence model.

      Think through:

      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.

    • Sibusiso
      Participant
      Post count: 9

      I would apply an investigative method, that of “Exploring indigenous ways of knowing”. Students would be tasked in groups to investigate practices that were used in the past and compare them with current practices on the specific issue of concern. The students would be the ones to choose a practice or practices that they deem to be more sustainable, providing justification for their choice(s). For instance, in the issue of indiscriminate waste disposal, the students would have to look at how waste used to be managed or how areas used to be maintained in sanitary conditions compared to areas that are challenged by littering today.

      Based on the “Exploring indigenous ways of knowing” approach, students would visit nearby communities to engage them on the issue of concern (e.g. indiscriminate waste disposal). They would conduct interviews with members of the community who are willing to participate. The interviews would be guided by prior prepared guides that will allow members of the community to express themselves on whether they are concerned about the issue being investigated; the factors that they think lead to the issue of concern; the impacts that come as a result of the issue of concern; how they think the issue of concern can be addressed; and how they can participate towards addressing the issue of concern. The findings from the interviews would guide the way forward in terms of having students, teachers and the community collaborating towards taking action on the issue of concern.

      Using the example of indiscriminate waste disposal, most probably, some of the proposed solutions would be possible to pursue. Such could include arrange clean-up campaigns, which would be matched with an awareness raising component on issues that would have been raised during the interviews with community members. The campaigns would also be a vehicle to gather more indigenous knowledge on options that community members feel can be employed to prevent indiscriminate waste disposal.

      To assess progress in relation to learning the learning and the co-engaged, inquiry centred approach, students would have to document, including taking pictures from the point when the issue of concern was raised, when community members were engaged, and when clean-up campaigns were done.

      In order to implement this teaching activity, resources that would be needed include notepads for taking notes by students, smartphones for taking pictures, pens, vehicle for haulage of waste during the clean-up activities.

    • Job Stephen Kyamogi
      Participant
      Post count: 12

      The starting point is identifying the matters of concern to be specific as we move on. For example I would home in on wasted fruits in Eswatini, the guavas and mangoes that are wasted every year because they are too too many and in the wild yet they have fruit sugar that can be turned into hand sanitiser in this Covid era. I would then ask my Pre-service Teacher (PST) students to enquire for information from IK sources among the community elders and/or the National Archive’s Department. A participatory local inquiry with my students would require all of us seeing concepts, the selected issue(s) at hand and existing curriculum content as interconnected with the connections highlighted as being within and across different learning disciplines. Deepening and enhancing learning would be realised by being open to students and by positioning them as key change agents that are empowered to positively impact planet earth. Working with students and the community would require getting immersed in the community activities and creating ownership of the T-Learning process. For meaningful results, we would try out the proposed solutions practically that in my case is to do with collecting guavas and mangoes to make sanitiser raw material using local methods of brewing alcohol and distilling to get the concentrated colourless flammable alcohol of about 60% concentration that could be produced at a large scale to be sold to distilleries for further processing. Assessment would be through assessing the: quality of the product, the quality of the pathway to the finished product and the impact on quality of life by all those participating. To implement the above, I would need to officially embed the learning programme into existing curriculum structures including extracurricular project based club initiatives. Also, I would influence the education department to promoted such approaches as part of Teaching Practice practices.

    • Azaria Simelane
      Participant
      Post count: 10

      Think through:

      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.)?
      I have used some field trips as transformative learning for specific ESD issues like water pollution, collection of data in ecology using a quadrant, filling in a worksheet or workbook.

      How would you work with your students and the community to work out what can be done together to address the matter of concern?
      I think using competitions to enhance participation of the community with sponsors from local business people would bring ou the best result fro a community.

      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?
      Asking them to do them as projects that are graded and displayed around the insntitution.

      How would you assess progress in relation to the learning and the co-engaged, inquiry centred approach?
      Photographing and display the project out comes would be a best way.

      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?
      Provide them with required equipment and material to work as groups or individuals depending on the amount of work an activity requires.

    • Thanda
      Participant
      Post count: 7

      I would apply an investigative method, that of “Exploring indigenous ways of knowing”. Students would be tasked in groups to investigate practices that were used in the past and compare them with current practices on the specific issue of concern. The students would be the ones to choose a practice or practices that they deem to be more sustainable, providing justification for their choice(s). For instance, in the issue of indiscriminate waste disposal, the students would have to look at how waste used to be managed or how areas used to be maintained in sanitary conditions compared to areas that are challenged by littering today.

      Based on the “Exploring indigenous ways of knowing” approach, students would visit nearby communities to engage them on the issue of concern (e.g. indiscriminate waste disposal). They would conduct interviews with members of the community who are willing to participate. The interviews would be guided by prior prepared guides that will allow members of the community to express themselves on whether they are concerned about the issue being investigated; the factors that they think lead to the issue of concern; the impacts that come as a result of the issue of concern; how they think the issue of concern can be addressed; and how they can participate towards addressing the issue of concern. The findings from the interviews would guide the way forward in terms of having students, teachers and the community collaborating towards taking action on the issue of concern.

      Using the example of indiscriminate waste disposal, most probably, some of the proposed solutions would be possible to pursue. Such could include arrange clean-up campaigns, which would be matched with an awareness raising component on issues that would have been raised during the interviews with community members. The campaigns would also be a vehicle to gather more indigenous knowledge on options that community members feel can be employed to prevent indiscriminate waste disposal.

      To assess progress in relation to learning the learning and the co-engaged, inquiry centred approach, students would have to document, including taking pictures from the point when the issue of concern was raised, when community members were engaged, and when clean-up campaigns were done.

      In order to implement this teaching activity, resources that would be needed include notepads for taking notes by students, smartphones for taking pictures, pens, vehicle for haulage of waste during the clean-up activities.

    • Lungsta
      Participant
      Post count: 9

      I would apply an investigative method, that of “Exploring indigenous ways of knowing”. Students would be tasked in groups to investigate practices that were used in the past and compare them with current practices on the specific issue of concern. The students would be the ones to choose a practice or practices that they deem to be more sustainable, providing justification for their choice(s). For instance, in the issue of indiscriminate waste disposal, the students would have to look at how waste used to be managed or how areas used to be maintained in sanitary conditions compared to areas that are challenged by littering today.

      Based on the “Exploring indigenous ways of knowing” approach, students would visit nearby communities to engage them on the issue of concern (e.g. indiscriminate waste disposal). They would conduct interviews with members of the community who are willing to participate. The interviews would be guided by prior prepared guides that will allow members of the community to express themselves on whether they are concerned about the issue being investigated; the factors that they think lead to the issue of concern; the impacts that come as a result of the issue of concern; how they think the issue of concern can be addressed; and how they can participate towards addressing the issue of concern. The findings from the interviews would guide the way forward in terms of having students, teachers and the community collaborating towards taking action on the issue of concern.

      Using the example of indiscriminate waste disposal, most probably, some of the proposed solutions would be possible to pursue. Such could include arrange clean-up campaigns, which would be matched with an awareness raising component on issues that would have been raised during the interviews with community members. The campaigns would also be a vehicle to gather more indigenous knowledge on options that community members feel can be employed to prevent indiscriminate waste disposal.

      To assess progress in relation to learning the learning and the co-engaged, inquiry centred approach, students would have to document, including taking pictures from the point when the issue of concern was raised, when community members were engaged, and when clean-up campaigns were done.

      In order to implement this teaching activity, resources that would be needed include notepads for taking notes by students, smartphones for taking pictures, pens, vehicle for haulage of waste during the clean-up activities.

    • Busisiwe
      Participant
      Post count: 10

      Plan for an active learning sequence with students, using the T-learning sequence model.
      I would together with the students analyze the objectives of the lesson, give them a chance to discover elements of SD from these objectives before they can engage on the actual exercise. A motion that provokes an argument will be staged for students to research and present findings in some form of a debate. In some instances, a local resource community persons will be invited to have an open discussion with the students on indigenous knowledge where students will first present what they know before the outsider opens for questions.

      Think through:

      How would you work with students to mobilize 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.)?
      Students will engage community personnel to find information about things they need to know and wish to share with the class. Information shared should be on sustainability in the community or any development that is sustainable in the community or school.

      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?
      A situation analysis would be conducted to ascertain the matter of concern which students will be working with. It will then depend on the type of matter which transformative approaches should be used for everyone to understand what we are dealing with. Students will do a research in the community, either through interviews or observation so as to identify the problem. After identification, then they will need to discuss and come out with a solution, one that is sustainable.
      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 community of practice that include community members will be formed, community members will be capacitated and a awareness will be made so that everyone understands what is going on. Community members will visit the institution to share indigenous knowledge with the students and how it can be linked to SD.
      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?
      If the matter of concern is unhealthy eating and nutrition deficiencies, then solutions would be to have a nursery or garden that grows a variety of plants (traditional herbs, vegetables) that are medicinal and healthy. Students will make a research on the traditional plants and how they can be grown. The waste or litter would be used to nourish the soil in the garden. Students should be able to come up with ideas themselves and make their learning transformative.

    • Dumile
      Participant
      Post count: 10

      for our project the matter of concern is community health and waste. I would mobilise them by assigning them to go to communities and collect narratives on indigenous plants of medicinal and nutritional value .they would have to collect every information about the plants, including the names. another group would go and do research on compost, including any cultural use or importance of it. I would ensure that that both indegenous and scientific information is collected as important and let the students realise beforehand that indigenous knowledge is important. the linkages between indigenous knowledge and culture should also be appreciated by students and the community, so that there is no looking down upon any one type of knowledge. students would have be involved in finding the information after the lecturer has given them guidance on what to look for, what questions to ask etc. The students would need to ask the local community what herbs and plants they use at home to remedy specific ailments, ask how effective they are in helping them, what their names are? how they got to know about them? what are the names of the plants? is there any cultural importance behind the particular plant that must be known? Trying out some of the plants for medicinal purposes would be possible because some students and lecturers are using them already. even community people are using them, that is why umhlonyane has become very scarce, only found in HHOHHO area now. Almost all Swazis have been drinking it, together with the others…e.g. bitter leaf, umsutane, mint and lemon. So yes trying them out is possible
      After talking to the students on the best approach, i would also task them to find out from the community how they can work together to answer some of the questions. I would then check if they are collecting the required information; if not, i would support the students by explaining the whole activity to the community so that they are on board. progress will be assessed by checking each day if they managed to collect relevant information, so that we look at it and see if its complete or we may want to add exra questions so that everything is covered. students will also ask for some seeds or seedlings that the community people might have. we might even get more than we hoped for. I would need to formalise my collaboration with the community as a lecturer by securing permissions where necessary. i would ask them to prepare lesson plans that use a variety of teaching methods, and assess the use of varied methodologies so that they get used to doing that. i would also make sure that they are also able to assess their own work by giving them a rubric so that its transparent what is being rewarded. that will give them skill.

    • sphelelelukhele@gmail.com
      Participant
      Post count: 8

      I will use local knowledge from learners about environmental issues that exist in their local community. Then field trips will be used to identify those issues. Local authorities should be made aware of the issues and about the investigation taking place.
      Engaging the local community in the issues at hand will help getting background information about the issue and learn from them challenges brought by the challenge and how best the issue can be addressed. Students are expected to learn a lot from the community members as they have knowledge about the existing challenge. The community will be encouraged to take a lead as they have local knowledge. Both students and the community should be the ones identifying the issues and suggesting how best it can be solved.

      It is posssible to work out proposed solutions as the activity is a joint effort of the community and the community. Local resources will be easy to access in that way. Also the community may know sources of help concerning this project. The community will be interested in working the proposed solutions as they will benefit the whole community.

      Regularly checking and monitoring if objectives are being met. A report should be prepared on daily basis on activities that are done so that activities are recorded. A daily journal must be available. Achivements and challenges should be recorded.

      I will ensure that learners understand T- learning sequence. Ideas must be brainstormed about activities and how to work with the community. Then they will work in groups and target a certain group in the community. I will always be available for any questions that may arise.

    • THEODOZIA BANDIYA
      Participant
      Post count: 12

      How would you work with students to mobilize 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.)?
      Using the enquiry methods by involving students going out of the classroom to collect different information, that is not available in any media. Field enquires method also to provide all important experiences that enrich 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?
      involve students in researching and find information on the matter concerned (solid waste).

      How would you work with your students and the community to work out what can be done together to address the matter of concern?
      Using participatory methods, the students and the community would be able to come up with ideas that will come up with the reasons why solid waste ended up as a 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? by using fieldwork, study tour and participatory research approach and carrying out practical’s. These activities will come up with diverse solutions to the problem.

      How would you assess progress in relation to the learning and the co-engaged, inquiry centered approach?
      There will be sharing of knowledge, skills and experience between students, teachers and the society.

      What would you need to do to implement this teaching activity with your students?
      Involve and Inform them about the approach to be be used and make them aware on cultural and norms practice that should be valued and taken into considerations.

      How could you support your students to use this T-learning sequence as they plan for practice teaching?
      I will let them free to participate and engage themselves with the T-learning sequence where they will practice and make necessary improvements.

    • Mercy Chiwenga
      Participant
      Post count: 8

      How would you work with students to mobilize stories and cultural heritage on a specific local SD or matter of concern.
      There is need to sensitise them about matter of concern. After the students understanding of the matter of concern go for an inquiry together. Use triangulation in order to identify matter of ticoncern.
      How would you approach matter of concern with a systems view? And how can this inform a participatory local inquiry into matter of concern to understand it better? How would you do this with your students
      Engage students in researching for the information. After that engage them in data analysis .This will help students to feel that they are part of the research team.
      How would you work with your students and the community to work out what can be done together to the address matter of concern
      Together as a community of practice identify the solutions and discuss the advantages and disadvantages of each solution then choose the best as a team
      Would it be possible to try out some of the proposed solutions and ways of dealing with matter of concern? If so how would you and your students approach this?
      It will be done by varying methods in order to be inclusive. Methods such as fieldwork, study tour, participatory research
      so as to find more and the reality on the ground .This will help in bringing more solutions to the matter of concern.
      How would you assess progress in relation to learning and co-engaged inquiry centered approach
      This will be done by looking at the knowledge, skills and values gained through the interaction among teachers, students and the community.
      What would you need to do with your students to implement this teaching activity
      Tell the students the objectives of the inquiry ,the approach to be followed and involve them in data gathering and its analysi
      How would you support your students to implement this T- Learng as they plan for the teaching practice?
      Let them do micro teaching and evaluate their lessons in order to improve.

    • Busi Shongwe
      Participant
      Post count: 8

      How would you work with students to mobilize 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 project promotes reducing and reusing of waste materials I would organize a field trip around the university for specific issues of observing how waste is being disposed and how it can be reused to sustain live hoods.
      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?
      I think brainstorming with the students what they saw on the filed trip and encourage them to compete within each other and then pick up a winning solution that will produce sustainable idea to solve the problem of waste around the campus.
      How would you work with your students and the community to work out what can be done together to address the matter of concern?
      I promotional ideas that will create awareness of the ideas of recycling to reuse waste. Have sponsored walks to alert the community about proper disposal of water and how the waste can be reused.
      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?
      asking them to do a project that are graded and displayed around the campus.
      How would you assess progress in relation to the learning and the co-engaged, inquiry cent red approach?
      Display of pictures of the project photographs
      What would you need to do to implement this teaching activity with your students?
      by analyzing and collection of data.
      How could you support your students to use this T-learning sequence as they plan for practice teaching?
      Micro- teaching will help so that every one is involved to critic and give feedback for improvement.

    • W Gunde
      Participant
      Post count: 11

      On ‘Litter management to make Chiradzulu TTC and its surrounding communities green,’ we would first of all sensitise students on the matter of concern at our College. Then students would be divided into groups of eight to investigate matters of concern from the local communities. Thereafter, all the groups would report stories they have collected about the matters of concern and related cultural heritage surrounding the matters of concern. The groups would then be asked to come up with a participatory drama or comedy from the collected information that would be performed during sensitisation meeting with local communities.
      The participatory play or comedy would be used in order to gather more information and map the sustainable wayforward together with the local communities.

      During the sensitisation meeting with the local communities, a student drama group would perform a particitory play or comedy featuring a matter of concern and the indigenous knowledge surrounding it. Within the play or comedy the audience would be given an opportunity to comment on the matter of concern in question, add on the indigenous knowledge and provide their input on sustainable solutions to the challenge.

      During the sensitisation meeting, a 11 member ccommittee would be instituted comprising of 2 lecturers, 4 students and 5 local community members to lead the process of addressing the matter of concern for sustainable development. The Committee would hold meetings every fortnight to assess and report progress made in the project.

      Students would need a roll of chart paper and one box marker pens for publicising the sensitisation meeting and drawing illustrations during the meeting. A hardcover notebook and a pen would also be needed for writing minutes of their meetings. A drama group would also be selected which would be involved in an investigation in the local community to collect information that would be featured in a participatory play or comedy during the open day.

      Students would be supported with knowledge and skills as well as resources where need arises for them to successfully conduct the sensitisation meeting with the local communities and also present lessons to their peers on our matter of concern for sustainable development. Finally, students would be supported with adequate bins and protective wear for collection and reusing of litter within and outside the campus to serve as a model to the local communities.

    • Newton Isaac Nyondo
      Participant
      Post count: 10

      How would you work with students to mobilize stories and cultural heritage on a specific local SD issue or matter of concern (e.g. water pollution, waste, community health, energy, food security, the safety of girl children, etc.)?
      I, with my students, will conduct a field visit around the college to observe how kitchen wastes are being disposed of. I will guide them to take photos and summarise what they observed. This will help students to think about how can the kitchen wastes be properly disposed of.

      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?
      By Conducting discussions with students about what they observed on the field to find a lasting solution for the problem of wastes around the college.

      How would you work with your students and the community to work out what can be done together to address the matter of concern?
      By turning the kitchen wastes into organic fertilizer for gardening activities.

      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?
      asking them to do a project that is graded and displayed around the campus.
      Yes, it is possible to try out the proposed solution for dealing with the matter of concern. This can be done by passing through the procedures for making organic fertilizer using wastes around the college before the real practice.

      How would you assess progress in relation to the learning and the co-engaged, inquiry-centered approach?
      By regular visiting, and observation

      What would you need to do to implement this teaching activity with your students?
      Learning by doing is an approach needed to turn kitchen wastes into organic fertilizers

      How could you support your students to use this T-learning sequence as they plan for practice teaching?
      By using leading questions and inquiry activities e.g. how can you make organic fertilizers using kitchen garbage?

    • Cpwe
      Participant
      Post count: 9

      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

    • Ntombifuthi.mndzebeleswz
      Participant
      Post count: 9

      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.)?

      In each matter of concern, students will be asked to identify the source of such knowledge in their communities and gather that information for application. For example in our TEI, one of the matter of concern is waste, especially leaves that get burnt instead of being used usefully. students can gather indigenous information on management of organic waste and it relate to modern systems.

      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 is the need to start by bringing everybody on board on understanding the ESD concept. Let the community of practice understand and identify matters of concern in the community, the problem-solving approach can be used with the sustainable concept. students can present their findings through presentations

      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 will be engaged at the whole institution level and at each group or classroom level and let them understand the critical role they can play in coming up with solutions to these ‘matters 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?

      Students have the ability of finding more solutions, and if they own them, it will be easier to implement them.

      How would you assess progress in relation to the learning and the co-engaged, inquiry centred approach?
      Assessment will start with the approaches used, how convinced they are with the solutions, then participation in the implementation (projects) and products will be graded.

      What would you need to do to implement this teaching activity with your students?
      Support from the institution’s administration is necessary from the initial stage. The students need time and and other resources, especially at the implementation stage.
      How could you support your students to use this T-learning sequence as they plan for practice teaching?

      The need guidance and fragment the work to manageable tasks, ask questions to trigger critical thinking and further inquiry.

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