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  • Chilufya
    Post count: 6

    Share your plan of action with your fellow students and facilitators on the forum. Indicate WHAT aspect of the ESD Change Project you wish to scale, WHO will be involved, HOW you plan to do it, and WHEN it will be done. Also remember to indicate WHY it is important
    -The plan of action is to scale up tree nursery raising and it will involve students, lecturers and stakeholders of different levels from the surrounding community.
    The meeting of the stakeholders in May so that the planting of tree nurseries takes place between July and August. This is so to enable the planting of trees in December as it is the beginning of the rainy season.
    -This change project is important because the restoration of the environment starts with a tree nursery where the trees to plant are raised. another reason is that the climate changes positively once more trees are grown in a given area.
    Another importance is that of the nutritional values that are realized from the fruits.
    It is also important as it will add value to the future teachers that are participating in the change project.

    Post count: 6
    in reply to: Assessment of ESD #2966

    Online discussion blogs can be used to enhance peer assessment and assessing for learning.

    Blended learning assessment can be used for balanced assessment as well as to assess critical thinking.

    Online project based learning can be used for self assessment, to assess values and attitudes as well as to ass for the future.

    e-portfolio can be used to for balanced assessment, self assessment and can be used to integrate new assessment styles.

    question mark perception can be used to assess different categories of objectives such as cognitive and socio-economic

    Podcast would be used for pair assessment and to assess for learning and would also be used in the process of developing a portfolio.

    Online/typed exams can be used to assess at the level of cognitive, socio-economic, attitudes and values.

    Post count: 6
    in reply to: Reflection #2940

    The cognitive learning objectives would be assessed through asking questions such as subjecting learners to suggest to adopt and adapt strategies that would have worked effectively in given communities.

    The socio-emotional learning objective would be assessed by tasking learners with activities such as designing a plan or an approach to implement in order for a given community to realise advantages of sustainability.

    One of the ways to assess behavioral learning outcomes, especially those that reflect values is to ask learners to come up with ideas that would lead members of a community to make a realistic shift to promote values that would result into sustainability.

    Education for Sustainable Development is about transformation; therefore, I would direct the assessment towards relating social lives to sustainability.

    An end of course examination would cover the different objectives for the SDG’s. I would further include the application aspects to to promote autonomy as learners address the subjective assessment items.

    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.

    Post count: 6

    (a) what is known about a topic, and
    -Cross cutting issues appear as part of the syllabi in all the study areas in my TE.
    -Studies about the Environment and Climate Change are found in study area of Social Studies, under Geography.
    -Integrated Science deals with topics on the Ecosystems.
    -Home Economics involve the teaching of Nutrition.
    -There is a course for Entrepreneurship among the courses for Education and Professional Studies.

    (b) what is not yet known about a topic (in this case, climate change in Southern Africa).
    -Although cross cutting issues are part of the syllabi, how and what cross cutting issues are being addressed is not known.
    -The follow up of cross cutting issues being assessed is not done.
    -Entrepreneurship is in existence but does not include prevention of environmental degradation in business plans.
    -The general knowledge that relates to co-existence with other organisms and nature is not emphasised.

    Use these videos to review what is currently included in your TE/TVET subject curricula on climate change in southern Africa, what is missing, and how you can review your curriculum to improve it.

    -The curriculum must specify the cross cutting issues to be address by each study area in my TE.
    -Suggested methodology to cover the cross cutting issues would be of help.
    -Follow ups of whether the cross cutting issues are being covered and being included in the assessment schemes.

    Post count: 6
    in reply to: Earth System #2503

    My understanding is that this is the action of man on nature to impact it either positively or negatively.

    Earth as a System
    The earth systems comprise four (4) systems that complement each other in order to interact as to form the earth systems. The systems are the geosphere ( the solid part of the earth), hydrosphere (all the water bodies of the earth), atmosphere (a mixture of gases around the earth) and biosphere (the living things on earth). All the systems exist in harmony to support each other’s existence.

    key life supporting processes, and
    These are processes in which microsystems in a living thing depend on the existence of each other to survive.

    How ecosystems function to support the diversity of life.
    Ecosystems function in such a way that organisms support diversity life. Diversity of life is supported within the ecosystems such that life of one organism depends on the life of another. The break in the ecosystems would result in an extinction of some organisms.

    Explain how each of them is relevant to your subject or your work in the TE/TVET institution, and how you might use these and/or other similar YouTube videos for teaching your students about Earth Systems and how they work

    The relevance of these videos to our work in the TE is that it would enhance the understanding of the ecosystems as a systems that support diversity of life. This understanding would make the students value every organism.
    The earth systems would enable them to get the importance of the systems that compliment each other to form a habitable.

    These or similar YouTube videos would be used for teaching students about earth systems and how they work in order to:
    -have knowledge that human beings must live in harmony with all the other organisms;
    -to learn that the earth systems must be taken care so that the earth does not become degraded;
    -strengthen their understanding of the importance of trees to the atmosphere and the soil;
    -how bees contribute to the ecosystems; and
    -the knowledge would strengthen their skills about ESD.

Viewing 6 posts - 1 through 6 (of 6 total)