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I wish to discontinue the use of polystyrene foam pack in communities. My students will help me share its dangers with their students and teachers during teaching practice. The learners will then share the knowledge with their parents and friends at home. It is important because it will save the environment from pollution of solid waste caused by foam packs. It will also help communities to safe money from buying foam packs during funerals and ceremonies. It will also benefit their health as they will be spared from exposure of polystyrene toxins.
in reply to: Assessment of ESD #6212Online discussions/blogs
This encourages sharing of knowledge on a larger scale because there will be multiple comment and questions form many people. New knowledge will be gained as people who interact on this forum might be from different locations and backgrounds.
Blended learning assessments;
Blended learning allows learners to verify information gained through online during face-to-face sessions or vice versa. This makes learning more effective and there is wider range of materials that can be accessed online.
Online project based learning;
There is a lot of information on ESD on the internet. Doing research online helps students to benefit from the videos, slides, blogs etc. They have the opportunity to gather up to date information that makes their research more relevant. They will also develop better presentation and communication skills through the use of ICT.
e-portfolio;
Students’ information will be properly filed and stored where they can be easily retrieved when needed. They can always build on their experience even long after they have submitted their work since it is easy to delete and replace on e-portfolio and opposed to the traditional portfolios.
Question Mark Perception.
These questions will help build knowledge from a wider population at different time frames. The reports developed through the use of these questions will also help a lot of students to understand ESD and ESD issues from different perspectives
podcast; and
online/typed exams.
It exposes learners to digital resources such as videos, slides, and pictures that can be shared widely of different social media platforms. It encourages peer to peer learning because they gain ESD knowledge on their favorite media platforms.
Online and typed exams can be used to assess ESD in relation to the curriculum.
What would make these more appropriate for transformative learning and ESD practice?
They are more appropriate, and they can always be updated to assist with new relevant knowledge on ESD.in reply to: Reflection #6210How would you go about assessing the cognitive learning objectives?
This will be done by finding out the background knowledge they have and have gathered through their change project. For instance, students will have to prepare the reports on what they have done such as the knowledge about the dangers of polystyrene.What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
The Socio-emotional learning objectives of learners will be assessed by means of questionnaires, interviews and observations that will also help to assess how much they know as individuals and a group. These methods will help establish how cooperative they have been in doing their activities. They will also expose their feelings and emotions about what they have done (emotional attachment to their activity).What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
To test the kind of values they have developed from their change project, peer assessment will be used. They will have to reflect on how much others have changed form doing the change project. Classroom interactions will also help establish some behavioral changes. Being asked some reflection questions where they can provide feedback will also help with more valuable information from individuals and groups.
How would you assess social learning outcomes associated with the SDG, especially the involvement of learners working with communities on sustainable development actions (as emphasized in Learning Action 3)?
Assessment directed to individuals and groups will reflect on how much they have learned and how much they have benefited from their communities. More assessment should be done on schools and institutions to find out how they are contributing towards SDGs National assessment will also be important to establish the national progress on SDGs.
How could you include the above in an inclusive end of course examination?
There will be questions in the examination that assess student involvement in learning for SDGs.
To what extent does your assessment reflect assessment of significant learning?Our matter of concern is uncontrolled land pollution. Students will carry out an in-depth inquiry to find out how local communities feel about pollution in their area. They will also investigate how Indigenous knowledge was used to protect the environment in the past. Students will work together with the communities to figure out how some local strategies can be merged to education in order to solve a matter of concern holistically.
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 would guide students to do in-depth inquiry within their local communities.
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?
It would be important for learners to work with authorities within the community. The local authorities knows proper channels to reach the relevant members of the communities such as members of existing committees.
How would you work with your students and the community to work out what can be done together to address the matter of concern?
We will seek permission from the local chief to convene community gatherings where students can deliberate with community members on what needs to be done 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?
I will work with student-teachers to determine to most suitable solution to the matter of concern we have chosen. Students will have to follow an action research method in order to observe and reflect on what works best.
How would you assess progress in relation to the learning and the co-engaged, inquiry centred approach?
This can be done through the use of T-learning sequence model. As that is done, students should be very focused and observant to check whether action taken reaps benefits. Their reflections should always guide them on the next step to take.
What would you need to do to implement this teaching activity with your students?
All we need with my students would be readiness to collaborate with the community. We also need to use T-learning approaches so that we are not stuck with traditional classroom centred methods that creates barriers.
How could you support your students to use this T-learning sequence as they plan for practice teaching?
I will assist my student teachers with social interaction skills on how to engage with communities on education matters. Students will also be equipped with transformative ad transgression teaching methods.in reply to: Curricula review on Climate Change #5961The five videos that you watched at the end of session 2 gave you some idea of
(a) what is known about a topic, and
-Climate change is mostly caused by human activity on the planet.
-The impact of climate change keeps on increasing
-Increasing population and economic growth accelerates climate change and its impact.
-The globe is under threat and the future is very uncertain(b) what is not yet known about a topic (in this case, climate change in Southern Africa).
-How best humanity can cope with the climate change. E.g. ways to reduce pollution caused by disposable products such as polystyrene foam packs
-How to consumption and production patterns can be regulated such that even the future generation can grow economically using the same environmental resources
-What will happen if we continue living this way
The curriculum should be reviewed to provide solutions to what is unknown.in reply to: Reflect on Learning Action 1 #5960-This learning action has helped me and my team to identify areas in our programmes where we can integrate ESD. It has also made us realize how mission and vision statement informs the the strategic plan, which then drives policy development that guides the programmes.
-We can work towards a more critical understanding of SD and ESD through integrating teaching and learning, and assessment methods that enhance the understanding. This can also be done by contributing towards policy development through activities such as our change project.
-Assessment criterial for ESD should still be discussed and taken forward.
-My suggestions:
make sure that whatever you do aligns with the mission and vision statement of your institution
Integrate ESD and SD in all the activities that you carry out in your area of work.
Work towards shaping ESD policy ideas for your institution.Lesotho College of Education
Vision: We are leaders in teacher education and a centre of excellence for continuing professional development for educators.
Mission: We produce pragmatic educators ready to deliver relevant and transformative education to diverse learners. We subscribe to sustainable education and development in dealing with challenges confronting the 21st century.
1. To what extent does it reflect your understanding of sustainable development?
In its vision, being leaders in teacher education means working hard to provide quality education that is embedded with ESD. Continuing professional development for educators means making sure that there is continuous training and for teachers on emerging issues such as ESD.
The mission clearly reflect the need for ESD in dealing with the 21st century challenges.
2. To what extend does it reflect the definition of sustainable development that reads ‘Sustainable Development is development which meets the needs of the present without compromising the ability of the future generations to meet their own needs’
This is reflected particularly in the mission statement. subscribing to sustainable education and development means providing education that instills knowledge, changes attitudes, and develops attitudes in the use of resources and in development operations so that the future generations can benefit from them. Dealing with 21st century challenges means addressing challenges that may jeopardize sustainability such environmental degradation, existing injustice etc.
3. To what extend does your institution’s vision and mission statement reflect the objectives of ESD and the GAP?
They reflect the value of capacity building of educators and transformative education. Even though they are not explicitly pronounced on the priority action area on advancing policy, achieving other objective need to be guided by policy. Through quality education youth empowerment is addressed. Dealing with the challenges confronting the 21st century challenges calls for inclusion of local communities to work together for the common future.
4. How would you reframe/restate your institution’s Vision and Mission statement to more substantively reflect SD and ESD (based on your understanding of these concepts and your context)?
I would restate them such that ESD or SD comes out more explicit. This will drive everyone to adhere to ESD principles.in reply to: Understanding Sustainable Development #5952Sustainable development is development that does not harm the environment so that the future generation can can benefits from it for their own development.
Critical development concerns in Lesotho include:
-Increasing pollution due to poor waste management
-Poor health and wellbeing due to contaminated water sources and poverty
-Increased use of polystyrene foam packs at funeral ceremonies
-High incidence of cancer related illnesses
The change project is meant to solve the issue of pollution as it will teach communities to better manage waste. It will also lead to prevention of some emerging diseases caused by polystyrene.in reply to: Your thoughts on the case studies. #5945I enjoyed the project of the University of Namibia more. The skills that learners have obtained in recycling these bottles can be applied even in their community. They can recycle even other forms of waste so solve pollution but also to solve economic because they can sell their recycled products. They can even empower their unemployed peers to do the same. I have even developed an idea of recycling polystyrene waste while on the journey to discontinue more use.
in reply to: About yourself and your initial Change Project #5944Hi, My name is ‘Makamohelo Nyabela from Lesotho College of Education. I am a lecturer in Development Studies Section. I decided to do this course because as a Development Studies lecturer, I understand that development without sustainability will soon collapse. Development should also respond to SDGs for continuity of our societies.
The change project is about reducing the use of polystyrene foam packs at Lesotho College of Education cafeteria. It will enhance quality education as students will be engaged in participatory teaching methods and lifelong learning activities. This course will break classroom walls to create collaboration between the learners and their community member. Change projects create a platform for empowerment for both the implementers and the beneficiaries.
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