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  • chutu
    Post count: 7

    WHAT aspect of the ESD Change Project you wish to scale
    The component of the ESD change project which need to be scaled is raising tree nurseries which should include ordinary indigenous trees as well as fruit trees.

    WHO will be involved
    This will involve lecturers, students as well as members of the community

    HOW you plan to do it
    This will begin by having a meeting/ workshop where the value that has been gained from this aspect will be explained so that the people can appreciate it and see the need for scaling up. There after members will be tasked to research on indigenous tree species which can easily grow in the area. a date will be set when the researched trees will be brought.

    WHEN it will be done
    The meeting will be held in may
    Planting of seeds in polythene bags will be done in July so as to allow them to grow into seedlings before the onset of the rains
    Transplanting of the seeds will be done in December because by then the rains would have started and transpiration will not be so high so the seedlings can grow well

    WHY it is important.
    Having nurseries will enable lecturers, students and community members to have their own seedlings to plant in the areas that have been deforested. Fruit trees will enable the college and community at large to raise their own orchards which will not only restore the quality of the environment but also provide economical and nutritional value. It is important to continue planting trees in order to mitigate the challenges of climate change. This aspect needs to be scaled up so as to continue equipping students with skills of raising tree nurseries.

    Post count: 7
    in reply to: Assessment of ESD #3276

    how the following technology supported approaches can be used to enhance assessment of ESD.

    Online discussions/blogs
    They allow learners to interact and exchange ideas on a given topic even if they are not physically present in a classroom. Learners are given an opportunity to express themselves on a certain topic in their own convenient places. In this way the teacher can identify the gaps in the knowledge of the learners.

    Blended learning assessments
    This is important because it adds variety to the learning and assessment process. Some learners may not express themselves well with online discussions and may prefer face to face interactions. Some assessments can best be done using physical observations, for instance social emotional learning.

    Online project based learning
    It gives an opportunity to students to illustrate their work using online platforms

    Learners take time to select and compile their own best pieces of work. In doing so they will be evaluating and assessing their own work. They can combine written texts with pictures and videos

    Students can take the exam in any venue of their convenience. This could enhance performance because it eliminates the intimidating examination room environment. They can be used to assess a variety of cognitive abilities.

    What would make these more appropriate for transformative learning and ESD practice?
    Learners can share ideas and see practical videos online, this could bring about transformative learning and ESD practice

    Post count: 7
    in reply to: Reflection #3249

    How would you go about assessing the cognitive learning objectives?
    By asking them questions (oral or written) to find out how much they know about SD. Design other questions related to the change project. The questions will range from low order thinking questions to higher order thinking questions.

    What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
    By observation, give the students a practical task such as caring for fruit trees and observe how committed they are to the task and how they interact with others in the process of carrying out their task

    What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
    Asking to design a plan of how they hope to increase production from the fruit trees. Also continue observing their commitment towards taking care of the orchards.
    How would you assess social learning outcomes associated with the SDG, especially the involvement of learners working with communities on sustainable development actions (as emphasised in Learning Action 3)?
    By looking at how learners are collaborating with the community for instance in planting trees and how open they are to indigenous knowledge provided by the community

    How could you include the above in an inclusive end of course examination?
    designing questions that include both theory and practical activities

    To what extent does your assessment reflect assessment of significant learning?
    it is holistic. it assess the cognitive, emotional and practical aspects

    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.

    Post count: 7

    Some of the cross cutting issues that need attention in ESD include health and nutrition, entrepreneurship education and special education needs.

    These cross cutting issues are already included in the curriculum but they need to be emphasized. Learners with special education needs should be provided with appropriate resources in order to enhance quality learning and Education for sustainable development.
    Health and nutrition issues as well as entrepreneurship should be made more practical so as to equip students with skills that will help them to contribute to economic development. Entrepreneurship should include practical cultural ways of harvesting resources without causing harm to the environment

    Post count: 7

    What is known about climate change
    The Social Studies syllabus covers climate change issues such as the effect of human activities on weather and climate. A number of human activities are mentioned, for instance, agriculture, mining and how they contribute to climate change. The syllabus further looks at some of the steps that can be taken to avert the challenge of climate change.

    What is missing
    The adaptation measures have not been emphasized. For instance how water can be conserved or used efficiently. There is no mention of how people should react to early warning systems and prepare for calamities.

    How the curriculum can be reviewed to improve it
    The curriculum should include issues of adaptation, how information given by the meteorology department should be treated. Sometimes information given by the meteorology department is contested so including issues of how people should react when they have been warned about a drought or floods may help to reduce the damages

    Post count: 7
    in reply to: Earth System #2971

    It talks about the most recent period in human development in which civilization grew at a fast rate, a period dominated by humanity.
    It shows how humans have interacted with the environment and the effect that human activities have had on the environment. In an effort to satisfy their needs, human beings have caused a lot of negative impacts on the environment such as increased temperatures and green house gases

    The video on the Anthropocene is relevant to my subject because it shows the impact that evolution in human development has had on the environment so that students can learn from the mistakes that were made in the past and find safer ways of satisfying human needs which do not cause harm to the environment.

    The earth as a system
    It is made up of four components which interact with each other and affect each other. These components are the atmosphere, hydrosphere, geosphere and biosphere. Human beings are part of the biosphere. The earth systems are constantly changing in response to external influences. Human activities can have both positive and negative effects on the all the four systems of the earth.

    This video is very important to my teaching of Social Studies and my work on the change project. It can help students to realize that the four components of the earth system affect each other as they interact. For instance increased green house gases in the atmosphere will affect life in the biosphere. Therefore, it is important for man who is dominant to take care of all the four spheres and use them in a sustainable manner.

    An ecosystem is an area where human interact with each other and with the environment. in the environment there both living and non living things such as water and air. Ecosystems are the major support systems of life in the biosphere. They also help to regulate the climate through the gains and loses in energy, they purify water and help to maintain the quality of the soil. Ecosystems support different forms of life by providing nutrients, oxygen and carbon dioxide. Animals produce carbon dioxide which is used by plants and plants produce oxygen which used by animals. different components of the earth system interact in an ecosystem.
    This video and others will raise more awareness about how the systems of the earth function and why each component is important. For our change project which focuses on environmental restoration, it will help students realize that restoring one component e.g. through tree planting, will also have a positive effect on the atmosphere which in turn will have a positive effect on the hydrosphere.

Viewing 7 posts - 1 through 7 (of 7 total)