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  • m.phakisi
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    Post count: 9

    WHAT aspect of the ESD Change Project you wish to scale,
    Our CP is CONSTRUCTING A BOTANICAL GARDEN FOR PRESERVING MEDICINAL PLANTS LCE THABA-TSEKA CAMPUS

    WHO will be involved?
    CoP, students so far continue working on this initiative until all see the importance of our CP and realise how this culture of teaching in a transformative manner has a greater impact in teaching and learning. This is because the effects of Covid 19 are still lingering so it is important to bring every one back to the mood. This will make it easy for us to reskill more staff members and students who are not yet sold out.
    HOW you plan to do it?
    So far not many staff members have seen or garden. So we are hoping to make an exhibition and invite management, college community and then use this as a platform for meeting and workshops we want to hold for the staff and students. Our collaboration with UNESCO in constructing similar botanical gardens in identified schools will also involve more students in planning, presenting and training of teachers and students in those schools.

    WHEN it will be done?
    The proposal to upscale to nearby schools is there we are just assessing it to make sure clear way of working is established.As for regrouping with other CoP members is already happening so as soon as the students come in it will take off.

    WHY it is important? CP will have impact to the college community and nearby communities to help spread the word on how we can save our biodiversity

    m.phakisi
    Member
    Post count: 9
    in reply to: Assessment of ESD #6413

    How Online discussions enhance ESD
    Online provides a platform for a large no of learners of different background and nationality to contribute to the shared idea.. It breaks the barrier of shyness that some learners might experience in a face to face class and thus allow them to ask question
    Blended learning assessments;
    This allows the students to access both traditional face to face as well as virtual assessor. Working at the comfort of their own homes or place of interest at a suggested pace allows them to research. The only disadvantage would be technical failure because normally

    Online project based learning
    In an online PBL learners take and complete online learning tasks which are in a form of projects. While completing this task, a learner demonstrates his or her knowledge and skills to apply various kinds of knowledge and skills to research, access, and use resources.This way of doing projects facilitate the development of competences such as collaboration, communication, critical thinking and creativity which help build a high self esteem. It also gives students agency in their learning and lends itself to a more authentic assessment of their skills and
    Online examinations
    when assessment materials are made available online, they can improve access and offer students the opportunity to submit their
    work electronically.This saves them time and money to reach the traditional examinations venues.It is advisable to integrate alternative assessments gradually, while still using the traditional assessments to avoid overwhelming the students

    m.phakisi
    Member
    Post count: 9
    in reply to: Reflection #6412

    How would you go about assessing the cognitive learning objectives? Biodiversity loss
    Cognitive learning can be demonstrated by increase in knowledge output which can be revealed during activities such as Debating and citing of accurate facts, by presentations of knowledge on the subject matter such as being able to demonstrate understanding of biodiversity, biodiversity loss and its impact on humanities to their peers during class,as well as standardised tests and exams.
    What variety of assessment methods could you use for assessing the socio-emotional learning objectives?
    Socio-emotional learning (SEL) is observed when the students demonstrate critical analysis of measures traditional and scientific put in place to mitigate biodiversity loss. critically analyse their own practice and others on how they contribute to biodiversity loss by use of rubric.
    What assessment approaches would you use to assess the behavioral learning outcomes, especially those that reflect values?
    – Behavioral learning has got to do with learning behavior this can be observed when learners participate in campaigns, or other activities in the community that are geared towards mitigating loss of biodiverity. through use of project based learning where they will learn to formulate the problem, design methods of tuckling it and then put their method of practice with a lot of refining as they go along and write a report that can be marked using a designed rubric
    To what extent does your assessment reflect assessment of significant learning?
    Assessment of significant learning is a holistic way of assessing that looks at building not just knowledge but development of technical as well as affective competences that will allow a learner to survive in an ever changing world.So by allowing learners to work with real life situation in a context they are familiar with that is achieved.

    m.phakisi
    Member
    Post count: 9

    How would you work with your students and the community to work out what can be done together to address the matter of concern?
    The starting point will be establishing the source of the matter of concern.This will be done by giving the student teachers a questionnaire they can work on in groups, ask for help from community members around the college.
    This will be followed by gathering of the students to get feedback of the questionnaires. This will be in a form of presentations by different groups. With my help we will analyse the data collected and find meaning of what the origin of the problem. 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.
    Share all these with the college community by arranging meeting with the college staff. Place posters on notice board and places of interest.
    Document our work in form of portfolios and ask a slot in the library where our work can be displayed for future reference

    m.phakisi
    Member
    Post count: 9

    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.

    m.phakisi
    Member
    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.)?
    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

    m.phakisi
    Member
    Post count: 9

    a) what is known about a topic
    Our curriculum covers pollution, its effect and how it can be reduced. These topic therefore will include causes of global warming and how it can lead to climate change. These are the concepts that are taught to the learners. In development studies the curriculum covers about treaties, summits and protocols that were meant to mitigate climate change.

    (b) what is not yet known about a topic (in this case, climate change in Southern Africa) The documented extent of climate change in Africa and Lesotho in particular and how we can address the issue using our indigenous know2ledge systems

    m.phakisi
    Member
    Post count: 9

    Cross cutting issues that are affecting Lesotho are food production and land remaining uncultivated. With every passing year there is a gradual decrease in the amount of crops farmers reap from their fields and increase in arable land that is not farmed due to climate change and poverty. This is also accompanied by loss of soil fertility. Lately the scourge of covid 19 has brought another issue of health concerns.
    How to address these issues in our curriculum: By going back to our roots by use ofstudents finding the indigenous knowledge knowledge on traditional seeds that can be regrown year after year because many farmers cannot afford to buy seeds and fertilizers.That says the curriculum should include practical indigenous ways of farming

    m.phakisi
    Member
    Post count: 9

    a) what is known about a topic
    Climate change: In my pure science department course in Biology and Chemistry the concept of pollution and its effect including climate change are cross-cutting. However, reflecting on what is being taught I realise that its been so cut and dried according to what the textbooks says. Even the District school debates that are run by schools annually where students talk about climate change there is not much out of what is commonly known.
    b) what is not yet known about a topic (in this case, climate change in Southern Africa).
    I think We have not really taken it out of the classroom, into the communities where we talk about this with the village elders so they can tell us their stories so our students see climate change and its progress through the lens of our own context.

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