Creative Teaching & Learning

Mohamed of Gashaka

Mohamed, a 10-year-old boy living in Gashaka tells his own story of life in the African village to help pupils to learn about Gashaka's culture.

mohamedofgashaka.pdf

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      string(390) "... based communities and how environments can  be saved through  positive intervention.    Extensive  Teachers Handbook to support a thinking skills approach to the  cross-curriculum project.    Mohamed  of Gashaka Storybook  – Mohamed tells his own story of life in  Gashaka and illustrates it  with colour photographs, which he has stuck  on the ..."
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      string(1705) "CulturegramLesson 2: Map WorkLesson 3: Mohamed of GashakaLesson 4: Life in GashakaPart 2: Threats to GashakaLesson 5: Newsflash! (find out more about the environmental threats facing Gashaka)Lesson 6: Role-PlayLesson 7: The Water CycleLesson 8: River TalkLesson 9: Journey of a River																							Part 3: The Creation of Gashaka-Gumti Game ReserveLesson 10: Newsflash! (find out about the creation of the Gashaka-Gumti National Park)Lesson 11: What is a National Park? Lesson 12: Design a GameThe complete project pack: ‘A River Child’, from which  the  lessons featured here have been extracted, includes:Culturegram – Six   copies of a full-colour poster that depicts photographs and images of   the people, animals and landscape of Gashaka. Through examining the   culturegram, the children form their initial ideas about life in this   small village in Nigeria.    Card-Sorting  and Drama Activities  to deepen  children’s understanding of different cultures, the  environmental risks  to river-based communities and how environments can  be saved through  positive intervention.    Extensive  Teachers Handbook to support a thinking skills approach to the  cross-curriculum project.    Mohamed  of Gashaka Storybook  – Mohamed tells his own story of life in  Gashaka and illustrates it  with colour photographs, which he has stuck  on the pages. There are  five copies of this A5 booklet for children to  share in class.     Also includes a CD with Powerpoint presentations, templates and resources.The pack is available to purchase for £60. For full details visit the   Teaching Times   Bookshop."
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Creative Teaching & Learning

A River Child: The life of a young Muslim child in Africa

28 Aug 2012

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      string(5686) "I compare my diet to that of Mohamed of Gashaka, I notice that…Use the DIET sheets you have filled out to help you.  What different kinds offood do you eat?  Where do you get your food from?TASK 5In Mohamed’s village, people grow almost all of their food themselves.Can you find out how much of the food on your DIET sheet is grown in Britain?Make two lists:FOOD GROWN IN BRITAIN and FOOD GROWN IN OTHER COUNTRIESLook at the list of foods which are grown in Britain.How do we get these things in winter?Activity Sheet 2A  Life in Gashaka (2)A River Child �TASK 6Take the cards from Pile 2, shuffle them and deal them out between you.Take it in turns to read the cards and sort them into two piles:TASK 7Take the cards from Pile 3, shuffle them and deal them out between you.Take it in turns to read the cards and ask for Activity Sheet 2D (Work Activities).Make a list of all the jobs people do in Gashaka.Decide what different jobs men, women and children do and tick theboxes.Next, make a list of all the people in your family and underneath their nameswrite a list of all the jobs they do.TASK 8Now take the cards from Pile 4, shuffle them and deal them out between you.Take it in turns to read the cards. 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They are rootvegetables which grow underground.One of our favourite things is to chew thesugarcane we grow in the fields.We grow lots of fresh vegetables whichgrow above the ground like tomatoes,beans and spinach.Every morning and every evening thechildren go to the river to collect waterfor the family.Eid, at the end of Ramadam, is the besttime of the year. We all get new clothesand have a big feast.  We play music anddance to celebrate the end of fasting.Sometimes the whole vil lage getstogether to build a roof. The men do thebuilding and thatching and the womenbrew beer for them to drink after theirhard work.Most people in Gashaka speak the Fulanilanguage, but at primary school we learnHausa. If we go to secondary school inSerti we learn EnglishWe cook using firewood on a traditionalthree stone fire. We cook outside underan open-sided grass roof.On our farm, we have special treesand plants which we use to makemedicines.To build our houses, we make bricks outof soil, water and grass.Our biggest pest problem is the baboonsand monkeys who steal our crops. Thechildren have to frighten them away andsometimes we shoot them.In our village, the Iman is our prayerleader. He teaches us the Koran in theKoranic school every night.We buy metal from the scrap metalmerchant in Serti. Our blacksmith uses itto make all our tools and weaponsThe children in the village love to playfootball when they have time.Activity Sheet 2B  Life in Gashaka Activity Cards (1)(photocopy onto card and cut up)A River Child �We grow gourds which we use to makecontainers to carry water or store food in.Gourds are also made into cups, spoonsand musical instruments.We make all kinds of musical instruments,drums, pianos and wind instruments fromanimal skins, gourds and tough hollowgrasses.We weave mats from palm leaves tocover the floors in our houses.The children in the village go out twicea week to collect firewood. We usefirewood for cooking and to stay warmin the evenings when we are learningour holy book, the Koran.We buy blankets, shoes, cooking pots,paraffin lamps and paraffin from Serti.The men and boys use spears and netsto fish in the river everyday.To earn money we sell some of the foodwe grow like bananas. 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Creative Teaching & Learning

Part 1: Life in Gashaka

1 Jun 2012

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BETT 2012 – Powering Learning
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The BETT Awards 2012 finalists in 15 categories
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BETT Show Update"
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      string(5668) "tools.Kerboodle is one of the first services of its kind from a UK publisher to linkstudent books with relevant online resources, whilst also offering the ability totrack and assess a student’s progress.  Learners are able to choose the waythey learn, and teachers are able to tailor lessons using the innovative facilityof adding annotations or voice clips, and uploading personal resources.The Suite, available for purchase as a complete learning solution or in part,includes online interactive resources, e-books and Apps.➥http://www.teachingtimes.comBETT Showcase 2012LapSafe ProductsLapSafe Products (StandH39) will be hosting anumber of events to enableteachers to learn from thebest practice of others.These include:Using the iPad in Education – Assistant Headteacher at Felsted School, anApple Regional Training Centre, Dr Nick R Dennis will discuss using the iPadin the classroom and explain how his school use the UnoCart™ for iPadscharging trolley on stand H39 at 11am Friday 13 January 2011.Free education guides – Visitors that follow the @LapSafe Twitter feed willbe able to download exclusive free educational guides offering informationon games-based learning, iPads in the classroom, practical science lessonsand ICT security.On show at H39 will be a selection of solutions to store, charge, track andmanage mobile ICT devices, including laptops, netbooks, tablets, gamingdevices and more.➥■■Order Hotline: 0121 224 7599 or Fax 0121 224 7598 www.thinkingonlinecatalogue.co.ukA River ChildBy Dr. Sue LyleTeaching about adistance placeA River Child offers an exciting way forward for schools byusing a Geography-led, thematic approach to promoting literacyacross the curriculum.The cross-curricular learning activities in this pack engagechildren with a true story guaranteed to fire their imaginations.This journey into the life of A River Child is perfect forcreating a class of Global Citizens. It utilises a ‘common needs’approach – by asking children to compare and contrast theirown lives with the lives of the children in the village of Gashaka.A River Child is full of exciting and original learning activitiesfor children, including: filming their own ‘NEWSROUND’report, writing their own storybook, designing their own game,map work, studying rivers and water cycles, studying Africananimals, and designing their own brochure.Tried and tested!Research shows that the pack demonstrates its power to motivateand inspire pupils as well as having a very positive impact onliteracy, geographical understanding and student motivation.Children find out about the life of Mohamed and his family.They discover how his family’s lives depend on the natural world.Pupils discover the threats made to Gashaka in 1993and how people from all over Nigeria worked togetherto prevent disaster. From this children can learn ecologicallessons about threats to the natural systems of Africa, whichcan be applied globally to other at-risk areas.Pupils find out about ‘Gashaka-Gumti National Park’as an example of turning a potential environmental disasterinto a success story.•••“At a time when stories of environmental degradationand destruction are the stuff of everyday news forchildren, it is important they hear ‘good news’ stories andrealise that things can get better if we all work together.”Dr. Sue LyleCross-Curricular links: Geography, Science, Designand Technology, English, Drama, ICT and Religion.What’s included in the packThe pack includes:Teacher’s Handbook with detailedguidance notes.Set of photocopiable masters to supportthe activities.Six copies of a full colour culturegramdepicting life in Gashaka Village.Five copies of the storybook Mohamed of Gashaka.CD with Powerpoint  presentations, templates  and resources.Four copies of brochures  from National Parks.••••••PhotocopymastersOFC A River Child-Activity sheet1   1MohamedofGashakaMohamed of Gashaka A5 book 4.ind1  11/3/11   16:06:29ARiverChildBy Dr SueLyleTeachers’ HandbookA thematic approachtopromoting literacyacross the curriculum forchildren age 9-12OFC A RiverChild-Handbook .indd1   14/2/11   12:10:46Price:£60.00http://www.teachingtimes.comSuppliers and Support ServicesWhat sort of teaching allows students to take ownership oftheir own learning?What will motivate and excitechildren’s curiosity and haul them outof passivity? What style of teachingwill develop their intellectual skillsto the point that they can becomeeffective agents of enquiry in anyfield?How can we make lessons exciting andcreative for students and teachers?These questions are the golden grailsof modern teaching. The governmenthas sought to address them bynumerous initiatives… But none ofthese initiatives have succeeded asthey might have done because theyignore the key question. ‘What sort ofteaching is needed to achieve thesegoals?’Intelligent Learning is a teachingpractice course, executed throughsix half hour video sessions, whichaddress in detail the changes inpedagogy you and your school needto introduce to start addressing theissues of motivation and becoming athinking and learning community.The central theme of the course is togive students the skills to ask moreand searching questions. …it’s thequestioning skills, not of the teacherbut of the student that really countsin developing their cognitive abilitiesand engagement. Their questionsdominate the learning agenda and theownership of learning follows.At the end of the course teachers willhave the skills and practical strategies to:facilitate more and moresophisticated student"
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Digital Learning

BETT Showcase 2012

22 Nov 2011

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      string(4255) "bigchallenge for schools to overcome:according to our research, a third(33%) of  teachers feel they lack thesufficient knowledge to effectivelybring digital creativity – such ascreating a learning application formobile devices – into the classroom.In fact, nearly a fifth (18%) claimedto feel intimidated by students’ ownknowledge of  digital technologies,with one in 10 (13%) saying they feel‘out of  their comfort zone’.What’s not surprising is thatyoung people are naturally passionateabout digital creativity and loveopportunities to explore and developthese skills. But instead of  beingintimidated by this, teachers shouldharness it and see their role moreas a facilitator of  learning, allowingstudents to explore and createusing digital tools. What is reallyimportant however, is that teachersare supported in this and shown waysto integrate it into lessons in a waythat benefits learning and helps raiseattainment.This is a really exciting time foreducation, and if  digital tools can beused to help drive engagement andprepare students for the realities of21st century jobs, then that is a reallygood thing.Liz Wilkins, Senior MarketingManager for Education atAdobe UK*Adobe’s Creativity in theClassroom report, 2010, isavailable to download here: www.adobe.com/go/creativityOrder Hotline: 0121 224 7599 or Fax 0121 224 7598 www.thinkingonlinecatalogue.co.ukA River ChildBy Dr. Sue LyleTeaching about adistance placeA River Child offers an exciting way forward for schools byusing a Geography-led, thematic approach to promoting literacyacross the curriculum.The cross-curricular learning activities in this pack engagechildren with a true story guaranteed to fire their imaginations.This journey into the life of A River Child is perfect forcreating a class of Global Citizens. It utilises a ‘common needs’approach – by asking children to compare and contrast theirown lives with the lives of the children in the village of Gashaka.A River Child is full of exciting and original learning activitiesfor children, including: filming their own ‘NEWSROUND’report, writing their own storybook, designing their own game,map work, studying rivers and water cycles, studying Africananimals, and designing their own brochure.Tried and tested!Research shows that the pack demonstrates its power to motivateand inspire pupils as well as having a very positive impact onliteracy, geographical understanding and student motivation.Children find out about the life of Mohamed and his family.They discover how his family’s lives depend on the natural world.Pupils discover the threats made to Gashaka in 1993and how people from all over Nigeria worked togetherto prevent disaster. From this children can learn ecologicallessons about threats to the natural systems of Africa, whichcan be applied globally to other at-risk areas.Pupils find out about ‘Gashaka-Gumti National Park’as an example of turning a potential environmental disasterinto a success story.•••“At a time when stories of environmental degradationand destruction are the stuff of everyday news forchildren, it is important they hear ‘good news’ stories andrealise that things can get better if we all work together.”Dr. Sue LyleCross-Curricular links: Geography, Science, Designand Technology, English, Drama, ICT and Religion.What’s included in the packThe pack includes:Teacher’s Handbook with detailedguidance notes.Set of photocopiable masters to supportthe activities.Six copies of a full colour culturegramdepicting life in Gashaka Village.Five copies of the storybook Mohamed of Gashaka.CD with Powerpoint  presentations, templates  and resources.Four copies of brochures  from National Parks.••••••PhotocopymastersOFC A River Child-Activity sheet1   1MohamedofGashakaMohamed of Gashaka A5 book 4.ind1  11/3/11   16:06:29ARiverChildBy Dr SueLyleTeachers’ HandbookA thematic approachtopromoting literacyacross the curriculum forchildren age 9-12OFC A RiverChild-Handbook .indd1   14/2/11   12:10:46Price:£60.00http://www.teachingtimes.comButton 10: Page 1: OffPage 2: Page 3: Button 11: Page 1: OffPage 2: Page 3: Button 13: Page 1: OffPage 2: Page 3:"
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Digital Learning

Integrating digital skills in the classroom

19 Oct 2011