Irene Middle School

Pilot 1

MobilED Pilot 2

Research Initiative

By Victor Zimu 1

Irene Middle School

HIV/AIDS Learn ing Event

Introduction

The Irene HIV/AIDS learning even is designed to be a one-week learning project with 3 lessons for

14-16 year old students. The objective of the learning project is to generate discussion on topics

related to the HIV / AIDS.

The project will cover the main topics of the national curriculum through students own project

work. Those topics that are not covered in the project work will be covered in other lessons.

The project is following the principles of a Jigsaw cooperative learning technique (Aronson 1971)

with home groups (in this case audio-casting groups) and thematic expert groups that are reporting

back to their home groups. The results of the home groups are then communicated for the whole

school community as an audio-casting of 2 minutes with information about HIV/AIDS. The audio-

casting will deal on issues that the students have considered to be the most relevant for their own

age group.

Research Initiative

By Victor Zimu 2

Table of Contents

INTRODUCTION .................................................................................................................................................................... 1

TABLE OF CONTENTS......................................................................................................................................................... 2

1. LEARNING EVENT ........................................................................................................................................................... 3 1.1 BACKGROUND .................................................................................................................................................................. 3 1.2 BRONFENBRENNER’S BIO-ECOLOGICAL MODEL ............................................................................................................. 4 1.3 TARGET GROUP................................................................................................................................................................ 4 1. 4 MAIN PHASES.................................................................................................................................................................. 5 1.5 DIFFERENT GROUPS.......................................................................................................................................................... 6

1.5.1 Intimate group ......................................................................................................................................................... 6 1.5.2 Working group......................................................................................................................................................... 7 1.5.3 Home group ............................................................................................................................................................. 7

1.6 THE THEMES..................................................................................................................................................................... 7 1.7 LESSON OUTLINE ............................................................................................................................................................. 8

2. THE NATIONAL CURRICULUM.................................................................................................................................10 2.1 NATIONAL CURRICULUM STATEMENTS........................................................................................................................10 2.2 REQUIREMENTS FOR PROGRAMMES OF LEARNING .......................................................................................................10

3. RESOURCE AND FACILITIES .....................................................................................................................................11 3.1 CONTENT ........................................................................................................................................................................11 3.2 TOOLS .............................................................................................................................................................................11 3.3 COMMUNICATION...........................................................................................................................................................11 3.4 BASIC SEQUENCE OF THE LEARNING EVENT..................................................................................................................11 3.5 EVENT SEQUENCING ......................................................................................................................................................12

4. ACKNOWLEDGEMENTS ..............................................................................................................................................15

Research Initiative

By Victor Zimu 3

1. Learning Event

1.1 Background

Today HIV/AIDS has killed an estimated 25 million people. Currently, between 37 and 45 million are living with the disease and in the year 2005 more than 6 million were newly infected.

The Stats SA HIV/AIDS-prevalence rate for South African adults aged 15–49 is estimated at about 17%. Falling within this range, young people between the ages of 15-19, about 10.5% of the population, are amongst the most hard-hit groups of the population.

The consequences of the disease are known to all because the South African government, NGO’s, and other organisations, believe that education is key in the fight against this disease. Television, radio, print media, and other forms of communication are some of the means by which these bodies try and communicate the message to the people and make them aware. With all these efforts taken into account, the number of newly infected people continues to increase and it clear that different ways and means of communication need to be employed.

The learning event, at Irene Middle School, employs a different approach. In this approach the teens participate in an event in which they themselves are part of creating the very message that needs to be communicated to their peers. Thus this method promises to be more effective and produce messages that are more relevant to this particular age group.

The learning event forms part of the curriculum and is used in an effort to increase the learner’s understanding of issues surrounding HIV/AIDS. In this lesson learners will assess the various effects of HIV/AIDS on the different levels of society, and point out different strategies that are, or can be, employed at each of these levels.

The effects and strategies are investigated the following levels:

- the person,

- the family,

- the community,

- and the economy (at country level).

Research Initiative

By Victor Zimu 4

1.2 Bronfenbrenner’s bio-ecological model

This lesson also makes use of Bronfenbrenner’s bio-ecological model to focus on the expected depth of exploration. In this model he explains the direct and indirect influences on a child’s life by referring to the many different contexts that affect their wellbeing.

System Definition

Microsystem Roles and interpersonal relationships between individuals – peers, educators, friends and family in a face to face proximity.

Mesosystem The relationships that exist between these Microsystems.

Mesosystem This refers to areas in which the child is not actively participating in but does impact heavily on their existence – health system, education,

Macrosystem This level refers to the attitudes, beliefs,

The different themes must be explored across the levels in order to have completely considered all aspects.

1.3 Target Group

This lesson is aimed at all the grade 9 learners. The learners are divided into 2 classes and each containing about 40 learners per class.

They will be covering a section in the National Senior Certification Curriculum on HIV and AIDS. Sections not covered by the Learning Event will be covered during normal class time.

Research Initiative

By Victor Zimu 5

1. 4 Main Phases

The learning project has four main phases:

1. Introduction: Forming the “Audio-casting Groups” and “Thematic Expert Groups” and introducing the MobilED technology;

2. Expert Group work: Gathering information with the MobilED tools (wiki) and discussion on the finding in the expert group.

3. Reporting: Report findings to the “Audio-casting Group”, Negotiate content and decide on the nature of audio-casting show. Write script and record.

4. Show time: Listen to the audio-castings of other groups and market them to the school community.

Research Initiative

By Victor Zimu 6

1.5 Different groups

1.5.1 Intimate group

Learners gather, informally, in close proximity to each other, close to one of the writing board.

The picture shown above is the layout of the classroom in which the event takes place.

Research Initiative

By Victor Zimu 7

1.5.2 Working group

Learners gather according to the tag colours.

In the working groups learners have to explore their topic and construct a mind-map. They have access to additional resources other than the wiki. This is then used to identify search-words to be sent to the wiki. They are encouraged to explore their own life experience and relate their own personal stories.

1.5.3 Home group

Learners gather according to the ribbon colour.

In the home groups expert groups learners debate and decide on the content of the audio-casting, write the script of the audio-casting, and producing the audio-casting.

1.6 The Themes

The subtopics are selected in order for the learner to understand, to greater lengths, the effects and implications that the virus and the syndrome have at these different levels of society.

The following are the expert group themes to be focus on:

• The effect on the person

• Strategies for the person

• The effect on the family

• Strategies for the family

• The effect on the community

Research Initiative

By Victor Zimu 8

• Strategies for the community

• The effect on the economy (or country)

• Strategies for the economy (or country)

1.7 Lesson Outline

Audio-casting groups, five (5) of them, are formed and divided into eight (8) expert groups in each class. These expert groups will research different topics and themes. They will contribute to the wiki where needed from other sources and will use the wiki as a reference source.

On completing their research they will move back to their “audio-casting” groups and each expert will contribute to create an audio-cast which will be saved onto the wiki. The learners will use the wiki as a reference source.

They will use one single lesson (50 min), a pre-lesson, to familiarise themselves with the kit and the service; a double lesson (90 min), to conduct the require investigation; and another double lesson (90 min), for audio-casting.

Research Initiative

By Victor Zimu 9

Research Initiative

By Victor Zimu 10

2. The National Curriculum

2.1 National Curriculum Statements

The following Critical Outcomes as stipulated by the National Curriculum Statements for Life Sciences apply:

• Identify and solve problems in which responses display that responsible decision using critical and creative thinking have been made.

• Work effectively with others as a member of a team, group, organisation, community.

• Organise oneself and one’s activities responsibly and effectively.

• Collect, analyse, organise and critically evaluate information.

• Communicate effectively using visual, and language skills in the mode of an oral presentation.

• Use science and technology effectively and critically, showing responsibility towards the environment and the health of others.

• Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

2.2 Requirements for programmes of learning

In order to contribute to the full development of each learner and the social and economic development of the society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of:

• Reflecting on and exploring a variety of strategies to learn more effectively;

• Participate as responsible citizens in the life of local, national and global communities;

• Being culturally and aesthetically sensitive across a range of social contexts.

Research Initiative

By Victor Zimu 11

3. Resource and Facilities

3.1 Content

• Aims and objectives of the Learning Event.

• Titles of the thematic areas that are studied by the expert groups.

• Mini-manual on how to use the MobilED tools and the MobilED wiki.

3.2 Tools

• MobilED KIT

• Pens and notebook

• Study books

• Reusable learning objects

3.3 Communication

• Teacher’s presentation of the project

• Small group discussion and class-room discussions

• Audio-casting show

• Marketing the Audio-casting to the larger community

3.4 Basic sequence of the learning event

• Introduction: Aims and objective of the learning project and the expected results.

• Forming the Audio-casting Groups.

• Presenting the themes of the Expert Groups.

• Making the Expert Groups.

• Gathering information in the Expert Groups.

• Group discussions in the Expert Groups about the information found.

• Debate and decide on what is important in the theme of our Expert Group.

• Presenting the results of the Expert Group work in the Audio-casting Groups.

• Debate and decide on the content of the Audio-casting.

Research Initiative

By Victor Zimu 12

• Preparation for presentation and presentation to the entire group

• Writing the script of the Audio-casting

• Producing the Audio-casting.

• Listening and assessing to the Audio-castings

• “Marketing” the Audio-castings.

3.5 Event Sequencing

SINGLE LESSON (50 MINUTES) (DAY 1: 24 JULY 2006)

Activity Time in minutes

Group context

Learner Facilitator

Objectives

2 Intimate Enter and arrange seating

Receive learners Receive learners and organise an intimate group in the front of the class. Put learners at ease.

6 Intimate Receive coloured tags write names on tags

Hand out tags and markers

Selectively hand out tags. This will determine the composition of the future expert groups.

6 Intimate Attentive listening Introduce various role-players

Role-players have opportunity to introduce themselves and their level of involvement in the project. Familiarize with role-players

5 Expert Gather in expert (tag) groups and get to know other members

Hand out kits Familiarise themselves with the contents of kit.

25 Expert Play with phones Troubleshoot Assemble kit and explore possibilities of kit.

6 Expert Tidy up and return kits

Collect Kits Control of equipment

Research Initiative

By Victor Zimu 13

DOUBLE LESSON (90 MINUTES) (DAY 2: 25 JULY 2006)

Activity Time in minutes

Group context

Learner Facilitator

Objectives

2 Intimate Enter and arrange seating

Receive learners Receive learners and organise an intimate group in the front of the class. Put learners at ease.

4 Intimate Receive coloured tags and coloured ribbons

Hand out coloured tags and ribbons

Classify according to relevant audio-casting and expert groups

8 Intimate Participation Introduction Set the scene and the scope of the project. Explain the objectives for this lesson as well as the final deliverable at the end of the project.

5 Audio-casting

Gather in Audio-casting groups and get to know other members

Organise intimate group into Audio-casting groups

Learners familiarises themselves to other members of the group.

2 Audio-casting

Announce group name to the rest of class

Record names on board

Names to be registered to wiki for future audio-casting.

5 Expert Select different role player

Facilitate process Assigning roles to each member of the group

40 Expert Conduct investigation using available resources

Introduce themes and provide alternative resources

Problem solving and investigative enquiry of themes

5 Audio-casting

Report on progress. General housekeeping

Give opportunity for general feedback and forward planning. Assign roles in the audio-casting.

4 Audio-casting

Select Super Group representative

General housekeeping

Identify group leader or representative

10 Super Group

Other learners

Select spokesperson and preparation for presentation

Tidy up and return kits

General housekeeping

Collect Kits

Preparation for presentation to entire class

Control of equipment

5 Super Presentation to class General Make a summarised

Research Initiative

By Victor Zimu 14

Group housekeeping presentation about the knowledge acquired on the topic

DOUBLE LESSON (90 MINUTES) (DAY 3: 27 JULY 2006)

Activity Time in minutes

Group context

Learner Facilitator

Objectives

5 Intimate Receive tags Reflection and goal setting for this lesson

Revisit project objectives introduce rubric to be used in assessing the audio-cast.

20 Audio-casting

Write script for audio-cast

Facilitation Use experts from different themes and create as script for a future broadcast.

20 Audio-casting

Refine script and practise audio-casting

Monitor and support Practice the audio-cast

20 Audio-casting

Navigate menu, record, revise and save audio-casting

Monitor and support Record the audio-cast

10 Intimate Assessing Assessing Listen to other groups’ audio-casting.

15 Intimate Complete Questionnaires

Handout Questionnaires

Complete the necessary questionnaires for research purposes.

Research Initiative

By Victor Zimu 15

4. Acknowledgements

Mr L. Raphahlelo Mr J. Vilakazi

Teachers at Irene Middle School