Mwangaza

Kila mwanafunzi anajituma wakati wa kujifunza katika harakati za kufikia malengo yao ya ujifunzaji. Picha: Mwandishi wa makala Kama mnakumbuka, kati ya mwaka 2005 na  2007 yalitokea mabadiliko ya mitaala, hususani kwa shule za msingi, sekondari na vyuo vya Ualimu. Kulikuwa na msemo uliovuma sana wa "muhamo wa ruwaza" au "paradigm shift" kwa kiingereza. Ruwaza ni mfumo au imani inayomuwezesha mtu kutekeleza jambo fulani kulingana na matakwa na taratibu fulani zinazofahamika. Kwenye ufundishaji, iliaminika kuwa mitaala yetu ilikuwa ya mfumo unaomuona mwalimu kama chanzo cha maarifa na mwanafunzi kama pipa linalosubiri kujazwa tu maarifa. Mitaala mipya inaaminika kuwa ya ruwaza tofauti, ndio maana mabadiliko haya yakaitwa ya kuhama kwa ruwaza. Namna mitaala ilivyoandikwa na namna ya kuitekeleza ni miongoni mwa mabadiliko haya. Kwa mfano, mabadiliko haya yalipelekea maandalio ya masomo yawe na kipengele cha upimaji kwa kila hatua ya somo. Pia, zimependekezw...

Mambo makuu ya kuzingatia ili kufanikisha upimaji endelevu wenye tija. Picha: Mwandishi wa Makala. Hakuna mjadala kuwa upimaji endelevu ni sehemu muhimu sana wakati wa mchakato wa kufundisha na kujifunza. Taarifa za namna ufundishaji na ujifunzaji unavyokwenda zinategemewa kupatikana kupitia upimaji endelevu bora. Makala haya yanalenga kuendelea kujadili mambo makuu manne kama tulivyoyaona katika makala iliyotangulia. Mambo hayo ni ufafanuzi wa kina wa mambo makuu yanayopaswa kujifunzwa na wanafunzi (clarifying learning), kuwajengea wanafunzi ari ya kujifunza (activating learners), kutoa mrejesho wa maendeleo yao (providing feedback) na kutafuta ushahidi wa ujifunzaji (eliciting evidence of learning). Katika makala haya nitajadili utoaji wa mrejesho wa Shughuli za Ujifunzaji (providing feedback) na utafutaji wa ushahidi wa ujifunzaji (Eliciting evidence of learning). Kutoa Mrejesho wa Shughuli za Wanafunzi (Providing Feedback) Kila anachokifanya mwanafunzi, anatamani sana ...

Picha: Blogger. Upimaji endelevu wa mwanafunzi ndio namna pekee ya kutoa taarifa za maendeleo ya ujifunzaji wa mwanafunzi katika kufikia malengo ya ujifunzaji yaliyokusudiwa kwake. Kwa hiyo, upimaji endelevu ni shuhguli ya msingi mno ya kuzingatiwa na mwalimu na wanafunzi.  Upimaji endelevu siyo shughuli ya mwalimu peke yake. Ni mchakato wa pamoja kati ya mwalimu na manafunzi. Hii ni kusema kuwa, upimaji endelevu ni sehemu ya ujifunzaji wa mwanafunzi na ufundishaji wa mwalimu. Ikiwa tunahitaji kuona upimaji wenye tija, basi kila mmoja ni lazima atimize wajibu wake kwa kushirikiana. NWEA katika chapisho lao la mwaka 2016 linaloelezea mambo makuu manne ya kuzingatia ili kuleta ufanisi kwenye upimaji endelevu, wanaeleza kuwa upimaji endelevu   ni mchakato wa pamoja kati ya mwalimu na wanafunzi wa kukusanya ushahidi wa ujifunzaji wa wanafunzi kwa lengo la kuboresha kile kinachoendelea darasani, kwa maana ya mchakato wa ujifunzaji wa wanafunzi.   Ili...

Skrinishoti ya video inayoitambulisha tovuti ya PatrickJMT Katika makala kadhaa kwenye blogu hii, nimekuwa nikijadili kuhusu namna teknolojia zinavyoweza kutumiwa kwenye ufundishaji na ujifunzaji. Pamoja na changamoto nyingi katika mazingira ya kufundishia, bado ninaamini kuwa, matumizi ya TEHAMA kwenye ufundihsaji ni moja ya suluhisho la changamoto kadhaa za ufundishaji na ujifunzaji. Moja ya matatizo yanayoweza kutatuliwa na TEHAMA ni upungufu wa zana za kujifunzia kama vile vitabu na vyanzo vingine kama vile videos, picha, games na animations. Kutokana na uwepo wa namna mbalimbali za watu kujifunza, nimeona nitenge muda kidogo wa kuandaa video zinazoelezea tovutinzuri kwa ajili ya walimu na wanafunzi. Ninaamini kuwa video hizi zitakuwa hamasa kwa walimu, wanafunzi na wadau wengine wa elimu wanaopenda kujifunza namna mbalimbali wnavyoweza kutumia teknolojia kwenye ujifunzaji. Ninaamini pia kuwa, hii ni hamasa kwa wale wasiopenda kusoma maandiko bali kujifunza kwa kutazama am...

In learner centered pedagogy, teaching approaches have changed. Teachers are facilitators of learning and students are experts who interact extensively with available resources to build on their knowledge, skills, and understanding of the subject matter.  In learner centered pedagogy, classrooms should be viewed as “Workshops” and students as experts who interact with available tools (learning resources) to produce desired products (achieving learning outcomes). One of the potential role of teachers/ facilitators in these workshops is to ensure all the necessary tools (learning resources) are available or arranging effective use of few available resources.  To be clear in the issue of availability of learning resources, I don’t believe in the “lack of sufficient resources” saying. I believe in the idea of using the only few available or a single resource available in a meaningful way.   I remember my little thinking; It is far very helpful for a teacher who ...

Assessment (in education) is a continuous process of monitoring learning so as to determine learning achievement and effectiveness of the instruction. It can be done before the start of the new course or lesson, during learning or at the end of the lesson/ course. Data obtained from the assessment enable educators to improve the facilitation practices, helping learners change or modify their learning styles as well as to grade and award learning achievements.    Assessment is the backbone of learning. It informs the progress of learner’s acquisition of knowledge and skills throughout the learning process. Assessment should tell whether learning is taking occurs or otherwise. Generally, if learning is the company, then assessment should be its manager.  Due to its importance, sufficient attention should be given to any assessment procedure. Before preparing any test, a careful planning of the assessment process is necessary. This is the reason why the first step ...

 Learner Centered Pedagogy Principles. Image: University of Wisconsin-Madison In several previous articles, I discussed a bit about the learner centered teaching and learning. An important approach which places students at the center of their own learning. With the learner centered approach, students are provided with opportunities to develop 21 first needed skills of creativity, critical thinking, research, innovation, communication and collaboration.  The shift from teacher centered to learner centered s in Tanzania was first incepted in 2005 in primary schools, secondary schools and in teacher education. However, various empirical evidences from Tanzania have revealed numerous challenges pertaining its implementation. Few to mention has been lack of enough teaching and learning facilities, inadequate knowledge and understanding of the tenets of learner centered pedagogy including effective implementation of learner centered assessment.    Educ...