these strategies have been addressed for about two decades in Ethiopia but the results received from all these attempts are very discouraging. Some Ethiopian scholars have been doing research on the possible reasons behind the problem and suggested solutions accordingly. In spite of all these attempts, we failed to get a viable solution to the existing problem. So, the problem still exists in its exaggerated form. Is there anyone who can advise me about the possible solutions that could boost-up the effective implementation of the two strategies in the Ethiopian context as a developing nation, please?
You might like to look at these slides and at this book for more practical ideas
Book Teaching Creative Thinking: Developing learners who generate...
Bill
One could initiate a peer assessment system where each person in the group evaluates all others one by one, giving honest opinions and feedback based on a a jointly developed questionnaire or list of criteria.
Thorough assessment and re-assessment on regular basis is a continuous process where learning is integrated through comprehensive and effective teaching methods and strategies.
Solomon Mengistie I do not know the Ethiopian context, but active learning and continous assessment require recognition of those involved. This is difficult on many levels. One is to take the people involved seriously by seeing the situation they are in. The other is having participants that have been given the chance of developing a core of autonomy. This takes a lot of time and consists of many small steps by all the participants. My experience is that there are some elements that need to be addressed to make this work. 1. There needs to be a continous building of relations between the people involved. 2. The people involved (both participants and organizers, need a common set of rules for their interaction. 3. The situation all the participants are in needs to be taken seriously. 4. Motivation is about recognizing needs, interests, passions, wishes and dreams for all involved. For those seeming to be without motivation we can tap into their curiosity. 5. Empowerment through commiting to individual action. «To master is to do». People who take small steps together experience growing empowerment. 6. Assessment for continous learning can be done by asking all participants, every time they meet, «What have you discovered today?» - «What was hard to understand?» - «What would you like to explore further the next time we meet». I do this a lot with my students and in my research and development projects. A process like this or similar to this adds to the relevance for all involved. If our projects are of value we can see this by asking ourselves: «Are the participants getting better at handling their situation?« - «Are the relations between the participants being strengthened?« (Kurt Lewin).
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