Future Workshops
After a successful pilot project joining JGI Canada, JGI Uganda and we three independent school teachers, it is time to look forward to 2009. It is clear that there is a great need for environmental education training for Ugandan teachers and that the JGI teacher training workshops are an effective means of providing this.
The Ugandan teachers were really grateful for the opportunity to attend the workshop and receive the new teachers' manuals and posters. Although their huge class sizes and lack of resources will make it challenging to implement some of the ideas / strategies we shared, they are keen to try them out. In a country that has not previously had thematic curriculum, many teachers are now keen to try integrating environmental issues into subjects beyond science and social studies. An important step in building a culture of conservation in youth.
Some of the participants made great suggestions for future workshops. Most notably, they suggested visiting a "model school" during the workshop to witness best environmental practices. Other ideas included more involvement of school principals, longer sessions on facilitation skills so that teachers can train others back in their community, and adding discussion time for determining how to mobilize parents and villagers to join in environmental actions.
JGI Canada will soon be undertaking a selection process for choosing a new team of Canadian teachers to return to Uganda. The 2009 partnership will endeavour to hold workshops in two districts as well as provide support for the Roots and Shoots program. Fundraising will be ongoing throughout the upcoming year. It costs approximately $5000 to provide the transportation, accomodation, and training materials needed for each workshop of 30 teachers.
A sincere thank you to all who supported this pilot project through financial contributions and the donation of needed school supplies and books. The project would not be possible without this strong Canadian support. Thank you to JGI Canada, JGI Uganda, Ngamba Island Chimpanzee Sanctuary, Wild Frontiers, Gately Inn and the communities of Royal St. George's School, Toronto, University of Toronto School, and Trinity College School, Port Hope.
Emma Roche, Meg O'Mahony, and Alison Elliott
Saturday, August 23, 2008
Friday, August 1, 2008
Birds of Uganda
Birds of Uganda
The day before we left for Africa, I almost put my binoculars back in the cupboard. They were heavy and we’d probably be too busy to use them anyhow I thought. So, when we ended up with the top birder in Uganda as our tour guide of Queen Elizabeth National Park, there was great relief that I had thrown them in at the last minute.
The "Big Five" were nothing compared to the diversity of avian species and the phenomenal plumages, songs, and behaviours that we witnessed. In only 3 days Johnnie Kamugisha, our guide, taught us over 150 species.
Emma loved watching the Black-headed Weavers darting in and out of their hanging nests, feeding their squawking young . She also found us our first Bronzy Sunbird, a member of this neat nectar-drinking family. Meg was the key spotter of the Scaly Francolin, a really funny chicken-like species that runs about the savanna with chicks in tow. It somehow managed to avoid numerous close calls with our Land Rover.
My mission was to see as many of the unusual storks and hawks as possible. The trip did not disappoint. In fact, it blew me away. My new favourite birds include Saddle-billed Stork (top), Spoonbill (centre), Hamarkop, Crowned Hornbill, Augur Buzzard, Long-crested Eagle, and the ultimate: the Black and White Tusked Hornbill. The first time one of those flew over us at dusk as we were walking up the hill from JGI to our hotel, I think we all ducked as it’s massive wing beats fanned us and it’s "tusk" disfigured it’s silhouette in the evening sky. This was followed by a breathless cry of "what the heck was that thing?"
One morning, Emma spotted some dark shapes perched on a termite mound a few hundred metres from the track. Nothing was more surprising than to discover a female Veureux's Eagle Owl (bottom). She quickly moved up into a Euphorbia tree. Surprise - she had two young up there. They were fascinating to observe. Even cooler was realizing that they have pink eyelids!!
Uganda is an amazing place, and we were lucky to learn so much more about its diverse array of species through this experience.
The day before we left for Africa, I almost put my binoculars back in the cupboard. They were heavy and we’d probably be too busy to use them anyhow I thought. So, when we ended up with the top birder in Uganda as our tour guide of Queen Elizabeth National Park, there was great relief that I had thrown them in at the last minute.
The "Big Five" were nothing compared to the diversity of avian species and the phenomenal plumages, songs, and behaviours that we witnessed. In only 3 days Johnnie Kamugisha, our guide, taught us over 150 species.
Emma loved watching the Black-headed Weavers darting in and out of their hanging nests, feeding their squawking young . She also found us our first Bronzy Sunbird, a member of this neat nectar-drinking family. Meg was the key spotter of the Scaly Francolin, a really funny chicken-like species that runs about the savanna with chicks in tow. It somehow managed to avoid numerous close calls with our Land Rover.
My mission was to see as many of the unusual storks and hawks as possible. The trip did not disappoint. In fact, it blew me away. My new favourite birds include Saddle-billed Stork (top), Spoonbill (centre), Hamarkop, Crowned Hornbill, Augur Buzzard, Long-crested Eagle, and the ultimate: the Black and White Tusked Hornbill. The first time one of those flew over us at dusk as we were walking up the hill from JGI to our hotel, I think we all ducked as it’s massive wing beats fanned us and it’s "tusk" disfigured it’s silhouette in the evening sky. This was followed by a breathless cry of "what the heck was that thing?"
One morning, Emma spotted some dark shapes perched on a termite mound a few hundred metres from the track. Nothing was more surprising than to discover a female Veureux's Eagle Owl (bottom). She quickly moved up into a Euphorbia tree. Surprise - she had two young up there. They were fascinating to observe. Even cooler was realizing that they have pink eyelids!!
Uganda is an amazing place, and we were lucky to learn so much more about its diverse array of species through this experience.
Wednesday, July 30, 2008
QENP-Game Drives
our 4 days in Queen Elizabeth National Park were surreal…
Johnnie…our guide…the world’s most amazing g
uide, by the way…had so much to do with our sheer delight in every moment with Ugandan nature. Johnnie…we can’t thank you enough for the experience.
but…I gotta’ tell you,
I always figured that those folks spitting out a name when seeing a bird fly by were just pulling my leg. It would be easy; I recognize so few birds…and I’m so *$%*#@ gullible! But…apparently it is possible…which, quite frankly, is also a little freaky…but also way cool. Johnnie and Alie talked about the birds, what the key identifying characteristics were, what the differences were. They both answered my very beginner questions with patience and a genuine interest in teaching. By the end of the trip I actually could identify a dozen or so birds. Now I’m thinking I’m being scammed by paying $600 for my bifocal (but no lines!) glasses; it is not possible for me to see those little things that they talked about: the yellow under the chin, the red line in front of the crest or other stuff. Yes...they are real…they showed me in their pictures.NOTE TO SELF: save up for some really good (second-hand) lenses for the Nikon.
A daily treat were the baboons who hung out on the road into QENP. They had the food all figured out. The main plan seemed to be to wait for the guys taking bananas to market then
grab a few for themselves.
It was pretty obvious that some of the people going by were tossing some food out for them.
grab a few for themselves.
After the 4 days, we got pretty familiar with this group...
Brent…I can see your fascination with the ungulates! I’ve got to admit that the Ugandan Cob
became my favourite of all of the animals. My pictures can’t compare to yours at www.ultimateungulate.com, but I gave it a good try (just wait ‘till I get those lenses).
The cobs are about the size of our white-tailed deer and are positively elegant…well, except for the snorts they used to indicate danger (such as lions). Their eyes are so large and soft and the
antlers are obviously modified unicorn horns!
The larger Waterbucks kept an eye on us as we drove down the park roads.
We didn’t see a lot of Water Buffalo the first day, but then the Park seemed to be positively littered with them! Then, we ended up stopping twice to allow herds to cross the road in front of us. Cool horns (but they look very heavy)! 
Check out the cattle egrets hitching
free rides!
All of the ungulates had a nice relationship with the yellow-billed ox pecker (did I get that right Alie?) who picked the ticks out of their coats…a process which looked a bit ticklish at times!
The botanist in me loved many of the plants. There were several tree Euphorbia ‘s, which I’ve only read about. They were way taller than I had expected!
Cactus tree (MUCH larger than the Euphorbia growing in my kitchen!)
with a Vervet monkey snacking on the fruits.
The papyrus swamps brought back memories of Social Studies lessons in elementary school and how the Egyptians made paper from the it.
On the morning of our 2nd day, we came across a female lion. We’d seen a fresh kill earlier…but no predators. (They were likely hiding in one of the many thickets nearby.)
A couple of days later (story to follow) we found out that her name was
pregnant… but otherwise seemed healthy and pretty mellow with the whole tourist group staring at you thing. It turns out that she is one of the older lions in the park. Johnnie explained that her daughters would take care of her and bring her food from the kill.
It was around then that Johnnie began apologizing to us for us not seeing more of “The Big 5” (lions, giraffes, elephants, rhinos, hippos). I don’t think it took us too long to convince him that we were here for the experience and that whatever we saw was perfect. I forget if it was Alie or Emma who pointed out to him that if we wanted guaranteed sightings of certain animals we’d go to a zoo…not to a National Park.
The warthogs (so ugly they were cute) were almost always a mom followed by 2 little ones. Even though we were in an area of the savannah where the grasses were short, we could never see the kids until they got up to follow mom. Emma coined “the warthog train” because they would follow each other in a line...mom running in the lead and following the path with the youngsters behind her…each the same distance from the other all with their skinny rope-like tails are held straight up. Chugga, chugga, chugga….
We were mesmerized at lunch one day watching this little guy getting his own lunch (you can see some of it not quite yet in his mouth). We never really saw him move when he caught an insect; we only saw where he ended up!
The elephants came out of nowhere.
There was savannah then savannah + 3 elephants when they walked into it from behind a couple of trees. Johnnie had warned us that this would happen, but who could believe him? Such big animals being so easily hidden? At the time, we politely thought to ourselves that was nuts…no longer. This also happened in Kyambura Gorge. After splashing across a stream, 2 elephants melted soundlessly in to the (not particularly dense) forest. Magnificent animals!
…and, by the way Johnnie, Alie and Emma, the small noise I may have made was when the older elephant was looking me directly in the eye. I KNEW she was thinking that our vehicle would be nothing to her! I may have made that wee noise to let her know that we understood this – or at least I did – and that she didn’t have to prove it!
Kyambura Gorge wasn’t visible until we were practically in it! It wasn’t even particularly obvious when we pulled in to the guides’ buildings. Another surreal moment. In the middle of the dry savannah was this 18 km gorge filled with green and a noisy river at the bottom. Alie and I spotted a Black and White Bonobo chilling out in a tree beside the river before we got back into the vehicle for our trip to the entry point.
Our guide, Tom (yup…we scored a brilliant guide yet again!) strongly encouraged us to wear long sleeves and pants and use our bug juice...same as Johnnie had. I started spraying it as soon as I heard “tsetse fly”. (Hey Doc Keystone…that insect repellent you suggested is awesome!) For those of you who have not yet had the opportunity to meet these annoying creatures, just imagine deer flies and you’re pretty well there (minus a potential protist or two). Tom guided us (literally) over a fallen log to cross the river, then along to bank to where 3 chimpanzees (a female and two of her offspring) were in a tree. They were pretty mellow at this point, having found and eaten food earlier. The older offspring munched on some fruits, tossing the leftovers and unripe fruits down into the river. Towards the end of the hike, we all heard this loud splashing and ran to a nearby bridge to watch 2 huge savannah elephants cross the river…then immediately disappear into the forest. Tom had mentioned that many of the savannah animals came down to the river for water. On the way back up the gorge (using one of the trails that these animals would use) I kind of wished that Tom had given us some specific instructions on what to do if we ran into one of them! Tom had worked with the Lion project in the park for the previous 6 years, so knew the lion we had seen – and her name. He had been with the chimps for a year and was probably going to stay for another year or so. In fact, he had rescued 2 of the chimps that are now living at Ngamba island! While we drove him to the village he was staying at, he was telling us of one of his walks home (~2 km as the crow flies). He and the other guy he was with ran into 3 (hungry) lions…who immediately got up and moved toward them. Tom was pretty mellow saying that they disappeared quickly after he fired a few shots into the air (note gun in picture above). Auuugh…talk about a hazardous workplace!
We saw Zebras in Lake MburoNational Park…about ½ way between
Late afternoons developed their own ritual. After Johnnie brought us back to the lodge we would buy a beer and sit on our balconies…and just stare at the view of the park until it was time to take a shower (hot water only from 7-11 pm) and go for dinner.
Tuesday, July 29, 2008
Facilitation
Facilitation
All of the teachers in the Bushenyi workshop were selected by their head-teachers (principals) to attend, with the expectation that they would then share with their peers by in their schools.
Tracy, realizing that few (if any) had any training on facilitating professional development sessions included a very solid, practical resource in the teacher binder.
All of the teachers in the Bushenyi workshop were selected by their head-teachers (principals) to attend, with the expectation that they would then share with their peers by in their schools.
Tracy, realizing that few (if any) had any training on facilitating professional development sessions included a very solid, practical resource in the teacher binder.
This 1 hour session was a brief overview of the “how to’s” of facilitation. We spent the hour addressing the roles of a facilitator, in context of sharing some of this training with their peer teachers.
While many of the processes are similar to teaching a class, there are some major differences in working with adults, especially your peers. There is a different style in working with adults; while some of the “discipline” issues are the same (and teachers are generally the most misbehaved participants), the strategies to address them are entirely different. Adults learn best by reflecting on the learning activities so (structured) time must provided.
We spent the first ½ of the session exploring the print resource with the Why? Who? What? Where? and How? aspects of hosting a peer training session. As a result, the teachers were introduced to their resource and the basics of how to set up and run a PD session.
Then, the teachers got into small groups to role-play various situations that can arise, and how to deal with them. There was only a short time to plan and only about 2 min of presentation time. Overall, the group did a great job. They also 
made some reflective comments about themselves, both as participants and as facilitators, when we debriefed the activity.
This reflection came through in one of our “boardroom” debriefing sessions Thursday afternoon. Many of the teachers had already identified the room they would like to use in their own schools. When it came to resources for the session, there was a lot of discussion about wanting and needing more.
In terms of resources…
It would be beyond brilliant if each of the teachers could go back to their schools with the PACE and other videos that we had for our session. But, there is not the money at JGI or the Ministry of Education to provide this. Any ideas?
Cooperative Learning Session
Cooperative Learning Session
I had debated for a long time about whether to pack some of the CL resources that I use for my Canadian and US presentations (e.g. Spencer Kagan's overheads for his structure) but, in the end, decided to leave them at home.
I spent Monday evening and breakfast Tuesday morning making up chart paper posters for the structures I planed to use (thanks for all the coloured makers Tracy). Good choice.
The school visits with Tracy and Jacque last week make it very clear to me that simple, hand made materials would be far more appropriate for teachers who had very few resources to work with themselves.
In addition, I totally tossed some of the plans I had made to shift to simple strategies and structures that could be done easily and successfully in large, crowded classrooms!
The teachers had already learned and practiced a couple of structures in an earlier session I facilitated on the Environment: "Numbered Heads", "Round Robin" and "Think-Pair-Share" as well as a small group activity with group sharing using a "Gallery Walk".
At the beginning of this session, I became aware of the background of the teachers (thanks for raising this Allan). Many had received some training in the basics of CL by regional coordinators (Ministry of Education) and a few had already begun implementing the basics. Allan, for example, had already rearranged his classroom so the students were sitting in groups, allowing them to face each other (as well as see the blackboard).
The CL session reinforced these structures with practice as we examined the "5 Basic Elements of Cooperative Learning" (David and Roger Johnson's work). "Numbered Heads" was debriefed for its excellence in reinforcing both Individual and Group Accountability. Role cards (modeled on those that Spencer Kagan has) were made of mounting card/paper and were used by participants for several of the activities for both this and other sessions. We talked about different grouping strategies
We finished with a discussion on how CL can be used in large (50-90 students) classes. At this point, the teachers were generally aware of how hard we had tried to become familiar with what their teaching conditions were, so their comments focused more on which structures would/would not work with their class as well as how they could be modified rather than why they could not be used. There was a typical spread between those seeing potential for the use of CL and those who were uncomfortable with it...as there is with every teacher session I have ever facilitated.
Suggestions for the larger classes included:
Good luck everyone!
Meg
I had debated for a long time about whether to pack some of the CL resources that I use for my Canadian and US presentations (e.g. Spencer Kagan's overheads for his structure) but, in the end, decided to leave them at home.
I spent Monday evening and breakfast Tuesday morning making up chart paper posters for the structures I planed to use (thanks for all the coloured makers Tracy). Good choice.
The school visits with Tracy and Jacque last week make it very clear to me that simple, hand made materials would be far more appropriate for teachers who had very few resources to work with themselves.
In addition, I totally tossed some of the plans I had made to shift to simple strategies and structures that could be done easily and successfully in large, crowded classrooms!
The teachers had already learned and practiced a couple of structures in an earlier session I facilitated on the Environment: "Numbered Heads", "Round Robin" and "Think-Pair-Share" as well as a small group activity with group sharing using a "Gallery Walk".
At the beginning of this session, I became aware of the background of the teachers (thanks for raising this Allan). Many had received some training in the basics of CL by regional coordinators (Ministry of Education) and a few had already begun implementing the basics. Allan, for example, had already rearranged his classroom so the students were sitting in groups, allowing them to face each other (as well as see the blackboard).
The CL session reinforced these structures with practice as we examined the "5 Basic Elements of Cooperative Learning" (David and Roger Johnson's work). "Numbered Heads" was debriefed for its excellence in reinforcing both Individual and Group Accountability. Role cards (modeled on those that Spencer Kagan has) were made of mounting card/paper and were used by participants for several of the activities for both this and other sessions. We talked about different grouping strategies
- teacher vs student choice
- academically heterogeneous or homogeneous
- based on different abilities/skills (with reference to the upcoming session on MI)
We finished with a discussion on how CL can be used in large (50-90 students) classes. At this point, the teachers were generally aware of how hard we had tried to become familiar with what their teaching conditions were, so their comments focused more on which structures would/would not work with their class as well as how they could be modified rather than why they could not be used. There was a typical spread between those seeing potential for the use of CL and those who were uncomfortable with it...as there is with every teacher session I have ever facilitated.
Suggestions for the larger classes included:
- working with another teacher to split the class
- use volunteer helpers (students, parents)
- using groups of 2 (pairs) which will not require much movement, but allow for more student-student interaction and problem-solving
Good luck everyone!
Meg
Wednesday, July 23, 2008
Teachering Experiential Learning and Multiple Intelligences
Teaching Experiential Learning and Multiple Intelligences
What a week it has been! Last Monday, we made the long and arduous trek west from Kampala to Bushenyi for our long-awaited teacher training workshop in environmental education. After our week in Entebbe visiting schools and preparing workshop supplies, we were really excited!
Bushenyi is a tiny village, but the Anglican Church runs a community centre there and we were able to gather the 22 teachers who attended (we expected 30) in relative comfort. Local women prepared our meals each day (Meg will tell you more about this) and our days went from 7:30 a.m. to about 8:30 p.m. if the electricity lasted that long. Then we would sleep across the road at the tiny Eureka Motel following "bucket showers" from a jerry can of warm water.
Tracy, the education coordinator for JGI Uganda, had prepared a thorough and comprehensive schedule that included us presenting general teaching strategies as well as environmental education strategies. During breaks (if the electricity was working) we would show DVD's such as Jane Goodall's Wild Chimpanzees, Planet Earth series, and PACE videos which highlight environmental success stories from across Africa.
The main components of the workshop that I was responsible for were:
- the rationale for environmental education
- experiential education techniques
- multiple intelligences theory and practice
- assiting with e.e. lesson plan development
As with any workshop or conference, people tend to spend the first day assessing each other, start getting to know each other on the second day, and begin bonding thereafter. It was like this with our workshop. The 18 men and 4 women were keen teachers and very welcoming to us.
For me, I felt they really started to come out of their shells once we started the experiential education techniques. I think everyone learns well by "doing" and this group opened right up with this style of teaching / learning. It is tricky for them to utilize experiential learning in their classes when they have 60 or more students, tiny rooms, and almost no resources. But, we hope we gave them a few techniques that they can implement to increase learning. Their favourite was the "Dress an Insect" activity to teach insect parts when you don't have access to supplies or living insects. Johnson, a grade 6/7 teacher, volunteered to be the insect and everyone got really into adding found materials to him to "turn him into" an insect with all the correct parts.
An experinetial ed. strategy that is fairly widely used in North America, but not used here at all is the Solo Sit or Solo Walk. This technique doesn't teach facts, but instead allows learners to build a connection between themselves and the environment, and begin forming environmental values. When we did a solo sit activity outside with the Ugandan teachers, it was interesting to see their different reactions. Some of them sat quietly and noticed things like bird nests in trees, sounds in the air, or beautiful flowers around them. Others couldn't stand the quiet and chatted, checked their cell phones (there are no land phone lines here) or squirmed until it was over.
Later in the day we introduced multiple intelligences theory. This was the first time that any of the teachers had heard of this concept. What it entails is the idea that a person's intelligence should not be measured as smart / not smart, but as how they are smart. There are 8 intelligences: naturalistic, logical/mathematical, visual/spatial, interpersonal, intrapersonal, bodily/kinisthetic, musical/rhymthic, verbal/linguistic. Each person will have a different profile of intelligences, e.g. someone could strong musically, kinisthetically, and interpersonally. A person's M.I. profile influences the way in which they learn. Traditional teaching has focussed solely on verbal / linguistic and logical / mathematical. Typically lecturing, board notes, and textbook learning.
M.I. theory influences teaching and learning by encouraging teachers to teach in ways that suit the different intelligences and learning styles, and allow the students to show their learning in ways that work with their M.I. Initially, the Ugandan teachers found this a lot to digest and weren't sure what it meant in terms of their teaching and their very large classes. After each of them underwent their own M.I. survey and figured out their own profile, there was a lot more understanding and several teachers began to advocate for using this concept in their lesson planning. I think they went home with a message that using M.I. creates diversity in one's teaching methods and ensures that no learner is left behind.
It was really cool to see one of the groups create a song as part of their e.e. lesson plan the next day and another group created an experiential lesson using real flowers collected from the wild. What I loved most about this teaching was seeing teachers get excited about the new ideas. It was very humbling though to be reminded through their questions and anecdotes that teaching in Ugandan schools is very challenging. These teachers pursue this career for the love of it.
More stories later.
Alie
What a week it has been! Last Monday, we made the long and arduous trek west from Kampala to Bushenyi for our long-awaited teacher training workshop in environmental education. After our week in Entebbe visiting schools and preparing workshop supplies, we were really excited!
Bushenyi is a tiny village, but the Anglican Church runs a community centre there and we were able to gather the 22 teachers who attended (we expected 30) in relative comfort. Local women prepared our meals each day (Meg will tell you more about this) and our days went from 7:30 a.m. to about 8:30 p.m. if the electricity lasted that long. Then we would sleep across the road at the tiny Eureka Motel following "bucket showers" from a jerry can of warm water.
Tracy, the education coordinator for JGI Uganda, had prepared a thorough and comprehensive schedule that included us presenting general teaching strategies as well as environmental education strategies. During breaks (if the electricity was working) we would show DVD's such as Jane Goodall's Wild Chimpanzees, Planet Earth series, and PACE videos which highlight environmental success stories from across Africa.
The main components of the workshop that I was responsible for were:
- the rationale for environmental education
- experiential education techniques
- multiple intelligences theory and practice
- assiting with e.e. lesson plan development
As with any workshop or conference, people tend to spend the first day assessing each other, start getting to know each other on the second day, and begin bonding thereafter. It was like this with our workshop. The 18 men and 4 women were keen teachers and very welcoming to us.
For me, I felt they really started to come out of their shells once we started the experiential education techniques. I think everyone learns well by "doing" and this group opened right up with this style of teaching / learning. It is tricky for them to utilize experiential learning in their classes when they have 60 or more students, tiny rooms, and almost no resources. But, we hope we gave them a few techniques that they can implement to increase learning. Their favourite was the "Dress an Insect" activity to teach insect parts when you don't have access to supplies or living insects. Johnson, a grade 6/7 teacher, volunteered to be the insect and everyone got really into adding found materials to him to "turn him into" an insect with all the correct parts.
An experinetial ed. strategy that is fairly widely used in North America, but not used here at all is the Solo Sit or Solo Walk. This technique doesn't teach facts, but instead allows learners to build a connection between themselves and the environment, and begin forming environmental values. When we did a solo sit activity outside with the Ugandan teachers, it was interesting to see their different reactions. Some of them sat quietly and noticed things like bird nests in trees, sounds in the air, or beautiful flowers around them. Others couldn't stand the quiet and chatted, checked their cell phones (there are no land phone lines here) or squirmed until it was over.
Later in the day we introduced multiple intelligences theory. This was the first time that any of the teachers had heard of this concept. What it entails is the idea that a person's intelligence should not be measured as smart / not smart, but as how they are smart. There are 8 intelligences: naturalistic, logical/mathematical, visual/spatial, interpersonal, intrapersonal, bodily/kinisthetic, musical/rhymthic, verbal/linguistic. Each person will have a different profile of intelligences, e.g. someone could strong musically, kinisthetically, and interpersonally. A person's M.I. profile influences the way in which they learn. Traditional teaching has focussed solely on verbal / linguistic and logical / mathematical. Typically lecturing, board notes, and textbook learning.
M.I. theory influences teaching and learning by encouraging teachers to teach in ways that suit the different intelligences and learning styles, and allow the students to show their learning in ways that work with their M.I. Initially, the Ugandan teachers found this a lot to digest and weren't sure what it meant in terms of their teaching and their very large classes. After each of them underwent their own M.I. survey and figured out their own profile, there was a lot more understanding and several teachers began to advocate for using this concept in their lesson planning. I think they went home with a message that using M.I. creates diversity in one's teaching methods and ensures that no learner is left behind.
It was really cool to see one of the groups create a song as part of their e.e. lesson plan the next day and another group created an experiential lesson using real flowers collected from the wild. What I loved most about this teaching was seeing teachers get excited about the new ideas. It was very humbling though to be reminded through their questions and anecdotes that teaching in Ugandan schools is very challenging. These teachers pursue this career for the love of it.
More stories later.
Alie
We arrived in Bushenyi Teacher Training Workshop
We arrived in Bushenyi for the Teacher Training Workshop!
After a 7 hour drive from Entebbe, we arrived at a community centre in Bushenyi District to set up the hall for the arrival and welcome of the teachers. Each day was packed full of information, videos, sharing opportunities and much, much more!
This is the group of 22 teachers who travelled from 5 minutes away to up to two hours away to attend the Jane Goodall Environmental Education Teacher Training Workshop. All of the teachers taught between Primary 5 to Primary 7 (equivalent to our grade 5 to 7), however, there subject of expertise varied. There were teachers who taught English, Agriculture, Social Studies, Mathematics, and Science. By the end of the workshop, the goal was to share resources with the teachers and to work together to develop lesson plans where Environmental Education could be integrated in to any of their subject areas. In doing so, we also led sessions on teaching strategies that would be useful in teaching Environmental Education as well as their specific subject areas.
Tracy, from the JGI office in Uganda led all of the sessions about how the books were developed and the connection to the curriculum set by the Ministry of Education in Uganda.
Over the 4 day workshop, Alie led session on the importance of Environmental Education. Alie and Emma led a discussion on the use of Multiple Intelligence theory as a teaching strategy and how it can be used to reach all types of learners. Meg led a session on cooperative learning as well as how to facilitate a teacher training workshop to share what they have learn with their peers when they return to their schools. Alie led a session on experiential education and demonstrated through a hands on activity - "How to dress a bug?". Emma facilitated a session where the teachers took everything they had learned throughout the workshop and designed a lesson plan in their specific teaching areas - the goal was two-fold - to use a variety of teaching methods and to integrate environmental education. There will be a more in depth blog on each of these sessions.
On the third day, we all loaded in to matatus and travelled to the Kalinzu Forest Centre for a forest walk and overview of their education program for students. The forest centre staff have been trained by the Disney Foundation, in partnership with the JGI Institute to help deliver conservation education to their visitors.
After a 7 hour drive from Entebbe, we arrived at a community centre in Bushenyi District to set up the hall for the arrival and welcome of the teachers. Each day was packed full of information, videos, sharing opportunities and much, much more! 
This is the group of 22 teachers who travelled from 5 minutes away to up to two hours away to attend the Jane Goodall Environmental Education Teacher Training Workshop. All of the teachers taught between Primary 5 to Primary 7 (equivalent to our grade 5 to 7), however, there subject of expertise varied. There were teachers who taught English, Agriculture, Social Studies, Mathematics, and Science. By the end of the workshop, the goal was to share resources with the teachers and to work together to develop lesson plans where Environmental Education could be integrated in to any of their subject areas. In doing so, we also led sessions on teaching strategies that would be useful in teaching Environmental Education as well as their specific subject areas.Each teacher received a teachers guide and set of teaching posters filled with "ready-to-use" lesson plans to integrate Environmental Education in to each of their subject areas. This teacher guide was developed by the Jane Goodall Institute in Uganda - to match the expectations set out by the Ugandan Ministry of Education.
Tracy, from the JGI office in Uganda led all of the sessions about how the books were developed and the connection to the curriculum set by the Ministry of Education in Uganda.
Over the 4 day workshop, Alie led session on the importance of Environmental Education. Alie and Emma led a discussion on the use of Multiple Intelligence theory as a teaching strategy and how it can be used to reach all types of learners. Meg led a session on cooperative learning as well as how to facilitate a teacher training workshop to share what they have learn with their peers when they return to their schools. Alie led a session on experiential education and demonstrated through a hands on activity - "How to dress a bug?". Emma facilitated a session where the teachers took everything they had learned throughout the workshop and designed a lesson plan in their specific teaching areas - the goal was two-fold - to use a variety of teaching methods and to integrate environmental education. There will be a more in depth blog on each of these sessions.On the third day, we all loaded in to matatus and travelled to the Kalinzu Forest Centre for a forest walk and overview of their education program for students. The forest centre staff have been trained by the Disney Foundation, in partnership with the JGI Institute to help deliver conservation education to their visitors.
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