Learning through tasks

Charles Dube

SUDDENLY, it is tasks everywhere. All subjects now have tasks forcing all learners to engage in some kind of research from the primary school levels of education to high school.

Thanks to the new curriculum learners are active participants in class. Tasks and projects introduced have forced even the docile learners to be active.

They do what the tasks demand of them. Learners have opened up as they go out and find information related to their studies. They are now doers than passive recipients of information. It is clear that learners are being gradually transformed from mere job seekers to job creators a key objective in the new curriculum.

Tasks help learners prove that they have understood the topic under review. They have documented evidence and at times tangible exhibits. For example, depending on the subject, learners have already become aware of where certain skills they have learnt will apply in life. A lot of measuring has been going on in schools. They have learnt to calculate the number of tiles they can use in a room. They can calculate the number of bricks needed in constructing a room to a house. All these skills are applicable at home.

The teacher’s job has become lighter as learners do most of the work and the former’s job is mainly supervisory. However, this does not imply that teachers just watch and do nothing because learners need guidance. Teachers correct and give guidance to learners. Some teachers are of the opinion that their role is not that clear, yet others are happy. It has become normal to face resistance when change is initiated.

There are fears, though, it is all systems go in the implementation of the new curriculum. Some of the fears are uncalled for at this juncture. How can people be worried about subjectivity in marking before they get to the process. The old adage talks of crossing the bridge when you get to it than being worried about how you will cross it when you are far away from it. Can we call these fears, fears of the unknown? Subjects like agriculture have always had projects which are marked by teachers and standardised nationally.

Results have always come out and accepted. The same procedures will be followed. For sure, it has not always been smooth sailing in standardising agriculture marks for example. Examiners have argued over the quality of projects and mark allocation where not enough effort has been put is awarded more marks than where there is evidence of more effort and hard work. Some teachers remain with a bitter pill in the mouth. But one way or the other a compromise is struck and learners are graded.

At times people who talk about falling standards are chided as unpatriotic and suffering from colonial hangover. For example, the rabid question directed to such used to be, “Whose standards are you talking about?” Fortunately, for them, they are comparing the previous curriculum with the updated one, maybe they could be listened to and heard for improvement of the system. Everybody needs to be satisfied with what his or her child learns at school.

Learners show innovativeness from a tender age. This is demonstrated where resources permit. Young learners are able to use computers and show creativity by producing splendid works of art. Positively, the new curriculum does not force learners to use expensive materials to fulfil tasks. Learners use whatever is within their reach. Many learners who afford it type their task answers, but, those who do not have such resources also present handwritten findings which are acceptable. No one is penalised for presenting handwritten answers.

All requirements of the new curriculum should be made clear to the parents and guardians of learners to counter lies peddled through lack of knowledge. Many are heard talking about the expensiveness of the programme from hearsay without supporting facts. Get into schools and ask the right questions about what really is needed. What is expected of parents or guardians at the school in relation to the new curriculum? Have the roles changed?

Parents might think they know what is expected of them at schools since they have been dealing with them before. Fine, but, things change, so they better acquaint themselves with the schools. Mutual understanding between the parents, learners and schools brings up good results. Parents will not resist to contribute or pay anything to the school if there is transparency in whatever is being done.

Transparency is one of the elements parents could find out about in the initial stages of registering the learners. Otherwise, there is no reason to complain later about lack of transparency something which could have been detected earlier. It is pertinent to remind parents and guardians about this because at the time of registering learners they would be obsessed with acquiring places above everything else and forget to find out other nitty-gritties about the school.

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