Hands of Charity Community Change Makers

REPORT

The camp started on a Saturday which consisted of learners and teachers joined and showed a lot of interest towards the camp and did group work learning on the projects they intend to deal with for finding a long term solution in different fields and out of it they set up plans in different categories as shown below.

o -Jiggers

o -Wildlife

o -Trash

o -HIV/AIDs programs

JIGGERS

Kids went for Mapping in Households infested with Jiggers

They set up activities that which they did in campaign for jigger free.

They came up with specific objectives on the case study and arranged questionnaires they will for the entire period of the project.

SPECIFIC OBJECTIVES ABOUT THE CASE STUDY WERE AS FOLLOWS.

-General hygiene

-Environmental management in control of Jiggers

-Child involvement in Jigger control.

VISION

Children free from Jigger infestation and attend classes by August 2016.

MISSION

To educate the household members infested with jiggers using testimonies from children who were infested and now free from the jiggers.

Activities for the case study;

During weekends, pupils to reach out jigger infested families to give health education as child empowerment on hygiene and good environmental management.

Evaluation for the progress last Saturday of every month.

Organizing health action days together with health workers and community members to talk about the problem as a sign of togetherness and child involvement.

OBSERVATIONS

During mapping when kids saw their fellow children infested with jiggers they showed concern by asking questions such as;

What causes jiggers?

What does it feed from human body?

How does it procreate and its lifecycle?

Who is at risk to jiggers and

How does it spread from one person to the other?

The above questions were in children themselves after mapping activities. During mapping it was found that mostly children from poor families who stay under unconducive environment such poor housing, beddings, hygiene and ignorance/illiteracy contributes to jigger infestation.

Most of kids infested by jiggers are of age group 3 -13 years in areas identified.

Very few in age group of between 14 -18 years and between age group of between 50 – 65 are infested just because the lack information about precaution concerning general hygiene.

Out of this observations, learners came up with the above proposal for the coming six months implementation.

CHALLENGES

Lack of enough cloves

Pull and push between children to see how the infested person looks like.

High exceptions of free drugs by community members.

Fear of jigger infested clients to be inspected and given a child driven first aid.

ACHIEVEVEMENTS

Learners were able to understand the effects of jiggers to human health.

Learners were able to identify areas with high jigger problem

They used the camp to give priority to problems according to the situation.

HIV/AIDS

A theme setup for discussion was (who had ever had somebody staying positively (people living with HIV/AIDs)

AIM

Kids/ Learners to come up with experience stories about HIV clients.

SPECIFIC OBJECTIVES

-Learners to know that we have people living positively.

-For them to identify what problems that can make them be at risk to HIV/AIDs.

-Get possible ways of HIV/prevention

ACTIVITIES

-Through poetry- poems were recited by camp participants with a theme how shall be save from it as a young generation.

-Written story- learners wrote stories on XO laptops expressing what they understand about HIV compared to 20th century.

-Using internet to research- by use of BRCK and Safaricom routers to access information about HIV which included most affected countries, which co-horts in terms of age.

-Visiting CCCs in our Kenyan health facilities to discuss the case with service providers and HIV clients

EVALUATION

Once in a month by visiting a nearby health facility to find out the infection rate.

MISSION

To ensure that kids/ Learners understand that we have people staying positively on village level and need their support and encouragement of stigma free environment.

VISION

Have a reduced stigma and proper HIV advocacy within local villages.

OBSERVATIONS

Pupils were much interested to use internet in finding information about the case study.

It was noted some children are affected with HIV at their homes.

WILDLIFE

-Background of endangered species

Centre of discussion was about elephant, rhino, and lion.

Major issues were how those animals feed, move and stay.

-How important are they to the country economy

They discussed how it earns foreign exchange to the country and nature.

-What makes them endangered?

Key issues were why are they mostly hunted by poachers, what for, what facts are behind the killings and how are they marketed and for what reason.

-Who targets them and for what reasons.

Which countries mostly demands their products and on what purposes.

AIM

-To inform the world on the reasons why we should conserve our wildlife.

SPECIFIC OBJECTIVES

-Creating room for the children of the world to have a say and educate others about wildlife in the county.

-To have reduced myths and misconception over endangered species e.g. Rhinoceros species

-To promote online learning with an aim of minimizing wildlife slaughter worldwide.

-Create a room for research and information sharing.

ACTIVITIES

Learners use write sugar lab to write stories about what they feel should be done to endangered species in the safety.

Paint sugar lab to draw pictures of endangered wildlife species

They used scratch sugar to make conversational projects concerning the feeling of the wildlife endangered species.

OBSERVATIONS

It was noted that most of students have information about the happenings to our wildlife but they had been never be given a chance to express their feelings.

Camp participants showed a lot interest in wildlife safety discussions.

TRASH

Trash was among our intended camp activity but due to time limitation it was left out.

GENERAL RECOMMENDATION.

Facilitation to be increased for more days of any planned science camp in future.

Camps to be facilitated quarterly.

Smallsolutionsbigideas to look for a way of funding jigger project to enable participants to have enough logistics.

Need of Internet services provision to enhance online learning.

JiggersFeetFullViewSSBI to facilitate health service providers and teacher workshop with an aim of reducing jiggers’ cases.

Posted in Uncategorized | Leave a comment

Connecting Kids Wildlife Studies – Latest Report from Bonnie

ELEPHANT

 

Wildlife Protection : One Planet Education Network brings  Bungoma Kenya SSBI Hands of Charity partners with Haiti, and US students together. 

 

Click to support this work: Support These Kenya Kids

SKYPE with Haiti  and US students started well whereby our learners were very happy about having a distance learning event in their schools. We started with Namwesi primary school on Friday where teachers went to prepare learners on what the skype will be about. and prepare distance learning event whereby as Bungoma team were to talk about wildlife especially Rhino and Elephants with learners from different schools of NYC, Haiti, North Carolina and representave from AWF and Marinelife representative talking about hawksbill turtles.

Bungoma team was so proud to talk to George and others including Dr. Ronelus who they said his a black American teacher of Haitian origin.
On Monday 6th June 2016, was a great day for Namwesi primary pupils to participate in the distance learning event to prepare notes on wildlife so that they can do their presentations perfectly Those to participate were, Brighton, Shamillah, Obadiah, Evans and Faith.

It was 2.00 pm when Hands of Charity staff arrived Namwesi school compound to facilitated a long waited event. Students were much eager to see and hear from American students. “Tunaenda kuongea na wanafunzi wazungu”, we are going to talk to white students. You could find them making fun of talking like Americans. When time came, 3.30 pm our hp device donated to us by Small Solutions  and BRCK router were set ready to perform.

When the heard an incoming Skype call from George Newman they smiled in a secret manner not showing up there curiosity towards what was going to happen the next minute.The call was answered by video and they heard and saw Mr. Newman first then followed by different participants. Thereafter, all the eyes was on the screen to see what will happen next. Our students were surrised to see Dr. Ronelus with his students and his bass voice. They were also much interested with how their colleagues classrooms well equipped compared to Bungoma classrooms.

 

COMMON KILLED ANIMALS

The common killed animals among the BIG 5 include;

Lion Elephant Rhino

LION: Reason why poached  Is poached and killed mainly because of it’s skin and heart according to our local understanding.Its skin is used for making leather shoes and bags. Its heart is used by the army soldiers as food. Locals belief that, the hearts make them to be as brave as the Lion ( a myth)

ELEPHANTS Are huge animals. They are mainly hunted because of their tusks.

RHINO They are mainly hunted for their horns.2.The horns cure cancer3.Other communities believes that the horns acts as a right of passage from childhood to adulthood.4The horns are used in making ornaments in some countries e.g. Kenya and Switzerlandwhich include, braceletes, bangles, earrings,. Cancer cure

SKIN The skins are removed from their bodies and sold in manufacturing industriesThe skin is used in making leather shoes, bags and clothes according to local understanding.

Suggestions to the government as a way of improving wildlife security.

1. We would like the government of Kenya to employ more game wardens.

2. Do capacity building to the entire community and who the government suspect as the poachers on the importance of wildlife and,

3. Employ the poachers who freely surrender themselves to the government as a way of stopping poaching.

4. Those people with big farms to be allowed the government to build sanctuaries as a way of bringing security near the citizen.

IMPORTANCE OF WILDLIFE TO THE ECONOMY OF KENYA

Earns Kenya foreign exchange after the tourist had visited Kenya. It is a pride of our country. The forests acts as water cachment areas and bring rain fal. l Help other tourists to have trips in Kenya to see animals that do not exist in the other countries.

 

RHINO: A Rhino is one of the big animals in Kenya. It is strong wide and big animal that feeds on grass. It issaid that it normally feed on grass at night. It stays in the forest

ELEPHANT:An elephant is a huge animal found in the forest. It lives for about 80 years. Its young one is called a calf. It normally feeds on grass during the day. They have two tusks on their noses and a strong trunk that runs from the forehead. They are mainly hunted for their tusks/ivory.

Daniel_PosterStopDestroyingFriday Butonge primary school. – class seven

Used paint activity to choose colors. . They drew a green vegetation as a simple of a place having enough rainfall and a good place for crop farming. Kids indicated rivers passing through that vegetation area and colored it with blue as a symbol of water and big trees showing the importance of forests. The purpose was to tell others on the importance of afforestation and effects of afforestation. The idea of afforestation is coming up to due increased number of cutting trees in the area they come from. 51 students attended the sessions as 26 laptops were used per session.

 

 

 

Posted in Uncategorized | Leave a comment

Imagine You Could Do This Too! African Friends

Hands of Charity and  Kenya Friends of Small Solutions
We could do this… join the movement, create fashion from ‘trash’!

View on Youtube:   https://www.youtube.com/watch?v=Z61Qi_0aIJc

 

Posted in Uncategorized | Leave a comment

Poetry about Math & Imagination

by Loren Malaguzzi

The child is made of one hundred |The child has a hundred languages | a hundred hands | a hundred thoughts | a hundred ways of thinking, of playing, of speaking. | A hundred always a hundred | ways of listening | a marveling of loving | a hundred joys | for singing and understanding | a hundred worlds | to discover | a hundred worlds | to invent | a hundred worlds | to dream.

The child has a hundred languages | but the steal ninety nine. | The school and the culture separate the head from the body. | They tell the child: to think without hands | to do without heart  | to listen and not to speak | to understand without joy | to love and to marvel only at Easter and at Christmas, | they tell the child:  to discover the world already there | of a the hundred, they steal ninety-nine.  They tell the child: that work and play reality and fantasy | science and imagination | sky and earth  | reason and dream | are things | that do not belong together.  | And they tell the child that the hundred is not there | The child says | NO way, The hundred is there.

Aside | Posted on by | Leave a comment

Endangered Wildlife

Who is Smarter, Humans or Animals?

Small Solutions Big Ideas has been delighted with the art produced by our Hands of Charity project participants.  They have been researching, writing, and creating art on the issue of wildlife protection for several years now.

The illustrations and story created by the students tells about how the animals take on the issue of poaching. The animals discuss how to protect their endangered brothers.  In these drawings the humans have guns. The animals don’t have guns, so they use other powers to drive poachers away.   In our human world, we use guns often to protect ourselves, or to get rid of people perceived to be dangerous and to solve conflicts.

Animals also have conflicts. Sometimes these are solved in violent confrontations, but confrontations of skill or stealth. When one person has a gun and another doesn’t, the one without the gun feels helpless.  They feel they must get a gun.  But is that a solution to conflict? Are animals more creative and smarter in the ways they solve conflict and address power struggles, such as competition for food ?

I ask this question of the children and students?    What other ways are there to face danger and solve conflicts?  Please post your ideas here Bukokholo students.

 

NEW ART 2 33Daniel_PosterStopDestroyingLastDaysofPoachers

Posted in Uncategorized | Leave a comment

Deepening Learning

How do we change learning?  It’s not just about getting computers and teaching kids to use them,  it is about deepening and accelerating the learning.  Change attitudes and a vision of what learning can be.

In the 21st century model of learning, teachers are no longer delivering learning, they are mentors, guides, collaborators in learning activities.  They are empowering children to think on their own, to articulate and understand their own learning process, and to excel.

The hurdles are many:  too many children, too few teachers, too few laptops,  not enough time in a school days. And often there is not the teacher capacity or the resources to direct students past the standard content and expectations.  The biggest hurdle however is often built in cultural attitudes towards learning and the potential of the children.

The large population of African children y must be ready to take on real world challenges now, before they are have finished their schooling.  This requires a new approach.  Project based learning is one of these approaches.

We are very grateful for Chole Richard’s work with Hands of Charity to help them fully use this model, and implement child centered learning in their projects.  Even though these hands on projects have been going on for a couple of years, the students must learn now to lead them, and go further in their learning.

We must work with the students on all fronts, improving their writing, articulation of ideas, critical thinking, understanding of social cultural issues, and the means of cultural change, become true advocates of their country’s future.

Hands of Charity now has full access to the internet to expand the research, reading, and literacy of their students.  They have tools for accelerating mathematics in Turtle Blocks,  and Scratch.  They are good at using media, images and song to express their ideas.  They can find on-line information they need to improve the science of their projects – digging into the ecological issues of animal habitats, and the cultural structure of wild animal life.

We have great hopes for you all.

Here are girl’s working on Scratch in November during Sandra Thaxter’s visit. And Elvis one of our talented artists.

IMG_0552

 

Posted in Accelerating Learning, Education and Technology, Uncategorized | Leave a comment

Chole’s Training & Inspiration

PROJECT BASED LEARNING TRAINING   BY    CHOLE RICHARD IMG_6117

Last week Chole Richard of Jina Uganda, a teacher A PMM Secondary School. Chole is also a Teched leader. He introduced the Hands of Charity teachers to project based learning as a 21st century approach to learning.

Chole explained that it is a learner driven learning program in which the learners are actively engaged in problem solving of real world issues that affect them. As a learner driven program, the students identify with the problem at hand and are inspired to learn everything to solve it.

He played a video clip giving a brief explanation of what project based learning is: Youtube link to project based learning explained PBL.

The key differences between PBL and the traditional method of learning.  PBL is Learner centered Teacher centered whereas traditional learning is compartmentalized into subjects. Traditional Tends to be judgmental; punishing mistakes. Mistakes are often opportunities for reflections and evaluation. Greater emphasis on cognitive learning. In PBL emphas is on all the three domains of learning.

Tradtional………………………..PBL

Emphasis on memorization…. Aims at higher order thinking

Competitive learning………….. Teamwork; collaboration

Tends to be less concerned with technology…Technology as an integral tool of learning

Little regards for individual differences ..Complete attention to individual differences.

Disregard for student exhibition… Exhibition is an integral part of learning activity

Chole also took time to explain the general need to revisit the purpose of education if the real benefit of PBL and technology in learning activities are to be realized.

He stressed particularly the need to equitably attend to the three domains of learning and the need to drive the learners to higher order thinking even as we attend to the lower order thinking.

Chole says that he also laid emphasis on individual differences of learners, further that there are two key elements in PBL which needs to be present – making the program learner driven and ensuring active participation and in-depth knowledge of their chosen subject matter.

Learners have their own experiences and concerns for which they should be given opportunity to express and build on. It is crucial that the learners work on projects they identify with and own if PBL is to be of any meaning.The projects by their very nature have a start and an end. They start with the learners conceiving an idea and ending with final feedback and evaluation. The key steps/activities in project based learning. • Recognizing or identifying a need/problem • Identifying target beneficiaries. • Formulating clear aims and objectives • Identifying methodologies. • Identifying tools and resourceful persons • Drawing up a work plan • Executing of the plan • Punctuated by continuous reviews, critique, and self evaluation • Completed work outcome/end product to the identified beneficiaries • Feedback from the field and further self-evaluation • Exhibition/Sharing of learning experiences in the whole process 4 I added that project based learning is not a one day affair but may take months, a full school term of even a year. I laid more emphasis on the importance of evaluation which is all involving and takes very many forms

For instance:  Taking note of students’ increased enthusiasm to participate and learn  Taking note of how they come up with their own ideas either for the ongoing project or for a new one.  Asking students to make reflections of their learning points in written or spoken form.  Evaluation at individual level or as a class/program 

 

Posted in Uncategorized | Leave a comment

Term Break Activities

Busy weekend marketplace center sessions.

Busy weekend marketplace center sessions.

AUGUST 2015 BUNGOMA SITE OLPC REPORT.

The month was with a lot of activities to be done since it was a holiday, kids were to come at the center and learn from there. We as teachers planned to have a science camp which was done from the marketplace center near Bukokholo in Bungoma County.

1st and 2nd which was a weekend, and learners came at the center as from 10.00 am to 5.30pm. They used tamtam mini, tamtam jam to enjoy themselves from music others used speak, browse, and record activities. Those who used browse discussed different subjects such as physics, chemistry since they were secondary students. From them young kids learned that with discussion they can learn more things that were not understanding.

3rd and 4th which was Monday at Butonge and Tuesday at Namwesi, it was a free class where students were to do any activity they like as from 3.00 pm to 5.30pm as teachers were walking around to see if any student is stuck and assist. The lesson was much interesting because most of the learners were doing paint activity and scratch to perfect on their drawing and scratch animation.

5th Wednesday, 6th Thursday and 7th Friday at the market place centre kids in good numbers and were grouped according to the ages and classes at school and teachers gauged them on what they can do on XO sugar lab activities. Every group was to explain an activity that they know to others.

8th and 9th it was a weekend where learners did keyboard work at the market place. This is to ensure that all learners to master the whole keyboard and each button with it’s functions. All kids were attentive in that sector because teachers were to evaluate them over work done on the keyboard.

10th to 14th- At the market centre- Learners from different schools came for lessons so we arranged 3 teachers to be on duty to help learners on which activities they were to do and introduce new learners on XO sugar lab activites sincw we never miss new learners at the center at any given holiday. They were three teachers per session as from 10.00am to 5.30pm. These was the day learners did most of write activity to master all the functions of every key on the keyboard. They used brackets, exclamation marks, colons, semi-colons, question marks, comma, full stops etc.

15th and 16th – It was a weekend- learners did write activity for familiarization both for old students and new students. we asked them to use all punctuation marks and inserting of tables, alignments of paragraphs and inserting of their pictures (images) on a text. They enjoyed too much as others kept on repeating same work for several times.

17th- 21st- Monday to Friday-Learners did turtle art where they constructed different shapes as per math arrangements. We had new students who saw it as a difficult activity but with time they manned and did well. They were showed how to use pen size, pen shade and pen color for them to know more about the activity.

22nd to 23rd- weekend- It was a short break for the teachers.24th to 25th-camp planning between teachers and students over the roles to play in that science camp.

26th-Was to be the first day of the camp for the registration of kids to participate in the camp. There was a lot of co-operation among the learners which were to participate. We had those who were to present paint, turtle art and write activities. There was a lot of competition among themselves. We liked their arrangement.

27th-Arrival of students from different schools who were registered to attend to the camp,

1-The camp overview  2-Grouping of students as per an activity 3-Topic orientation by each teacher as per group 4-Entertainment

-Afternoon each group was assigned to an activity as per camp focus..Group were as follows;

-Paint activity -Write activity -Speak activity -Scratch activity -Etoys activity -Browse and solar system.

28th-Discussion and writing stories over what was done on paint activity, paint, scratch, memorize, maze, Record, browse and sharing off pictures and discuss the impact of those pictures.

29th-Was teachers camp review and recommendation over what kids did in the camp.

30th-31st-Teachers rested after the camp.

CHALLENGES

*Inadequate facilities for the camp due to high number of students

*The target was not met because funding was not to expected and budgeted for.

*Days were few as per proposal expectation.

OBSERVATION

*Young kids aged 4-8 years were so many at the camp with aim of learning and eating not even wasting a single second at the time of arrival. When the time for lunch arrived they were very keen and excited.

*Girls were much interested in singing , poetry, narrative talks and computer learning than boys.

*Boys were good artists by use of paint activity than girls.

*Girls attended the camp more than the boys in numbers.

*Those kids who were infested with the jiggers before, were free from infestation. Due to lesson learned, attended the camp and as a result others were motivated with the previous camp results . As a sign of togetherness they came and joined others to learn in problem identification and solving as their fellow kids are doing with the case of jiggers..

*The parents who were interested with the camp challenged their children to be so keen in whatever is happening in camp venue.

*Memorize activity improved the learners imaginations

*Learners were much interested with the camp, so they were just forced to leave the place because time was not on our site.

*Because of insufficient funds, our camp was not a boarding camp but was half board camp.

ACHIEVEMENT

-It was achieved because students were able to explain why they were doing activity or drawing those pictures.

-Kids improved on self explanation and esteem they planned how to identify problems and then have a better solution.

-They used pictures to teach the whole world over what is happening to endangered species namely black rhino and elephants

-Students have known which animals are mostly poached and most endangered animals.

-Promotion of child to child interaction

– Teachers were given name tags for easier identification in schools and market center.

-Learners are able to talk about proper trash disposable and plastic reuse.

-The camp brought kids together and throught it they have known their child rights as that to education, food and expression.

RECOMMENDATION

*We need more facilitation for the camps to promote child to child interaction.

*There should be funds upgrading so as to meet our target for the future science camps (more funds needed).

*There should be learning by seeing i.e Learners should be exposed to some game parks and game reserves to see which animals are being targeted with poachers then have chance to interview game wardens over the same.

*Teachers motivational tour- teachers should be taken out at least once per year for them to share and exchange views with other OLPC sites country wide. At the end ,this will promote team work and experience.

* Learners who are performing well to be awarded for others to work hard.

* Intersite camp competition (OLPC) as promotion of XO sugar lab activities to different parts of Kenya.

 

Posted in Uncategorized | Leave a comment

Women as Tech Teachers

These young women make it possible to reach hundreds of students each week with laptops and learning.  They provide role models for young girls to see a future through learning, technology and access to information.  They help students build confidence in their own voices and intelligence.

During the July visit, we started providing them with goods to sell.  They are selling in the marketplaces and pooling their funds to invest in more entrepreneurial endeavors.  They have asked for help to purchase small motor bikes so that they can earn money after school by transporting passengers and ease their transport to school with the computers for the classes.  The piki pikis are usually driven by young men. These young women are stepping out.  Donate to their motor bikes.
TeachersinTraining

Posted in Uncategorized | Leave a comment

Hands of Charity Technology Center Success

2013-09-16 17.44.15(2)WP_20141230_054

Busy weekend marketplace center sessions.

2014-11-29Marketplace--1 Busy weekend marketplace center sessions.

Hands of Charity Bukokholo Marketplace Technology Education Center is a hub of activity.  It attracts children from the many villages and homes around the hills north of Bukokholo.  On weekends more than 100 children come to use the 50, now aging laptops that were provided by Small Solutions and funded by students from a high school in Massachusetts.

During the week these laptops are taken to schools int he area by the Hands of Charity teams.  They serve more than 2000 children through their programs.  This is the success model.   Small Solutions Big Ideas will help others teams in our network develop models such as these.   A new Center has started north of Nairobi on Thika road in the Marurui Estate by Krys Kakoba of the OLPC Alliance, and Maina Kiambigi, founder of the Pleng School. Together we are developing this model  to bring technology the most direct and speedy way to the most number of children.   Below is our strategy premises.

Why ‘Centers for Technology for Education’

In Kenya schools where the need is the greatest, we are challenged by the absence of resources to support technology. Waiting for electricity, and every teacher to be ready comprises the furture for the children waiting now. We cannot wait. Our model is setup to be fast and flexible, and to concentrate expertise and technology in these centers. There we can build and deliver programs for member schools as network of technology educators and innovative schools :

Why? Schools do not reliably have:
-Electricity (sufficient and reliable)
-Safe storage for equipment
-Connectivity (both available and sufficient)
-Teachers ready to use technology
-Time for teachers to receive training (demands on their time are already challenging)
-Experience to select and apply technology to improving learning (integration)
– Resource staff to maintain technology over the long term

Why our model of technology delivery and education solves these problems:
-Concentrate expertise and resources where they can be maintained and enhanced
-Establish trained teams dedicated to schools and teachers to build strong programs
-Hire staff with technical expertise to configure, repair, upgrade, and maintain the technology
-Obtain the latest and best technology solutions for the member schools
-Teams are dedicated to schools and bring technology with them to implement programs
-Teachers attend training workshops in the centers or at their schools
-Teachers are part of a regional technology educators network.

Posted in Uncategorized | Leave a comment