In Celebration of Women’s Day
National Women’s Day is celebrated annually in South Africa. The day is dedicated to honoring the achievements of women throughout history.
Today and every day, TIMCA honors you.
TIMCA NEWS
The TIMCA Education Series Webinars
The Missing Think…
TIMCA’s team members Ian McLachlan and Sipho Mpisane were online Monday 27th July, when 25 invitees joined them to try and find solutions to the question below:
In an age of quick fixes, click bait and the adulation of groupthink, where any idea, assumption, claim or viewpoint can instantly be shared with millions of people, have we lost our ability to think? Studies in the United Kingdom, for example, show that Homo Sapiens (Wise Man) displays declining logical reasoning skills. If this is true, what can we do about it, or is it time to call ourselves, Homo Stultus (Foolish Man)?
TIMCA’s Inaugural Webinar
An exciting landmark in TIMCA’s history, the inaugural Webinar in the Education Series was hosted by James King, TIMCA’s Director of Operations. Educationalists and other interested parties from South Africa, the United Kingdom and the United States joined TIMCA’s Ian and Sipho as they started looking for “The Missing Think…”
Cognitive Acceleration with a Plan for every Child
The first part of the Webinar, where Ian and Sipho shared certain information and models with the audience, has no audio recorded. The discussion around the concepts is not available for review. To give you an indication of what they presented, below are the slides shared, together with a brief description.
Every Child thinks Perfectly
This concept, as explained by Ian, was introduced to him by Prof Michael Shayer, King’s College, London. It is the basis of the approach called “Cognitive Acceleration through Science Education/Cognitive Acceleration through Mathematics Education” (CASE/CAME).
CASE/CAME are the cornerstones of what became the “Let’s Think Maths” programme. Figure 1, which shows the Piagetian levels, is difficult to explain in this article. Please contact TIMCA at admin@timca.org should you wish to arrange a one-on-one meeting with either Ian or Sipho to further explain the content.
“Let’s Think Maths” at Kwena Molapo High School
Results from the programme run by Ian and Sipho are in Figure 2. The concept of “Thinking Perfectly” is understood against the background of an understanding of the Piagetian Levels in Figure 1. All children are at their own level in terms of cognitive development.
The way in which this development is accelerated from a concrete operational level to formal operational is key. The Let’s Think Maths programme introduced to Grade 9 pupils showed exceptional results. (Figure 2)
“Concrete” in this instance refers to the Piagetian definition, which is where you understand from what you see. This is something that everyone can access. In Figure 1 we see that this thinking can be attained even by the lowest percentile.
Ian and Sipho then explained in the Webinar how this approach fits in with a number of different frameworks.
The Framework
The quadrants in Figure 3 were mostly explained in detail. In the South African context specific reference was made to Kilpatrick’s Curriculum Tracker. Ian and Sipho’s expressed their views on the fact that the SA education system focuses on “Procedural Fluency”.
Webinar attendees from both the USA and the UK agreed with this view. Lora Shapiro, an educator from New York, indicated that the situation in the US was no different. Alan Edmiston from the UK corroborated this with his own experience in England.
What followed was a fascinating discussion on the difficulties faced in formal education. There was much debate about the education systems in the three countries. Schooling in its current form appears to be making our children less critical in their thinking. This has been exacerbated by the COVID-19 pandemic.
Alan indicated that current research in the UK shows that online learning is not benefitting a large proportion of children. There are many students around the world that do not have access to learning unless they can physically attend classes. The number in the UK is approximately 30% of children are doing well.
This means that even the “Procedural Fluency” needs are not close to being met. Ian and Sipho continued to explain that unless the elements of the quadrants are present, thinking and cognitive development will be compromised.
Questions and Answers
Once the formal part of the Webinar was over, Ian and Sipho took questions from the attendees. These questions can be followed on the part of the Webinar that was recorded, which is available on the TIMCA YouTube channel and on our website.
A redacted version with a number of the key questions and answers is also available on YouTube.
Is There a Way Forward?
Education in South Africa is in crisis. Delegates from the USA and UK expressed similar concerns in their countries. The adoption of frameworks that encourage thinking as opposed to doing appear to offer a path to a solution.
This debate is far from over. Our guests will be back in a month, when the search for the missing think continues. The follow on from our first Webinar will be a “Think-Tank” of experts from a number of countries, debating the question: “What is good Education Now!”
Acknowledgements
Thanks to our guests Ian McLachlan and Sipho Mpisane, as well as TIMCA’s backroom wizards Colin Beck and Charleen Stead. Thanks too to our visitors from the USA and the UK. TIMCA looks forward to bringing you the next Webinar on Monday 31st August.
Breaking New Ground
TIMCA is pleased to announce that we have broken ground on our new Education Centre development in Intabazwe, Harrismith. In conjunction with community leader Sam Twala of the Harrismith Water Hero’s, TIMCA is developing a centre with the community and for the community. We shall release more details concerning the plans for the centre in the near future.
It all adds up for Hazel
Hazel Makhura is a quietly determined young woman. She is a graduate of the Universities of Johannesburg and Limpopo, and completed her PGCE at UNISA, while part of TIMCA’s development programme at the Kwena Molapo Secondary Farm School in Lanseria. Hazel is one of a number of unemployed graduates that have completed the programme and are employed. This is her story.
“Hazel is very humble. From the first time we met Hazel we could see she was someone special.” – Sipho Mpisane, TIMCA
The importance of mathematics
“Many of the children at the high schools and the primary schools are dealing with a real mass trauma”, explains Sipho Mpisane, Education Development Professional, and TIMCA’s leader on the initiative. “They have been told at some point in time that they are not capable of doing maths, they can’t do maths. This has compounded the trauma they have experienced over a long period”, Sipho continues.
“So how do we begin to not only teach them maths, but deal with the trauma they have experienced around this subject” he muses, rhetorically. In providing the answers to his own question, he emphasizes that: “we have to deal with the trauma and how the children respond emotionally and socially to the subject.” Sipho further explains that the learners are not equipped to keep up to date with the school curriculum. This is where the approach of “Let’s Think Maths” comes in, to accelerate the understanding around maths.
Let’s Think Maths
Let’s Think Maths builds confidence socially through a different approach, where it assists them to be able to think more critically and problem solve. Sipho tells us that it is more than this, though: “The other element is that we need at the same time to be producing a certain kind of teacher. We need to capacitate the learner with a different kind of teacher, a teacher with agency, that can assist the children with more than just the curriculum.” He goes on to explain that the learning and thinking environment created is critical in the development of the learner.
This is where the requirement to increase capacity amongst the learners needs to be complemented with the kind of teacher that could provide this opportunity. To ensure that the initiative met a number of needs, TIMCA’s brief focuses on employing graduates who were interested in a career in teaching, but have not yet qualified as teachers. The selection process targets mainly BSc graduates.
Hazel tells her story
Sipho cues in Hazel to continue the conversation. She tells us how she graduated with her BSc from UJ and did her Honours year in Geography at the University of Limpopo. After this she was involved with a soil management project for 2 years. Her heart though, is in teaching. She smiles as she says: “I was adopted into the programme”. Hazel tells us that “It is different. I went to a private school, so it was great that I had the support from Sipho to get used to it and the programme”. She explains that working as a teacher and studying wasn’t easy: “It was quite a lot. It was a challenge.”
“For now I want to be the best teacher I can be” – Hazel Makhura
The challenge of teaching Grade 8’s is something that Hazel warmed to quickly, especially seeing as she was using a different approach to assist the learners with thinking, not just doing. Not only was Hazel studying her PGCE, but she also had to learn and implement the Let’s Think Maths programme at the school. “It was difficult, but the good part was that we spent some time where we all sat down and looked at how we can improve in giving the lessons. We could see the gaps in the lessons.”
The impact of COVID-19
So great was Hazel’s impact that she was offered a full-time position at Kwena Molapo for 2020. She explains that this is a little different to being part of the programme, as there are administrative and other functions she has to perform as part of the teaching staff at the school. Near the end of the first term, the COVID-19 pandemic struck, causing contact learning to stop. As the school opened for Grade 12’s in early July, Hazel was there ready to assist where she could.
We ask her if she is teaching Grade 8’s (who have not been allowed back to the school as yet) and she says: “Due to the COVID-19 I am teaching Grade 12’s.” She continues animatedly, “I am actually enjoying it.” Hazel explains that the principles of Let’s Think Maths are able to be applied with the Matrics as they were with the Grade 8’s, and the learners are embracing the programme. “So, the Let’s Think Maths gives the learners the confidence to share with one another. The Matrics were not sharing what they were thinking about. I asked them to share what they were thinking, asked them “what do you mean”?” Hazel enthuses.
It is clear that the principles of Let’s Think Maths go beyond the subject itself, which Hazel confirms. She has established herself as part of the family at Kwena Molapo. Lanseria is far away from her family home in Polokwane, Limpopo, where she attended school and did her Honours. There is a softness to her voice when she talks about home. One senses though that she has found a new home here at Kwena Molapo, where she is now an integral part of the team.
Praise for Hazel
Principal Michael Marigana agrees that Hazel has settled in well and is full of praise for the enthusiastic young teacher. “Hazel is the first (intern from TIMCA) to be taken for the school. She is excited about implementing. With COVID-19 every teacher irrespective of Grade is involved with Grade 12. Like Hazel for instance, before COVID-19 she was only teaching Grade 8’s and now during COVID-19 she is teaching Grade 12 Maths and Geography. She is very excited about that.” He goes on: “and one thing I am good at, I can see a good teacher, I can see that from a distance. Hazel is a good teacher.”
Sipho adds that not only is Hazel a good teacher, she is also a good student: “Hazel is very humble. From the first time we met Hazel we could see she was someone special. She was the strongest of our potential candidates. She is hard-working and disciplined.” He continues, telling us: “She didn’t tell you, but she got distinctions for nearly all her subjects (PGCE) at UNISA, even with the pressure of working.” Her mentor’s admiration is evident as he speaks about Hazel’s achievements and how great an ambassador she is for the programme. For Hazel, this is just the start of what we all hope will be a long and illustrious career in education.
She explains her short-term goals to us, indicating that: “For now I want to be the best teacher I can be, and I hope at Kwena I can make it to be the Head of Department.” Hazel goes on to tell us that she sees her future in education and is looking forward to her career. At TIMCA we too are looking forward to seeing how this amazing young woman progresses in her life journey.
Our hope for Hazel
Our hope for Hazel is that she realizes her dreams and aspirations. We wish her well, end the chat and say our thanks and goodbyes. The screen shuts down and a relative calm descends. We sit back, silent, contemplative. As if on cue, the soft, wintery sun breaks out and filters into the room. The warmth mirrors our mood, as we are overcome by the realization that there is so much possibility, so much opportunity and so much willingness to make a difference.
The Story of an African Farm School
North-West of Johannesburg, South Africa, Monday June 7th 2020.
The skies are eerily silent over the dry winter landscape of Lanseria International Airport, South Africa. Noise and excitement are close by though on this landmark day. In fact, some 2.5km (as the crow and the Boeing 737 flies) from the threshold of runway 07, the Grade 12 class of Kwena Molapo Secondary Farm School are back at their desks.
Partnering for Progress
Although there are thousands of stories of how the reopening of schools in South Africa has unfolded, this story highlights one of TIMCA’s partner schools. At Kwena Molapo, like in many other schools, the staff was naturally concerned about what going back to school would mean for them and their learners. Concerns were largely around the school’s readiness and ability to keep staff and learners safe. The deadly impact of a virus sweeping over our country and our world being top of mind. What began as fear and uncertainty, soon turned into determination and teamwork. TIMCA’s Sipho Mpisane was there to see the education phoenix rise from the ashes of the COVID-19 pandemic.
Failing to plan is planning to fail…
Two weeks prior to opening its doors to the first group of learners, Sipho witnessed what collaboration between educator leaders and private enterprise can achieve. Rolling up their sleeves and working together, they ensured that the school was safe and ready for the resumption of teaching and learning. The preparations began with the deep-cleaning of all the classrooms and common areas in the school. All the necessary personal protective equipment (PPE’s) were then secured and distributed to all staff and Grade 12 learners.
A week prior to learning D-Day, the school planned and facilitated training and induction for staff and learners on all the required COVID-19 health and safety protocols. As a result of this thorough planning, there was a change in the general atmosphere among the school’s staff and learners. They walked through the gates for the first time in 10 weeks with anxiety and uncertainty. They exited calm, with a sense of readiness to tackle the tasks ahead. “StrongerTogether” the mantra.
Perseverance is the Key
This is an encouraging example of how a school community can rise up under extremely trying times and circumstances, working together with one purpose to ensure the education of learners under safe conditions. This school, like many others in similar conditions, had many valid reasons to not even attempt to climb the mountain before them. The legion of excuses so prevalent in our national malaise (“we are a poor school”, “we lack resources”, “we won’t put our lives in danger”) do not exist at Kwena Molapo. This was all banished to the scrapheap of negativity, as these tenacious educators ensured they were ready. Ready to guide their learners through the dark and foreboding days of COVID-19, the trials of Grade 12 and a future of uncertainty.
Hope for the Future
The Kwena Molapo story is one of hope. It is a beacon of light in the mirk and gloom that has descended on the nation at this time of immense crisis. For TIMCA, Sipho Mpisane carries that beacon. He is a young educator steadfast in his resolve to make South Africa a better place for all its people. TIMCA salutes Sipho and the educators, pupils, parents and benefactors associated with Kwena Molapo Secondary Farm School. True South African Heroes.
The Sunflower Fund Bandana Masks
Many of you will remember the Sunflower Fund Bandana Days, where the colourful squares of cloth were sold to provide hope to many Leukaemia and Blood Cancer sufferers. www.sunflowerfund.org The Stead family supported this cause whole-heartedly over many years, gathering a collection of bandanas. Now, the family have used these bandanas to provide hope for the community of Intabazwe in Harrismith. This week Sunflower Fund bandana masks made by the family were distributed to the people in this Free State town. TIMCA appreciates the incredible work done by the Stead family. They are among the many unsung heroes of this pandemic.