Six educators of Hands of Charity, Bungoma - Kenya were trained by Chole Richard in the basics of Project Based Learning.

1. 1
Hello Sandra,
Thank you for introducing me to a team of hardworking and
enthusiastic teachers and children of Hand of Charity. I thoroughly
enjoyed my stay with them and learned pretty much from them myself.
DAY 1: Monday 14th
Dec. 2015. ARRIVAL
I arrived at Bungoma late – 9.30pm. Fred and a pastor were there to
pick me. I travelled with the pastor on the dirt road that very night to
Bukokholi village. I found some of the teachers already there. (I only
realized the next day that they were not actually Fred’s family members
but part of the participants!).
My Three Day Meeting with Educators of Hands of Charity at
Bukokholi Village, Bungoma, Kenya – 15th
to 17th
Dec. 2015

2. 2
Day 2: Tuesday 15th
Dec. 2015
In the morning I met Esther, Agnes Kitui, Wasike Rose, Isaac, Wekesa Rose, Machebe Elizabeth
and Bonaventure Masika who introduced himself as the program supervisor.
I decided that I should first hear from them about what they do in the program to give me an
insight and help me know how to steer the meeting’s activities.
Masika took the lead in sharing the activities they carried out. He said the program aims at
giving basic computer skills to the learners. He said Wikipedia proved to be an invaluable item
for the students who always searched for information for it. The teachers shared activities like
Sugar Lab and Print Activity in which they engage the learners.
Apparently, many adults, especially those doing courses in universities and other institutions
always would come to search for information from Wiki. Masika said they expanded their
program to take on a HIV/AIDS project, jigger eradication, trash collection. One of those for
which they have a lot enthusiasm is A Wild Life in campaign for Black Rhinos.
I got curious to know what really kept them going on with it. They reported enjoying working
with the kids. Masika said the kind of recognition accorded him by member of the community
spurs him on in the program.
In my own assessment, the teachers are highly motivated to make a difference in the lives of
the children and they have considerable know-how of the available technology. What they
needed was a knowledge and experience in innovative, 21st
century approaches in learning. I
therefore decided to concentrate more on project based learning as what the centre can fully
embrace. Technical know-how, in my opinion can be handled later on needs basis.
PROJECT BASED LEARNING.
I then introduced the teachers to project based learning as a 21st
century approach to learning.
I 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.
I then played a video clip giving a brief explanation of what project based learning is:
Youtube link to project based learning explained
https://www.youtube.com/watch?v=LMCZvGesRz8

3. 3
I then pointed out key differences between PBL and the traditional method of learning.
PBL Traditional
Learner centered Teacher centered
Compartmentalized into subjects Inter-disciplinary
Tends to be judgmental; punishing mistakes Mistakes are often opportunities for
reflections and evaluation
Greater emphasis on cognitive learning Emphasis on all the three domains of learning
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
I 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. I 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. I also laid emphasis on
individual differences of learners.
I further stated 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. I stated that 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. I emphasized the
fact that 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.
I further outline 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. 4
I added that project based learning is not a one day affair but may take months, a full school
term or 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
We spend the afternoon interacting with the learners who had gathered in a house I was
informed belongs to a church. The kids were busy engaged in using the XO machines for various
individual activities. They were rather shy at sharing out what they do in their learning
activities.
Day 3: Wednesday 16th
Dec 2015
On the morning of this day, the educators generally said that the idea of learner driven learning
was new to them but would be happy to employ it in their program.
I then took time to share with them PBL outcomes of my learners: A musical, The Power is in
Your Hands, a self portrait documentary, A Voice for Orphans and one other, about juice
making and nutritional values of fruits.
Wrath of a Stepmother
https://www.youtube.com/watch?v=dETML4E819M

5. 5
Youtube link of A Voice for Orphans
https://www.youtube.com/watch?v=WC76foMCtFk
Youtube link of The Power is in Your Hands
https://www.youtube.com/watch?v=E6jM7OZfy28
The Making of Watermelon and Passion Fruits Juice
https://www.youtube.com/watch?v=ZmiOo01S_Ag
The educators were very much impressed by the media work. I shared with them how the two
media pieces were conceived by the learners. A Voice for Orphans was the idea of one of the
learners on the team. She thought there was need to address major issues affecting orphans in
Uganda. The second media, The Power is in Your Hands was outcome of an inspirational speech
of a young lady living with HIV. I stressed that the starting of a project does not have one
special formula. It may start in several ways but the most important thing is the learners input
and role in deciding.
I revisited some of the key steps in the process of PBL. I however pointed out that the steps
may vary from one project to another depending on needs and preferences of the learners.
I shared a media documentary of project based learning in a school in USA -
https://www.youtube.com/watch?v=W3jD7LJ6AWw - followed by a behind-the-scenes
documentary of Wrath of a Stepmother - https://www.youtube.com/watch?v=CxAhkmiX_4A
We used my laptop to view the media items

6. 6
The educators were fascinated by how radically different things were as depicted in the videos.
They noticed the fact that the teacher in the first video was very patient with his students. They
also noted the great involvement of parents in the program. They were also impressed by the
quality of the video produced by the PMM Girls’ Students given their age and level of
experience. They took note of the high level concentration of the learners in their learning
activities and their in-depth knowledge of what they were studying.
The educators expressed the desire to try their hands at mentoring their learners in media
making too.
In the afternoon of the same day, I shared with the educators an inspirational piece. The Story
of the Hummingbird, featuring a narration by the Kenyan Nobel Piece Laureate, Wangari
Maathai.
Youtube link to “The Story of the Hummingbird”
https://www.youtube.com/watch?v=IGMW6YWjMxw
The educators were very excited by this message. Some of teachers saw a little bit of
themselves in the Elephant as well as the Hummingbird in the video. My message for them is
that they just have to do the little they can in impacting lives of the learners and their
community. I hinted that they could lace their PBL program with such inspirational talks, be it
from a video or a physical presence of an inspirational speaker.
We then embarked on a two hours activity of going through the process of purposeful media
creation in PBL. I shared with them the steps in media making and the various forms of media.
We then had a hands-on activity of creating a panel of discussion form of media, addressing
issue of drug abuse. Each of the participants took a role – a drug addict, a rehabilitated one
time addict, a police officer, a social worker, moderator and camera lady. I acted as the
director.

7. 7
We took a break to go hiking in the nearby rocky hills before returning to do post-production
work – reviewing and editing. Machede took lead in learning to edit, all before power cut at
8.30pm. The work couldn’t go on. She however was very excited about the opportunity to
create a multimedia in video format.
DAY 4: Thursday 17th
Dec. 2016
We could not continue with the editing practice this morning either because there was still no
power.
We used the time to reflect on what was learnt in the previous days and pave a way forward.
I asked the educators for responses from each of them to the following questions:
1. What do you intend to do or can do differently having undergone the workshop?
2. What else would you like to see covered but has not been handled in the workshop?
Below are their responses:
 I will place more emphasis on preparing the learners in a project.
 I will reflect more on my mistakes and see how to do away with them.
 I will ensure that the learners make feedback and participate in evaluation of
themselves and their projects.
 I will ensure emphasis on the learners taking the lead in deciding the course of their
project.
 I have liked the fact that the US educator shown in the video about PBL is not
judgmental but listens to and encourages his students even when they make mistakes
or do not do the work well. I will try to work like him.
Ms. Machede Elizabeth’s fast improving skills in video editing were rudely disrupted by power cut.

8. 8
 I will work to ensure more parental involvement in the students’ learning activities.
 I will revive sharing of success stories by the learners
 I will place equal emphasis on educating the heart, the mind and the hands of my
learners.
 We have to accept mistakes by our learners and of our own because they help show the
way forward.
 Support and guide the learners to make their own decision.
 Try to understand and agree with what the learners have decided but not to force them
to do what they do not agree with.
 I have learnt that young people have to learn to decide for themselves.
 As a teacher, we should not fear the views of the learners even if they go against our
own.
 Laptops and other forms of technology are ladders for the community to see more of
the world.
 When I find a problem, I should share it with the kids for them to analyze and solve.
 Planning is the key in successful project.
On the second question the following were addressed:
I shared ideas of how to make a work-plan for their program; giving them the main features of a
work-plan. As for creating of a curriculum, what I shared with them was that the nature of a PBL
project determines the course to take. However, separate curriculum could be put in place for
subjects like languages and mathematics as well as social studies. These can run alongside the
project based learning activities.
They also consulted about how to give awards for the pupils. In my view there are several forms
of awards they can be given to the learners but one principal one could be a certificate on
completing a project. A learner’s full time participation in the project is however more crucial if
the certificate is to bare any meaning. I also offered that it is very important to be mindful of
individual differences in awarding learners for excelling. One who may be good at editing may
not be good at singing for instance.
I then shared with the educators, some key learning outcomes/skills to look out for at the
end of a successfully conducted project:
 The spirit of collaboration
 Global awareness, understanding and citizenship
 Awareness of cultural diversity and sense of tolerance towards one another.
 Self confidence and self esteem and assertiveness in their attitudes and feelings
 Confidence in handling technology for constructive purposes
 Passion for the things they do in the projects.
 Ability to have self discipline to work with minimum supervision.
 Heightened interest and enthusiasm in studies.
 Being conscious of community needs and concerns

9. 9
 The desire to be proactive in addressing issues
 Developed critical thinking
 High interest in creating and innovating.
 Developing of interest in pursuing a particular career.
I further stated that the way to add value and make a difference in Hands of Charity is to create
and be innovative by
1. Going beyond classroom or institution by engaging community
2. Addressing immediate issues affecting communities they live in
3. Having a learner driven program in which the teacher is just a facilitator and guide.
4. Embracing the spirit of collaboration and networking at many levels: -teacher to
teacher, student to student, one group to another, school to school, community to
school, etc.
5. Aim at cost effectiveness and efficiency in utilization of available resources. Live within
your means to do things as an institution, teacher, student etc.
6. Recognize the invaluable role of technology in creating and innovating to enhance
learning.
In between our meeting, I shared with Fred the need for him to show more presence by
building a global network. I suggested that he submits a presentation for the next eLearning
Africa conference due for Cairo Egypt. There are normally full conferences scholarships for
which he can apply.
I did express my wish to make another visit to train the teenagers to be part of my iEARN
project and introduce them to the iEARN coordinator in Kenya, Mr. Angule Gabriel. I can also
use the moment to introduce them to Microsoft in Education program.
Fred holds the view that I
should support them in kick
starting project based
learning with his students. I
am willing to do so.
My view is that the kids are
split up into groups, each
guided by an educator. Each
group then embarks on a
project of their choice. They
should also aim at making
one large exhibition similar
to what we are arranging for
the Jinja Primary Schools in November next year.
The program ended at 11.30am
Chole Richard – 19th
Dec. 2015
One last photo with the educators before I set off for home