Resource 1a: Introduction to Progressive Pedagogies

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Moving Beyond Didactic Teaching: Practical Approaches for Tanzanian Classrooms


Didactic (chalk-and-talk) teaching still has value for quickly delivering facts, but learner-centred methods build participation, critical thinking and real-world skills. Below are practical approaches that Tanzanian teachers can use — many of them enhanced by simple ICT tools (projectors, shared tablets, offline libraries like Kolibri, or a teacher smartphone).

1. Scenario-Based Learning (SBL)

Students face realistic situations and make decisions or solve problems; scenarios can be text, audio or short video clips.

Example (Tanzania):

Show a short video of a village meeting on water shortages. Groups propose practical solutions and use voice notes or a short slideshow to share recommendations.

2. Collaborative Learning

Students work in pairs or small groups to co-construct understanding — the teacher facilitates rather than lectures.

Example (Tanzania):

Groups use an offline animation on a USB or a tablet to study the digestive system, then create a poster or short slideshow to present to the class.

3. Enquiry-Based Learning (EBL)

Learning starts with a question; students investigate, test ideas, and present findings.

Example (Tanzania):

Ask, “Why do some plants in the school garden grow better?” Students observe, collect simple data, use offline resources to research, and present results with photos taken by a shared smartphone.

4. Project-Based Learning (PBL)

Students work over time on a meaningful project that often addresses a local need and integrates several subjects.

Example (Tanzania):

A waste-management project: students collect local data, map problem areas (Google My Maps if internet is available), propose solutions and present at a school exhibition.

5. Constructivist Learning

Students build new knowledge from prior experience; teachers guide learning through activities that connect to everyday life.

Example (Tanzania):

Teach percentages using real market prices. Students calculate discounts and enter values into a simple spreadsheet to see results change dynamically.

How ICT Supports These Methods

  • Offline libraries (Kolibri, RACHEL) provide rich content without internet.
  • Teacher or shared smartphones can record video, take photos, or collect data.
  • Projectors make scenarios and student presentations visible to the whole class.
  • Simple tools (Word, PowerPoint, spreadsheets) help students create final products.

Quick tips for Tanzanian classrooms

  • Start small: try a single scenario or short group task before redesigning a whole lesson.
  • Use local contexts (markets, community issues) to make learning relevant.
  • Rotate limited ICT devices between groups so every learner participates.
  • Combine methods: a project can include enquiry, collaboration and scenario tasks.

These approaches keep the teacher central as a guide while promoting active learning. If you’d like this as a downloadable 2-page handout or a short PowerPoint for training, tell me which and I’ll create it for you.


Short Reading List: Learner-Centred Teaching Approaches

(For Tanzanian Teachers – Extension Work)

1. Scenario-Based Learning
  • Clark, R. E. (2009). Scenario-Based e-Learning: A Step-by-Step Guide for Designing Effective Scenarios. (Short overview available via summary blogs and excerpts.)
  • Aldrich, C. (2005). Learning by Doing: A Comprehensive Guide to Simulations.
  • Open resource: Commonwealth of Learning – Teacher ICT Integration Materials (scenario examples for African contexts).
2. Collaborative Learning
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative Learning: Improving University Instruction.
  • Gillies, R. (2016). Collaborative Learning: Review of Research and Practice.
  • Open resource: UNESCO IICBA – Active Learning Pedagogies for African Classrooms (free PDF).
3. Enquiry-Based Learning (EBL)
  • Justice, C. et al. (2007). A Framework for Inquiry-Based Learning.
  • Pedaste, M. et al. (2015). Phases of Inquiry-Based Learning: Framework and Review.
  • Open resource: African Virtual University OER – Inquiry-Based Science Modules.
4. Project-Based Learning (PBL)
  • Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the Standard for Project-Based Learning. (Short summaries widely available.)
  • Thomas, J. W. (2000). A Review of Research on Project-Based Learning (free PDF; classic overview).
  • Open resource: Global Learning & Education OER – PBL templates for low-resource settings.
5. Constructivist Learning
  • Bruner, J. (1966). Toward a Theory of Instruction (foundational constructivist ideas).
  • Fosnot, C. (2013). Constructivism: Theory, Perspectives, and Practice.
  • Open resource: COL – Teaching and Learning for a Sustainable Future, Module on Constructivist Pedagogy.

Last modified: Friday, 12 December 2025, 12:47 PM