HABABKA WAXBARISTA

W/Q: Abdimalik Elmi Abdishakur

Habka waxbarista waa isticmaalida habab iyo xeelado kala duwan iyadoo la fiirinaya baahida ardayda wax la baraayo. Waa hanaanka uu baruhu ku gudbiyanaayo aqoonta uu ugu gudbinaayo ardayga. Habka waxbarista waxay kaalin wayn ka qaadata waxbarashada iyo in ardaygu uu ka qaybqaato waxa ka socda fasalka. Bare walba wuxuu leeyahay hab iyo hanaan waxbaris oo isaga u gaar ah.

Maqaalkaan waxaan ku falanqayn doonaa habka waxbarista taasoo baruhu uu isticmaali karo si uu u fuliyo waxbarid macno iyo mug ku yeelata mustaqbalka ardayda uu waxbarayo. Iyada oo aan ka duulayno habka waxbarista ee soo jireenka ahaa kaasoo ku salaysan cashir meerin (Traditional lecture-based teaching methods), waxaan maqalkaan ku falanqayn doonaa dhowr hab oo ardayda wax loo baro ah kaasoo baruhu uu adeegsan karo.

Waxaan sidoo kale maqaalkaan ku falanqayn doonaa aragtida Paulo friere1, taasoo uu ku naqdiyay hab waxbarida soo jireenka ah ee ardayda wax lagu baro isagoo soo bandhigay hab waxbarid oo uu u arko in wax badan ay ka badali doonto waxbarashada hadii sida saxda ah loo dhaqan galiyo.

Sida aan wada ognahay fasal walba waxaa jooga arday kala duwan oo kala baahi ah oo aan isku si wax u baran iyo isku qaabba, tusaale ahaan waxaa jiro seddex nuuc oo arday ah oo kale ah, visual, auditory, and kinesthetic. Visual-ka kuwa ah waxay si fiican wax u bartan markii ay helaan sawirro, muuqallo, animations, charts ama graphs, aragga ayay wax ku bartaan. Auditory-ka kuwa ah iyagu maqalka uunbay wax ku bartaan iyo sharaxaad afka ah, kuwa nuucas ah waxaa wax lagu baraa presenations, doodo, cashir jeedin iyo sharaxaad, halka kinesthetic-ka kuwa ay aad u jecelyihiin wax walba oo gacan ku fulin ah oo toos loo qabanaayo. Si looga jawaabo ardayda kala baahiyaha ah baruhu waa in kala gadiyaa hab cashir gudbintiisa isaga oo ku saleeynaya baahiyia ardaydiisa.

Si guud hababka waxbarista waxaa loo kala qaybiyaa hab uu macalinku udub dhexaad u yahay (Teacher-centred method)2, iyo hab uu ardaygu udub dhexaad u yahay (student-centred method)3, labadooda waxaa sii hoos imanayaa habab kala duwan oo fara badan oo midb a muhiimad gooni ah leeyahay. Hababkaas waxay kala yihiin:

Lecture-Based Teaching(Cashir jeedin ama muxaadarayn)

Hanaankan waakan ugu qadiimsan markii lala barbardhigo hababka kale. Waa hab ku salaysan cashir jeedin afka ah. Macalinka cashirka ayuu jeedinayaa, fikrado ayuu sharaxayaa, tusalayaal ayuu siinayaa, halka ardaydu ay dhagaysanayaan iyaga oo qoranaya meelaha muhiimka.

Ali gunay maqaalkiisa “The effects of discovery learning on students sucess and inquiry learning skills” wuxuu ku qoray in, marka ardayga la rabo in la baro, tuusale ahaan, cadaadiska (pressure), in la isticmaalo hababkii hore ee soo jireenka ahaa ee cashir gudbinta, waxaa ku adkaanaysa fahanka cadaadiska.

Habkaan faaidooyin ayuu leeyahay si la mid ah qasaarana waa leeyahay. Faaidooyinka waxaa ka mid ah in loogu talagalay fasalada ardayda aadka u badan leh, sidoo kale waqti yar ayaa waxaa lagu dabooli karaa tiro badan oo cashiro. Faaido darooyinkiisana waxaa ka mid ah in ardayga uusan wax kaalin ah ku lahayn cashirka (passive) iyada oo sababaysa caajis iyo in ardaygu xiiso dhaco.

Habkaan waxaa la yiraahdo maantadan la joogo mid laga gudbay(outdated), waxaana mooda in macallimiinteenu ay wali ku dambeeyen halkaan qaabkan oo kali ahna ay cashirada ku gudbiyaan.

Cooperative Learning

Hanaankan waa in ardayda loo qaybiyo kooxo yaryar si ay uga wada shaqeeyan shaqo loo diray oo cayiman. Ardayda waa ay doodan, si wadajir ah ayay wax u xaliyaan, sidoo kale aqoon bay iswaydaarsadaan markii la joogo hanaankan.

Habkan markii la joogo waa in kooxuhu aanay afar ka badnaan si aysan diiradu u lumin. Macalinku waa hage iyo marjac loo laabto markii wax la isku fahmi ama wax la aqoon waayo.

Problem-Based learning

Habkan waxaa udub dhexaad u ah ardayda. Ardayda waxaa loo diraa mushkilooyin (problems) si ay u xaliyaan. Habkan waxuu sare u qaadaa fikir naqdiga (critical thinking), Goaan qaadashada (decision making) iyo in aqoonta loo isticmaala si dhab ah (Knowledge application). Ardaydu waxay si wada jir uga doodan mushkilada, waxayna si wada jir u gaaran xal, markii la joogo habkan.

Flipped Classroom

Habkan, ardaygu wuxuu waxuu wax kusoo baranayaa guriga, isagoo u marayaa mareegaha internetka ama cashiro hore loo duubay (prerecorded lectures). Waqtiga fasalka la joogo waxaa laga doodaya mowduucas iyada oo la dabaqayo aqoonta. Habkan wuxuu fududeenayaa ardaydu inay ka qayb qaadasho (Active engagement), Waxa uu sidoo kale fududeenayaa in arday walba si gaar isaga uu wax usoo barto (Personalized Learning).

Fikradda ugu muhiimsan waxaa waaye in la rogay qaabka soo jireenka ahaa ee cashir gudbinta, Fasalka oo ahaan jiray meesha waxbarashada ay ka dhacdo, hadda guriga ayaa ah, halka fasalku uu noqonayaa goob shaqo oo wax lagu falanqeeyo, xalna lagu gaaro (Bill Tucker, 2022).

Habkaan ardayga guriga ayuu mowduuca kusoo baranayaa isagoo isticmaalaya online resources-ka la siiyo, haday noqon lahayd muuqalo, maqaallo iyo wixii la xariira, fasalka wuxuu imanayaa isagoo aqoontii aasaasiga ahaa ee mowduuca yaqaana, ka dib si wadajir ah ayaa looga doodayaa mowduuca, iyada oo ugu gebagebo laga gaarayo mowduuca.

Individualised Teaching Method

Habkan wuxuu diiradda saarayaa baahida gaar ee arday walba uu qabo si shaqsi ah. Fasalada waxaa buuxa arday kala nuuc ah, kala awood ah, kala baahiyo ah, kala duwan, si macalinku uu uga jawaabo baahiyaas kala duwan ee arday walba uu qabo maahan inuu hal shaar u tolo dhamaantood uu hal qaanad ku xisaabiyo.

Sida aan ka soo xigtay “Individuals with disabilities Act”, Baruhu waa uu ka jawaaba baahida ardayda gaabiska ah ama Handicapped-ka ah ee fasalka ku jirta, hanaan shaqsi shaqsi isagoo awoodahooda iyo baahiyahooda ixtiramaya uu wax ku baro.

Dhaliilaha loo soo jeediyo hanaankan waxaa ka mid ah, in ay aad u adagtahay oo ay u baahantahay shaqo dheeri in laga jawaabo baahida arday walba oo fasalka dhigta, Wadankeenana kumaba sii jirto. Sidee fasal 65-70 arday ah oo macalinku si shaqsi ah uga jawaabi karaa ardayda baahiyaha gaarka ah ee waxbarasho qabo?. Sidoo kale waxaa lagu dhaliila inuu waqti cunis badanyahay (time-consuming). Faaidooyinka habkan hadii sida saxda loo fuliyo waxaa ka mid ah in laga jawaabayo baahida arday walba oo baahi gaar ah qaba.

Waxaan aad u isticmaalnaa Macalin guriga(Tutoring or Coaching) waana qaabka ugu soo dhaw ee hanaankan lala simi karo ee aan isticmaalno. Waxaa sidoo kale soo hoos galaya habkaan Waxbarashada fogaanta ah (distance learning), ardaygu wuxuu fursad u helayaa inuu wax ku barto pace ama waqti uu isagu goaankeeda leeyahay.

Waxaa la isticmaala habkan mar walba uu baruhu rabo inuu ka jawaabo baahi si gaar ah ardayd uga tabanaayo, si uu uga jawaabo baahidaas baruhu waa inuu isticmaala habkan aan kor kusoo xusnay.

Demonstration (muxaadarayn ay la socoto tusaalayn)

Habkaan baruhu wuxuu ardayga tusayaa ardayga qaabka shey gaar ah u yaalo am sida shey cayiman u shaqeeyo isagok isticmaalaya sawiro (Visual aids) ama si toos loo tusaayo ardaygo. Baruhu habkaan wuxuu ardayda si toos ah sida shey u shaqeeyo ama loo qabto ama sida xal loo gaaro mushkilad (problem) taalay. Habkan waxaa soo hoos galaya shaqooyin gacan ku fulin ah (hands on activities).

Sawirro, muuqalo, charts iyo graphs ayaa la isticmaala habkan markii la joogo iyadoo laga jawaabayo baahida ardayda.

Discovery Method

Habkan ardaygu waa in uu isaga naf ahaantiisa u gaara xal ama u helaa jawaab maqan iyadoo aan wax taagero ah oo buuxda la siinaynin. Habkan ardayda baaritaano ay sameeyan, waxbay xaliyaan, sidoo kale waxay kaalin wayn ka qaatan in iyagu ay fahamkooda dhistaan.

Faaiidooyinka habkan waxaa ka mid ah inuu ardaygu kaalin wayn ku leeyahay (active engagement), sidoo kale wuxuu ardayda baraa inay wax naqdiyaan, oo aanay

xog iska yeelin ama aanay iska diidin. Dhaliilaha loo jeediya waxaa ka mid waqti cuniskiisa oo badan, hadaan la helin hagid iyo korjiogtaynta macalinka wax gebagebo ah oo wanaagsan oo la gaarayo ma jiri doonan.

Differentiated teaching method

Sida aan ku xusan bilowga maqaalka waxaan kusoo sheegnay seddex nuuc oo ay ardaydu u kala baxaan markii la joogo fasalka

“Sida aan wada ognahay fasal walba waxaa jooga arday kala duwan oo kala baahi ah oo aan isku si wax u baran iyo isku qaabba, tusaale ahaan waxaa jiro seddex nuuc oo kale ah, visual, auditory, and kinesthetic. Visual-ka kuwa ah waxay si fiican wax u bartan markii ay helaan sawirro, muuqallo, animations, charts ama graphs, aragga ayay wax ku bartaan. Auditory-ka kuwa ah iyagu maqalka uunbay wax ku bartaan iyo sharaxaad afka ah, kuwa nuucas ah waxaa wax lagu baraa presenations, doodo, cashir jeedin iyo sharaxaad, halka kinesthetic-ka kuwa ay aad u jecelyihiin wax walba oo gacan ku fulin ah oo toos loo qabanaayo. Si looga jawaabo ardayda kala baahiyaha ah baruhu waa in kala

gadiyaa hab cashir gudbintiisa isaga oo ku saleeynaya baahiyia ardaydiisa.”

Ardaydaas kala baahiyaha ah waxay u baahanyihiin qaabab uu mid walba u shaqaynaayo in wax lagu baro, isticmaalidda hababkaas kala duwan ayaa la yiraahdaa differentiated teaching method ama differentiated instruction. Habkan wuxuu aqoonsanyahay in ardaydu ay kala duwantahay, midba uu si iyo qaab gooni ah uu wax u barto.

Carol Ann Tomlinson oo caan ku ah habkan ayaa u kala qaybiyay habkan afar qaybood kaas oo loogu magac daray “The Tomlinson Model of Differentiation”. Afarta qaybood ayaa kala ah:

1. Content: waxaa lakala duwayaa nuxurka ardayga la barayo (content) iyada oo loo fiirinayo awooda iyo in uu diyaarsan yahay ardayga (readiness). Intii arday walba wax isku mid ah la bari lahaa, baruhu wuxuu kala duwayaa content-ga isagoo ku salaynaya arday walba baahidiisa iyo awoodiisa. Tusaale ahaan ardaygu hadii uu xisaabta aad ugu fiicanyahay baruhu wuxuu u diraya isaga suaalo adag oo xisaab oo ka duwan ardayda kale ee aan ku fiicanayn, taas oo keenaysa in ardaygu aanu ku caajisin waxa fudud ee baruhu ardayda si guud ugu wada diraayo.
2. Process: waxaa la kala duwaayo habka cashirka uu ku baxaayo. Waxaa tixgalin gaar ah la siinayaa qababka ardaygu uu wax u barto (learning styles). Baruhu wuxuu isticmalaya hababka kala duwan ee aan soo sharaxnay isaga oo muhiim siinayaa arday walba qaaabka uu doorbidaayo inuu wax u baarto baahidoodana la tixgalinayo. Ardayda qaar dhagaysi ayay wax kubartaan, kuwa dood iyo wadashaqayn, kuwana gacan ku fulin.
3. Learning environment: baruhu wuxuu abuuraya jawi waxbarasho oo arday walba uu ka qayb qaadan fasalka dhexdiisa. Baraha wuxuu xaqiijinaya in arday

walba uu ku dareemayo fasalka lahaanshiyo iyo kamid ahaanshiyo (inclusivity). set up-ka fasalka waxaa loo kala duwaa iyada oo la tixgalinaayo ardayga.

• Product: ardayda waxaa loo oggolanayaa inay qaabab kala duwan kusoo bandhigi karaan waxa ay barteen iyada oo aan hal qaab uun lagu xiraynin, sida imtixanaadka midaysan oo kale. Ardayga waxaa u banaan inay doortaan qaabab kala duwan oo ay kusoo bandhigi karaan waxa ay barteen sida inay reports ka soo qoraan, soo jeediyaan ama ay ka doodan.

Xulashada habka cashir gudbinta

Dr kamal zeytoun buugiisa “ومهاراته نمادجه التدريس”_ wuxuu ku cadeeyay in marka uu rabo baruhu inuu doorto habka waxdhigis ama cashir gudbin uu rabo inuu isticmaalo inay muhiim tahay inuu fiiriyo qodobodaan soo socda:

1. Baahida iyo awooda ardayda
2. Tirada ardayda
3. Agabka goobta waxbarashada uu ka heli karo baruhu
4. Aqoonta uu baruhu u leeyahay habka uu dooranayo inuu ku dhigo cashirka
5. Waqtiga xiisada ama maadada.
6. Deeganka waxbarasho

Dhamaan qodobadaan waxay saamayn wayn ku yeelanayan habka waxbarista ee macalinku dooranaayo.

Aragtida waxbarashada ee Paulo Friere

Paulo Friere (1921-1997) wuxuu ahaa macallin, aragticuriye, iyo faylasuuf reer Baraasiil ah. Wuxuu qaaraan laxaad leh ku darsaday naqdinta nidaamka waxbarasho ee xidhxidhan ee aynu badankeennu marnay. Paulo waa qoraaga buugta kala ah, “Pedagogy of the Oppressed” (Pedagogia do Oprimido), “Education for Critical Consciousness” (Educação como Prática da Liberdade), “Pedagogy of Hope: Reliving Pedagogy of the Oppressed” (Pedagogia da Esperança: Um Reencontro com a Pedagogia do Oprimido), “Pedagogy in Process: The Letters to Guinea-Bissau” (Pedagogia em Processo: As Cartas de Guinea-Bissau), “The Politics of Education: Culture, Power, and Liberation” (Política e Educação: Ensaios).

Buugga “The pedagogy of the opressed” wuxuu safka hore kaga jiraa waxqabadyada saldhigga u ah fekerka Friere iyo, guud ahaan, tacliinta naqdiska ku dhisan. Waa waxbarasho aan ahayn bangiyayn, oo aan ardayga ka soo qaadayn weel madhan oo ay tahay in wax lagu shubto si uu intaas uun hadhow u soo celiyo.

Waxbarashada uu Friere naqdinayaa waa midda xidhiidhka keli ah ee ardayga iyo baraha ka dhexeeyaa yahay mid meerin ah, oo dhan keli ah-dhinaca baraha-hadalka iyo fekerka iyo ka imanayaan, dhanka kalana-dhinaca bartaha-uu “guddoomayo” wixii hadba loo garto, oo uu laqayo wixii lagu shubto. Taa beddelkeeda, wuxuu soo jeedinayaa hannaan dadka-macallinka iyo ardaygaba-midaynaya oo xidhiidhinaya. Friere wuxuu soo jeedinayaa waxbarasho aanay maaddooyinku ahayn “dhigaallo” ardayda la dhigto e, la wada sheekaysanayo oo labada dhinacba ku dadoobayaan waxna ku kala baranayaan.

Sifada ugu weyn ee waxbarashada meerinta ahi leedahay waa in erayadu yihiin dhuran dallacan, ee baadisoocdeedu ma aha awoodda ay isbeddel ku keeni karto. “Afar lagu dhuftay afar waatobaniyo lix;caasimadda dal hebelna waa heblaayo … ” Ardaygu waxaas buu duubanayaa, gaybayaa, kuna soo celcelinayaa iyadoo, haba yaraatee, aanay u dhacsanayn waxa “afar lagu dhuftay afar,”. Paulo friere wuxuu qabaa in markii la joogo hanaankan meerinta ah in macallinku uu waaqica uga hadlo sidii oo waxa uu ka warramayaa yahay qalfoof aan is dhaqdhaqaajinayn.

Hadaan soo koobno paulo wuxuu diidaya waxbarashada bangiyaynta ku dhisan isagoo dhiirigalinaya mid naqdin ku dhisan oo wadasheekaysi ah.

GABAGABO

Doodaydu waxa ay tahay in macalinku uu isticmaalo hababkan waxdhigis, isagoo ku salaynaya cashirka uu dhigaayo markaas iyo yoolka(objective) laga rabo iyo awoodda iyo baahida ardayda uu wax u dhigayo.

Ma ahan baruhu inuu hal qaab kaliya uu cashirka ku gudbiyo sanadka oo dhan iyadoo ay macquul tahay marar dhif ah inuu badalo uun habka cashir gudbinta. Hanaanka cashir jeedinta afka ah ama muxaadaraynta(Lecture method) waa midka kaliya ee macallimiinteena sida ugu badan u isticmaalan. Macallinka fasalka ayuu soo galayaa, cashirka ayuu jeedinayaa, markay u roontahay suaalo ayuu dirayaa ka dib maalinta xigtana isla wareegaas uun ayuu marayaa. Ardayga marnaba kaalin muuqata kuma yeelanayo waxbarashada nuucaas ah, waa uun la qoor qabtaa, xog ayaa laga buuxiyaa, waana lagala baxaa, waa waxaa uu ku tilmaamay paulo freire waxbarashada bankiyaysan, ardayga oo xog la dhigto ka dibna markii la rabo lagala baxo iyada oo suaalo la waydiinayo. Habka nuucaas wuxuu soo saaraa jiil hiinraacyo oo uun oo aan hal abuur lahayn. Ardaygu hanaanka nuucaas ah wuxuu ku dareemaa caajis, taas oo ku sababta inuu naco maadada, macallinka ama si guud waxbarashada dhan.

Maxaa ku Qasbaya baruhu inuu habka uun isticmaalo? Waxaan dhihi karnaa dhowr sababood oo isbiirsaday ayaa sababa in macalinku oo hal hab kaliya wax ku gudbiyo. Qodobadaas waxay kala yihiin:

Deegaanka waxbarashada

Deegaanka waxbarashada oon aan saamaxaynin hababka qaar ee aan soo sheegnay waxay sabab u tahay in macalinku uu hal hab ama laba qaab uu kusoo celceliyo.

Aqoon laan maadada ah

Baraha oo aan aqoon buuran u lahayn wax uu dhigaayo waxay iyana sabab u tahay inuu hal qaab isticmaalo. Baruhu awood u malahan inuu cashirka dood furan ka dhigo oo si siman ardaydu iyo isagaba uga doodan, sababtoo ah aqoon sii ridan uma lahan uu kula doodi karo. Wuxuu soo diyaariyaa cashirkaas, jeediyaa, iyadoo laga yaabo mararka qaar xitaa inuu suaalaha ka meermeersado.

Hababka kale oo badankood waqti u baahan

Waqtiga xiisada oo yar awgeed, baruhu awood umalahan hababka waqti cuniska badan (time consuming) inuu isticmaalo.

SOO JEEDIN

Ugu dambayn waxaan usoo jeedinaya cid walba oo gooaan kuleh waxbarashada wadanka, nuuc ay rabaan ha noqdaane:

1. In la hubiyo tayada deeganka waxbarasho ay iskuuladu ardayda wax ku baraan. In la dajiyo habraacyo iskuulada cusub ee furmayo lagu hubinaya tayada goobta waxbarashada iyo in ay tahay meel wax lagu baran karo. Tan waxay fududeenaysaa in la helo deegaan waxbarasho oo baraha awood u siinaysa inuu si buuxda u maamulo fasalka isagoo dooranayaa hadba habka waxbaris ee u arka inay munaasab tahay. Baruhu hadii aanu haysan deegan flexible ah oo uu wax ku dhigi karo waxaa adkaanaysa inuu xorriyad buuxda u helo cashir gudbintiisa.
2. In la yareeyo lana xadido tirada arday ee fasalkiiba wax ku dhigan karta, taasi waxay yaranaysaa culayska shaqo ee macallinka, fursadna wuxuu u helayaa ardayda oo uusan u heli laheen hadii fasalku uu overcrowded noqon lahaa. Tirada ardayda inay noqoto ugu badnaan 40-45.
3. In lagu tababaro macallimiinta habka waxbarista casriga ah iyadoo macallimiinta aan tababarnayn si gaar mudnan loogu siinayo tababarka.

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1 Paulo Friere (1921-1997) wuxuu ahaa macallin, aragticuriye, iyo faylasuuf reer Baraasiil ah. Wuxuu qaaraan laxaad leh ku darsaday naqdinta nidaamka waxbarasho ee xidhxidhan ee aynu badankeennu marnay. Paulo waa qoraaga buugta kala ah, “Pedagogy of the Oppressed” (Pedagogia do Oprimido), “Education for Critical Consciousness” (Educação como Prática da Liberdade), “Pedagogy of Hope: Reliving Pedagogy of the Oppressed” (Pedagogia da Esperança: Um Reencontro com a Pedagogia do Oprimido), “Pedagogy in Process: The Letters to Guinea-Bissau” (Pedagogia em Processo: As Cartas de Guinea-Bissau), “The Politics of Education: Culture, Power, and Liberation” (Política e Educação: Ensaios).

2 Teacher-centred method markii la joogo baruhu kaalinta ugu wayn ee waxbarashada isaga ayaa leh. Ardaygu waa dhagayste uun, xogta uu baruhu uu soo gudbiyo ayuu qabtaa. Habkan waxa kaloo loo yaqaanaa direct instruction.

3 Student-centred method markii la joogo kaalinta ugu wayn ee waxbarashada ardayga ayaa qaata. Waxaa hoos imanaya discussions, Problem-Based Learning (PBL), Cooperative learning, Flipped classroom iyo kuwa kaloo badan.

Tixraac

د كمال زيتون، التدريس نماذجه ومهاراته، صفحة 334 – .335

Parth Aggarwal (2022). Changes In Teaching Methods Over The Last 10 Years. FairGaze Unlocking potential.

Bill Tucker(2012). The Flipped Classroom Online instruction at home frees class time for learning. EDUCATION NEXT.

Ali Günay Balım(2009). The Effects of Discovery Learning on Students’ Success and

Inquiry Learning Skills. Eurasian Journal of Educational Research.

Cruickshank, D., Jenkins, D. B., & Metcalf, K. K. (2011). The Act of Teaching (6th ed.). McGraw-Hill Education.

Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and Instruction.

د محسن عطية، المناهج الحديثة وطرائق التدريس، صفحة 455 – .460

IIEP-UNESCO Dakar. (2022). Education Sector Analysis. Moeche