Lesson 1: Intro to MIGC and Overview of Material
Manual Apoio Ao Extencionista
Lesson Plans
Table of Contents
Lesson 1- Intro to MIGC 6
Lesson 2- Importance of Soil and Water Conservation 14
Lesson 3: Maize 23
Lesson 4: Arroz 41
Lesson 5: Sesame 55
Lesson 6: Groundnuts 65
Lesson 7: Legumes 75
Lesson 8: Cashew Trees 86
Lesson 9: Moringa Trees 96
Lesson 10: Neem Trees 107
Lessons, stories and activities in the Manual Apoio Ao Extenciosta Lesson Plan complement the information provided in Manual Apoio Ao Extenciosta Farmer Leader Flipchart.
Understanding the Lesson Plan
Each lesson begins with objectives. These are the behavior, knowledge and belief objectives that are covered in the lesson. Make sure that each of these objectives is reinforced during the lesson. Each objective is described below.
Our main goal is for farmers to practice new agriculture practices that promote healthy nutrition for their families. For this reason, most objectives are behavioral objectives written as action statements. These are the practices that we expect the farmers to follow based on the key messages in the flipchart.
A few objectives are knowledge objectives. We want farmers to know the value of soil and water conservation, as well as the benefits of these crops for themselves and their families. These are things that the farmer leaders must memorize during the lesson, using the pictures as a reminder. Farmer beneficiaries should be able to learn and apply knowledge objectives.
Each lesson contains one belief objective. We know that beliefs and attitudes affect our practices. Many times it is a person’s inaccurate belief or worldview that hinders them from making a behavior change. In this module we are reinforcing the belief that we have a responsibility to be good stewards of the earth. We have been given a unique responsibility and the necessary gifts to exercise dominion and stewardship over creation.
Under the objectives, all of the materials needed for the lesson are listed. The facilitator should make sure to bring all of these materials to the lesson.
The first section is the attendance and troubleshooting section. All farmer leaders will take attendance. The troubleshooting questions only apply to facilitators training others (farmer leaders). The facilitator follows up with any difficulties that the farmer leaders had teaching the previous lessons.
Each lesson begins by asking the participant about their current practices related to the teaching content. These questions help the facilitator to find out the farmers current practices, beliefs and attitudes about the new agricultural practices. This section is marked by the A (ask) in the ASPIRE method. This section is meant for discussion, not for teaching. Be sure to let everyone voice their opinions.
All picture pages are labeled with the S (Show) - in ASPIRE. After pictures are shown to the participants, the facilitator asks “What do you see in this picture?” Let the participants respond and describe what they think the flipchart pictures are telling them.
Next, explain the key messages written on the back of the flipchart. Be sure to explain each picture using the additional bullets printed on the back of the flipchart (or in the lesson plan). The lesson plan also contains additional information for the trainer. The additional information does not need to be discussed during the lesson unless it directly relates to questions by the participants.
Within each lesson is a health connection. We want farmers to realize that they can contribute to better nutrition within their family based upon their farming decisions. Each health connection connects information about the crop to nutrition and making healthy choices. The health connection is set apart by the use of this picture.
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Most lessons contain “hands-on” exercises to help the participants understand and apply what they have learned. Most of these activities require specific materials and preparations. The needed materials are the responsibility of the facilitator.
Next is Practice and Coaching. This section is required for the training of farmer leaders. We want to make sure that they understand the material and can present it to others. In this activity, the promoter will observe and coach those who are having difficulty.
The facilitator then completes the P-I of the ASPIRE method. In the probe section the facilitator asks if there are any obstacles that may prevent the farmers from trying the new practices. They discuss these obstacles and then move to the next section.
The facilitator informs the farmers of ways to overcome the concerns that are mentioned. The facilitator and MIGC group gives more information or a different perspective to help the farmers understand the practices and overcome their concerns. If a solution cannot be reached, the facilitator must inform the group that they will use other resources (the PSO or supervisors) to find out further information.
Finally, the facilitator completes the R and E of the ASPIRE method.
R stands for Request. E stands for Examine. In this module, these two sections are under the title, “Discussing Commitments in Small Groups.” Small groups of five farmers form an accountability group. At the end of each lesson, the facilitator requests that each farmer makes a commitment to begin practicing one of the new agricultural practices discussed in the lesson. Each farmer makes his own commitment, based on his own experience and desires. Each farmer will make his or her verbal commitment to the others in their accountability group. The farmers are not forced to make a commitment. If a farmer is not convinced by the teaching, he may choose not to make a commitment.
After each farmer makes a commitment, the accountability group will examine the former commitments made by each farmer. Each farmer reports on his or her commitment from the previous lesson. Were they able to keep their commitment? Have they been practicing behaviors they learned in the last lesson? The accountability group offers support and encouragement to help each farmer maintain their commitments.
All lessons follow the pattern described above. Lessons can be adapted as needed to fit the needs of your care group. Lessons are approximately two hours in length. However, some lessons may take longer than others.
Lesson 1- Intro to MIGC
Objectives:
1. The farmers will identify the benefits and reasons for a MIGC- learn from each other, share ideas, increase crop productivity, and provide better nutrition for their family.
2. The farmers will be able to share their personal expectations for MIGC.
3. The farmers will be able to commit to the expectations the farmer leader has for the MIGC.
- The farmer will attend all sessions for the entire 2 hours.
- The farmers will contribute to discussions and make sure all ideas are understood. If an idea or concept is not understood, farmers will ask questions to clarify understanding.
Approximate Length of Session: 105 minutes
Materials:
· Attendance Registers
· Flipchart
· Two pieces of rope- one complete, one divided into strands
Lesson 1 Summary:
· Attendance
· Show pictures and share key messages on flipchart pages 3-6:
o Intro to MIGC
o Overview of Topics
o Activity- Expectations
· Practice and Coaching in small groups
· Probe about possible barriers
· Inform about possible solutions to barriers
· Request a commitment
1. Attendance – 5 minutes
1. Fill out the attendance form for all those who are present.
2. Thank each farmer leader for their work and encourage them to continue.
The MIGCs- (Figure 1.1) - 15 minutes
2. ASK
· Read the questions on page 3 of the flipchart.
· Ask the first question to find out about the expectations of the farmers in your group.
· Ask the second question to find out about the attitudes of the community towards group learning.
· Encourage discussion. Don’t correct ‘wrong answers.’ Let everyone give an opinion.
· After the participants answer the last question, move to the information about MIGCs on the flipchart page by saying, “Let’s review some of the key aspects of the MIGCs.”
3. Show
· Ask the farmers to describe what they see on page 4, Figure 1.1
? What do you see in this picture?4. Explain
· Share the key messages using flipchart page 3.
Topics in a MIGC (Figure 1.2) - 5 minutes
5. Show
· Ask farmers to look at Figure 1.2.
? What do you see in this picture?? What do you see in this picture?
? What are some of the crops we have grown in previous years?
? What crops should we study as a group?
6. Explain
· Share the information on page 5.
7. Activity- Expectations- 25 minutes
2. Text in normal font tells you what to say. Text in italics tells you what to do.
1. Say, “Each of us came today with certain expectations. Let’s discuss these expectations.”
2. Discuss the term expectations.
? Who can give us an explanation of the term expectation?
Make sure everyone in the group understands. Expectation is an idea of something that is going to happen.
? What are the expectations you have for being a part of this MIGC?
3. Have farmers get with a partner and take 5 minutes to share with each other about their expectations for the MIGC.
· For example, “I expect to better understand the importance of soil and water conservation and how it will improve my crop production.”
· “I expect to understand the nutritional importance of inter-cropping.”
· “I expect to better understand when to weed my garden and what to do with the weeds.”
· “I expect to be challenged to practice better measurement techniques when planting my seed.”
4. After 5 minutes, bring the group back together. Ask for some contributions of ideas they discussed. At the end of the discussion, ask the group if these are reasonable expectations, can these expectations be met? How? Discuss.
5. Say, “Now that we have discussed your expectations with the group, I also have expectations for you and for me. I would like to share these expectations with you.”
6. Explain expectations of the group members and the leader
· How often we will meet- We will meet as a MIGC two times a month during the preparation months, October through December, and once a month, January through May.
· Attendance- We will take attendance each session. Please be present.
· Length of the lesson- Each lesson will last about 2 hours.
· What will be done during meetings- Each meeting will include a discussion and study of the flipchart with an activity usually done in the farm plot that emphasises the material that has been taught.
· Preparation- I, as the leader, will be prepared and knowledgeable with the information being presented. That is my commitment to you.
? Are there any questions about my expectations for the MIGC?
7. Show the group the two pieces of rope- one has been broken apart into different strands (show one strand) and the other is complete.
? What are the similarities and differences between these pieces of rope? Discuss.
? Which rope is stronger? Why?
Say, “Let’s test your theory.”
8. Ask for two volunteers to come up and hold the rope that is only one strand between them. Ask them to pull on the rope. It may or may not snap, but ask the volunteers how strong they felt the rope to be.
9. Now, using the same volunteers, give them the regular rope. Have the volunteers hold the rope between them. Ask them to pull on the rope. This rope should not break.
? Which rope was stronger? Why?
10. Say, “A rope is made up of many different strands and because of this, it is strong. One strand by itself can easily break. Our group is like this rope. We are coming together to work and learn and improve our farming practices. All of us will come away stronger because of this group. A farmer by himself/herself can be slower to adapt better farming techniques that would allow for greater crop productivity because they do not have the help of other farmers. Let’s be like a rope by working together and committing to learning and working as a team during this farming season.”
? Are there any questions?
Practice and Coaching – 30 minutes
For training of farmer leaders only:
1. Ask participants to get in groups of 3. Each participant will use one page of the flipchart to teach to the other people in their group. The participants should repeat the lesson exactly as they heard it presented earlier.
2. The people listening should ask questions as if they heard the material for the first time.
3. After the participant finishes presenting a page, the listeners should give feedback to the presenter- What did the presenter do well? What could they improve on in presenting the material? Have each listener give feedback to the presenter.
4. Switch roles until each participant has presented at least one page and had feedback given to them.
5. During this time the facilitator should visit all of the groups. He or she should listen to each group and correct or help those who have forgotten the message on that page.
6. When everyone is finished, answer any questions that the participants had on the material.
Probe-5 minutes
? What do you think about these ideas for a MIGC? Do you have questions or concerns about working with this group and being involved in the MIGC?
Ask the farmers to talk with the person sitting next to them for five minutes total. They should share any questions about the guidelines for the MIGC that they have and share any concerns about working as a team. After five minutes, ask the farmers to share their concerns and questions with the group.
Inform- 15 minutes
See if other people in the group can address or answer these points of concern or questions. If not, offer some advise or admit that you are not sure and will look into an answer. Make sure to bring these points up with a PSO or Supervisor.
Discussing Commitments in Small Groups- 5 minutes