Tuesday, September 2, 2008

Hoolock gibbons

In earlier posts we have been discussing our experiences of interactions with participants in course of the programme, today we share the preparations for discussions on a “module” we recently interacted with the participants on.

Preparing sheets.

Two sheets have been prepared for this module. The first has questions on Hoolock gibbons while the other states facts on the primate. While preparing these sheets we have been sensitive to points that we should specifically consider inculcating and those that we should carefully leave out.

Points that we have specifically consider inculcating –

1. Referring to the existing material on Hoolock gibbons with us.
2. Putting in multiple options for the questions.
3. Using pictures, sketches and symbols where possible for these multiple answers.
4. Discussing characteristics like group size and babies that would be easy to discuss by way of comparing them with other species occurring in the region.

Points that we have carefully left out –

1. “Typical questions” like those pertaining to differences between the Western Hoolock gibbon and Eastern Hoolock gibbon as also the deriving of the term Gibbon.
2. Using confusing terms like terrestrial, arboreal and monogamous.
3. Questions, answers to which need detailed explanation like forest types of habitats preferred by Hoolock gibbons (tropical, tropical wet evergreen, tropical semi evergreen).
4. Discussing problems and threats to the Hoolock gibbons in the region namely poaching and shifting cultivation. This as we were initiating discussions on the species and did want neither to confuse the issue by bringing in problems nor to highlight the negative issues at this juncture.

Once these sheets were finalized the necessary numbers of copies were taken. While each participant was to be given a question sheet only a few sheets of the facts were shared with each group.

Initiating the discussion.

We planned to initiate the discussion with 5 to 10 minutes of informal chat. This we feel is very important to establish “connect” and set in tone for the interactions (on the module) to follow. Towards this we discussed

1. Preparations undertaken by them for the Independence Day programme.
2. Animals seen by them recently.

Sharing sheets.

The question sheets were then shared with the participants. Since we were to receive them back we asked the participants to write the relevant details on the sheets such that they could be used for purpose of recording attendance also. These were

1. Name of school.
2. Name of participant.
3. Class to which participant belongs.
4. Date of programme.

Explaining the questions.

1. At the onset we asked the participants to select only one of the 3 options provided (as answers) for each of the 10 questions (in the sheet) by ticking the correct option.
2. Midway through the activity, we clarified the pictures (used as options) for questions 4 and 9. This was done by way of asking them what they understood from the pictures. We then wrote the same in both English and Mizo languages on the board.
3. For the final question (the only one without optional answers provided) we gave them the option of writing in a language they were comfortable in – English, Mizo or Mara.

Collecting sheets.

We then collected the sheets from the participants.

Sharing answers.

1. We asked the participants answers chosen by them and then gave the correct answer for each.
2. While stating each answer basic explanations of couple of lines for each point were shared.

Sharing Hoolock gibbon sheets.

1. Few sheets stating facts on the primate were shared with teachers and select participants.
2. Extra sheets, both questions and facts, were shared with those who sought them at the end of the programme.

Placed below are the questions from the sheet.

(Majority of these answers have been depicted by way of sketches and symbols which is a bit difficult given the connection I have at Saiha so I have left all the options for answers out. The questions are in English and Mizo languages.)

Symbol of our good forests !!
(Kan ram hi ram tha a ni tih lan tir tu !!)

1. Which one of them is Hoolock gibbon?
(Eng ber hi nge Hoolock gibbon?)

2. Which one of them is not Hoolock gibbon?
(Eng ber hi nge Hoolock gibbon ni lo?)

3. Which colour is Hoolock gibbon?
(Hoolock gibbon hi eng rawng nge?)

4. Hoolock gibbon’s home is?
(Hoolock gibbon chenna chu?)

5. How many years does a Hoolock gibbon live?
(Hoolock gibbon hi eng tia rei nge a dam?)

6. How many Hoolock gibbons are together usually?
(Hoolock gibbon te hi eng zat nge pawl khatah an awm?)

7. How many babies do Hoolock gibbons have at a time?
(Hoolock gibbon hian vawi khatah no eng zat nge a neih theih?)

8. Hoolock gibbons prefer to move using their?
(Hoolock gibbon hi eng hmangin nge a kal?)

9. What is Hoolock gibbons’ favourite food?
(Hoolock gibbon hian eng chaw nge a duh ber?)

10. Write 3 points that come to your mind when you think of Hoolock gibbons in Maraland.
(Maraland a Hoolock gibbon te I ngaihtuah chang hian I rilru ah enge rawn lang point 3 han ziak teh)

We thank Zoo Outreach Organization for sharing their resources on Hoolock gibbons.

For details : Nimesh.ved@gmail.com / Mizo > 94363 93394 / English > 94361 56458

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