Transcript Teaching/Learning and Whole School Approaches to ESD/EIU Reorienting Teacher Education to address

Reorienting Teacher Education to address
Sustainability & International Understanding
22-25 August 2006, Penang, Malaysia
Teaching/Learning and Whole School
Approaches to ESD/EIU
Joy de Leo
President,
UNESCO APNIEVE Australia
APPROACHES TO EIU/ESD (Stephen Sterling)
Education about peace, sustainability, human rights ….
Accommodating response
Emphasis on content, information, knowledge
Easily integrated into curricula and existing paradigms
May not change values and behaviours
Education for peace, sustainability, human rights ….
Adaptive response - Learning for change
Includes knowledge, values and skills
Reform curricula but within existing paradigms
Values contradictions may occur between taught & practised values
Education as peace, sustainability, human rights ….
Transformative response – Learning as change – Content = Context
Emphasises process, quality learning, the whole person, whole school
community, facilitates transformative learning experiences
Creative, participative, dynamic, integrated, holistic, relational, collaborative
INTEGRATED EDUCATION
Integrating ESD/EIU across the school curriculum:
Vertically for all ages/year levels using pedagogical
approaches appropriate to the age group
Horizontally across all subject areas, by reflecting the
values and taking a systems, transdisciplinary approach
There are considerable implications for education policy,
curriculum development, pre service/in-service teacher
training, for teachers to adopt a holistic, systems-thinking
approach across subjects and learning areas.
Transdisciplinarity
Based on Universal Values & Principles
Redesigning Curricula & Teacher Education
• Integration of ESD/EIU Principles & Values across all
learning areas - Transdisciplinary approach
• Project-based, scenario-based learning & problem solving
approach drawing on local, national & global issues & case
studies
• Curriculum frameworks leading to outcomes based on
ESD/EIU knowledge, skills, values, behaviours ..
• Assessment approaches that show thinking & action skills
& attitudinal/behaviour change not just memorisation
• Participatory, consultative approach to developing
dynamic, flexible, curriculum frameworks based on
progressive experience & action learning
• Build in processes for ongoing curriculum change
PROCESS - Holistic Integrative Education
Education is about the development of the whole person;
physically, intellectually, emotionally and spiritually (Delors)
A Pedagogy for the Whole Person
An integrative, holistic methodology brings together:
cognitive – intellect – knowledge & awareness
affective – emotions – attitudes, values
behavioural - physical skills – actions & behaviours
spiritual – inspiration – commitment to transform
& to bring about change (all)
FOUR PILLARS OF LEARNING
Learning to Know
HEAD
Knowledge
Learning to Be
HEART
Awareness
Understanding
Learning to Do
HAND
Skills, Actions
Learning to Live
Together Sustainably
VALUES
Attitudes
Learning to Transform is a process
which involves all pillars
W.I.S.E. MODEL – Map for the Process of change
W.I.S.E. Model – Wholistic Integrated Science & Education Research Institute
Learning to Transform
(Systems & Transdisciplinary Thinking)
Learning To Lead
Strategic Thinking
PRINCIPLES
Learning To Be
Reflective Thinking
AWARENESS
8
Learning To Know
Critical Thinking
KNOWLEDGE
Learning To Create
Creative Thinking
VISION
1
Learning To Learn
Grow, Develop
Constructive Thinking
ETHICS
7
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3
6
5
Learning To Do
Applied Thinking
SKILLS
Learning To Care
Relational Thinking
UNDERSTANDING
4
Learning To Live Together
Harmonious Thinking
VALUES
The Teaching - Learning Process
Accommodates diverse learning styles & cultures
Address all ways of learning:
- cognitive, affective, moral/spiritual, practical/manual/active
Develops:
- knowledge, understanding, values, attitudes, skills, behaviours
Active, interactive, participative, issue & scenario-based
Dialogical – reflection, discernment and critical thinking
Teach/learn for relevance and meaning
The process models/reflects the values
Draws out full creative potential
Appropriate to the age level
Qualitative and quantitative assessment & evaluation
Process & practices informed by ‘whole systems’ thinking
The APNIEVE Teaching and Learning Cycle
Cognitive Level
KNOWING
about oneself and others;
their behavior, culture,
history, country, etc.
ACTION
UNDERSTANDING
non-violent conflict-resolution
oneself and others, concepts,
decision-making,
key issues, and processes
Behavioral level
Conceptual level
VALUING
experience-reflection
accepting, respecting,
appreciating oneself and others
Affective Level
CONTEXT - THE PLACE OF THE LEARNER
World
Nation
Community
Family
Self as
individual &
member of
society
Person as
Local,
Community
and
Global
citizen
The Role of the Teacher
 Teacher as role model – lives the values
 Students learn by example, by what they see & experience
 Teacher as guide & facilitator to draw out the knowledge,
skills, values to integrate for action
 Teacher cares, understands, encourages, accepts & celebrates
learner differences and contributions to others
 Teacher motivates, enthuses & inspires the learner
 Teacher as co- learner, willing to explore & discover together
 Seeks teachable/learning moments to integrate ESD/EIU
 Self observation, continuous self development, action learning
Learning Environment conducive to ESD/EIU
Reflects ESD/EIU values & principles across all aspects of school
Student–centred - Teacher as role model, facilitator, co-learner
Observes human rights – is equitable and inclusive
Is safe, secure, supportive, respectful, valuing of all
Is active, participative & involves students in decision making
Encourages critical reflection, discussion, questioning
Integrates learning across curriculum – uses teachable moments
Fosters the full development & potential of the whole child
Provides a wide range of learning opportunities for diverse
learning styles, abilities & preferences
Involves the learner’s experience, builds on their interests
Involves the whole school community – identify shared values
LEARNING STYLES
Different approaches or ways of learning:
Visual Learners - learn best through seeing from visual
displays, diagrams, illustrated text books, overhead
transparencies, videos, flipcharts, hand-outs
Auditory Learners - learn best through listening lectures,
discussions, listening to others, reading text aloud, radio/TV &
tape recordings. They interpret the underlying meanings of
speech through listening to tone of voice, pitch, speed etc
Tactile/Kinesthetic Learners - learn best through moving,
doing & touching, a hands-on approach, actively exploring the
physical world around them. It’s hard for them to sit still & are
distracted easily by their need for activity & exploration
MULTIPLE INTELLIGENCES - Howard Gardner
Catering to all 7 different abilities
Visual/Spatial - ability to perceive the visual
Verbal/Linguistic - ability to use words & language
Logical/Mathematical - ability to use reason, logic & numbers
Bodily/Kinesthetic - ability to control body movements and
handle objects skillfully
Musical/Rhythmic - ability to produce & appreciate music
Interpersonal - ability to relate & understand others
Intrapersonal Intelligence - ability to self-reflect & be aware of
one's inner state of being
Others: Natural, Emotional and Spiritual Intelligences
Whole school approach to ESD/EIU
Reflected across the whole school in:
• all school policies and guidelines
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actions/behaviour of students, teachers, staff & parents
the articulated school mission, purpose and values
the curricula and learning materials in all subject areas
the teaching/learning process, methodology, pedagogy
the whole school culture and environment
UNDERSTANDING
SUSTAINABILITY
LEADING AND MANAGING
CHANGE
Holistic thinking,
Ecological worldview
Participatory governance
Resource management
Ethos and
Culture
CURRICULUM, LEARNING
PEDAGOGY
Sustainability centred
Action based learning
SUSTAINABLE COMMUNITY
Capacity building, Participation,
Leadership, Partnerships
Education for sustainability underpins the ecological ethos
and culture of the school
Whole School Approach - Guiding Principles
• Develop a whole school culture committed to ESD principles
• Go beyond awareness-raising to action learning & integration
with school curricula
• Involves whole school community including teachers, students,
administrative staff, grounds staff, parents
• Involves school's local community including environment
experts, business, government, NGOs, encouraging more
sustainable practices & processes in broader community
• Develop relationships with organisations that impact on school
management (eg properties, facilities, operations, supplies)
• Founded on sound theory & practice in schools & school
systems, quality teaching & learning, values education, sociocultural & environmental change, organisational & systems
theory, action research & community development
• Encourages schools to achieve measurable social,
environmental, educational & economic outcomes
Features of a whole school approach to ESD/EIU
• School leadership uses democratic & participatory whole-school
decision-making processes & includes ESD in school planning
• Whole-school participation in action & improvement plans
• Reciprocal community, family and stakeholder partnerships
• Participatory learning approaches to develop thinking skills,
intercultural understanding, participation & citizenship
• Integration of ESD/EIU across all curriculum learning areas
• Key messages, values & ideas reflected in non formal curriculum
• Professional development for teachers, management & partners
• Greening & multiculturing the school & surroundings
• Reducing the school's ecological footprint
• Monitoring, reflection and evaluation to inform future actions
• The school becomes a 'learning organisation'
• Reflective practice & action research among teachers
Effective whole-school programs need to be :
• Relevant - to school, community & stakeholder needs
national curricula & local environmental priorities
• Resourced - with ESD/EIU expertise, supporting materials,
facilitators & long-term commitment
• Reflective - skilled in critical reflection & evaluation at all
levels – strive to become a 'learning organisation'
• Responsive - to local & cultural context, flexible & open to
new models & best practice examples
• Reformative - have the capacity to change/transform
according to new ways of thinking & practice
Critical Success Factors
Multi-stakeholder partnerships
Skills & expertise in ESD/EIU OR Professional Development
Broadening existing EE programs to all ESD/EIU perspectives
Political support and/or program autonomy
Allocating resources & time frames
Program Support – facilitators, exchanges, networking
Align programs with existing national educational,
environmental & sustainability policies & influence new policy
Align programs to national curricula to show schools& teachers
relevance to core commitments & priorities
Link to existing initiatives
Accreditation & Certification - recognition attracts other schools
Investing in monitoring and evaluation to inform development
Whole school process
ESD/EIU whole school processes involve:
• Envisioning or futures thinking
Imagining potential futures as a motivator & to understand or
discover how to reach preferred sustainable ones
• Identifying shared values to work together for change
• Systemic, transdisciplinary thinking - holistic, integrated,
relational, joined-up thinking, to see whole picture, recognise
inter relationships & patterns in natural, social & economic
systems, to address root causes of complex problems
• Critical & reflective thinking – empowers people to identify
influences on thoughts & actions & to choose appropriately
• Participation in decision making – empowered to make decisions
for sustainability to build capacity & ownership of solutions
• Partnerships for change – with government, NGOs, business, to
share responsibility & learnings, to change perspectives
IMPLICATIONS OF SYSTEMS THINKING
• Requires shifts in perception about learning & knowing, for
different ways to teach & organise learning.
• Study systems as complex integrated wholes not just parts
• Focus on networks of relationships & patterns in communities
or systems rather than on parts, leads to understanding
• Shift from analytical to contextual & critical thinking for
project-based learning rather than separate subjects
• Educator as facilitator rather than expert giving knowledge
• Learners develop an understanding of the processes of change
& transformation, rather than knowing the right answers
• Encourages participatory & inter/trans disciplinary
approaches
• Focus on problem solving for better sustainable solutions
• Helps accept uncertainty to participate & learn from change
Why use Critical (Reflective) Thinking?
• To critically question assumptions, recognise bias, interests,
motivations behind events & power relationships
• Allows a deeper understanding of how different political,
economic & social structures lead to sustainability
• Helps look beneath the symptoms of unsustainable practice
& problems to find deeper underlying root causes
• Helps explore influence of culture in shaping world views
• Creates personal relevance of change for sustainability
through clarifying values & their origins.
• Develops ability to participate in change, individually &
collectively, to empower learners to shape own lives
• Reflection on what sustainability means in own lives, inspires
contribution to change
• Provides new perspectives for viewing the world, enabling
learners to identify obstacles & opportunities for change.
• Helps to construct & explore alternative ways of thinking.
WHY USE PARTNERSHIPS FOR CHANGE?
• Create synergies and mutual learning between organisations
to work for change
• Bring together people & partners with different perspectives
to reconcile interests & challenge world views
• Foster building shared visions among partners
• Allow partners to combine resources & talents
• Increase capacities to attract financial & technical support
• Help to break hierarchies & power relationships by linking
partners at different levels & across different disciplines
• Add value to local initiatives while maintaining relevance
• Help motivate partners to work towards long term
institutional change
PARTNERSHIPS at every level
(ie local, national, regional, global)
Global partnerships are two-way, closed & exclusive:
Government ↔ Business
Need three-way, open, inclusive partnerships:
Business
Community
Government
Benefits for Schools
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The opportunity to achieve curriculum
requirements in key subjects/learning areas
eg conducting an environmental audit of the school
addresses Mathematics & English outcomes
Reduced consumption of resources & improved
management of the school grounds
Teachers and students working on real-life
problems and outcomes
Professional development opportunities for the
whole school staff
The school as a model for sustainability within the
local community
Implications for Teacher Training
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Awareness & knowledge of key ESD/EIU issues
particularly those relevant to the local context
Systems thinking, critical & analytical thinking skills
Ability to identify, clarify, develop and live the values
Understand the processes of human development,
values formation and the process of change
Develop skills in appropriate teaching/learning processes
and methodologies to integrate relevant content and values
in school curricula, classroom practice & whole school
Develop communication, values clarification & consensus
skills with students, parents and the school community
Awareness of available materials and resources and ability
to develop own resources relevant to diversity & ESD/EIU
CASE STUDIES - Whole School Approach
• China's Green School Project (1996) - MOE initiative
funded by the State EPA. Run by the Centre for Environmental
Education & Communications (CEEC)
The program's key focus areas include:
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Whole-school environmental management & protection
EE curriculum
Professional development
Greening of school grounds
Green School awards at municipal, provincial, national levels
(15,000 schools have received awards so far)
CASE STUDIES - Whole School Approach
New Zealand’s Enviro schools (2002)
Began with 3 pilot schools, then expanded.
Regional Coordinators support 2 options for schools:
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a three year facilitated program, and/or
2.
an award scheme for schools
Whole-school approaches to sustainability based on themes of:
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organisational principles
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operational practices
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physical surroundings
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a living curriculum
CASE STUDIES - Whole School Approach
Australian Sustainable Schools – Dept Environment & Heritage
• Sustainable Schools integrate sustainability education into a
holistic program with measurable environmental, economic,
educational & social outcomes
• Improvement in a school's management of resources &
grounds (including energy, waste, water, biodiversity,
landscape design, products & materials) & integrates into the
existing curriculum & daily running of the school
• Action based involving whole school community in the
sustainable management of the school
• Sustainable Schools does not replace other environmental
education initiatives in schools. It links to & complements
existing environmental education programs such as Energy
Smart Schools, WasteWise, Waterwatch, Waterwise, Landcare
www.deh.gov.au/education/sustainable-schools/index.html
SPECIFIC SCHOOL CASE STUDY
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South Australia – Aldgate Primary School
Commitment to environmental care & action
Values & Futures Education focus on being knowing & doing
In the process of moving from EE to ESD
Learning together about more sustainable lifestyles through
simple, everyday changes that make a real difference
The 4 strands are: air/energy, water, resource use/waste
management, and biodiversity
Students are partners in decision making, designing their learning
activities, deciding school directions & priorities, & participating
actively in the ESD focus
Develop positive, genuine relationships among children, staff &
families, supporting each other
Students actively work in a wide range of learning activities that
involve staff, peers, parents, & the community.
www.aldgateps.sa.edu.au/
SOURCES
Some information in this presentation was
adapted from: www.aries.mq.edu.au
Henderson, K and Tilbury, D. (2004)
Whole school approaches to Sustainability: An
international review of whole-school
sustainability programs
The draft South Australian
Sustainable Schools Implementation Plan
Reorienting Teacher Education to address
Sustainability & International Understanding
22-25 August 2006, Penang, Malaysia
Teaching and Whole School
Approaches to ESD/EIU
Joy de Leo
President,
UNESCO APNIEVE Australia