060822 s2 6thExpert Penang Whole School JoyDeLeo

8/8/2019 060822 s2 6thExpert Penang Whole School JoyDeLeo

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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


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APPROACHES TO EIU/ESD (Stephen Sterling)

Education aboutpeace, sustainability, human rights .

Accommodating responseEmphasis on content, information, knowledge

Easily integrated into curricula and existing paradigms

May not change values and behaviours

Educationforpeace, 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 asas change Content = Context

Emphasises process, quality learning, the whole person, whole school

community, facilitates transformative learning experiences

Creative, participative, dynamic, integrated, holistic, relational, collaborative


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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.


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Transdisciplinarity

Based on Universal Values & Principles


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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


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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 intellectknowledge & awareness

affective emotionsattitudes, values

behavioural - physical skillsactions & behavioursspiritual inspirationcommitment to transform

& to bring about change (all)


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FOUR PILLARS OF LEARNING

Learning to Know HEAD Knowledge

Learning to Be HEART Awareness

Understanding

Learning to Do HAND Skills, Actions

Learning to Live VALUES AttitudesTogetherSustainably

Learning to Transform is a process

which involves all pillars


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W.I.S.E. MODEL Map for the Process of changeW.I.S.E. Model Wholistic Integrated Science & Education Research Institute

Learning to Transform (Systems & Transdisciplinary Thinking)

1

2

3

45

6

7

8

Learning To Be

Reflective Thinking

AWARENESS

Learning To Create

Creative Thinking

VISION

Learning To Care

Relational Thinking

UNDERSTANDING

Learning To Live Together

Harmonious Thinking

VALUES

Learning To Lead

Strategic Thinking

PRINCIPLES

Learning To KnowCritical Thinking

KNOWLEDGE

Learning To Learn

Grow, Develop

Constructive Thinking

ETHICS

Learning To Do

Applied Thinking

SKILLS


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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 potentialAppropriate to the age level

Qualitative and quantitative assessment & evaluation

Process & practices informed by whole systems thinking


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The APNIEVE Teaching and Learning Cycle

Cognitive Level

KNOWINGabout 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


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CONTEXT - THE PLACE OF THE LEARNER

World

Nation

Community

Family

Self as

individual &

member of

society

Person as

Local,

Community

and

Global

citizen


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Learning Environment conducive to ESD/EIU

Reflects ESD/EIU values & principles across all aspects of schoolStudentcentred - 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 makingEncourages 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 diverselearning styles, abilities & preferences

Involves the learners experience, builds on their interests

Involves the whole school community identify shared values


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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. Its hard for them to sit still & are

distracted easily by their need for activity & exploration


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MULTIPLE INTELLIGENCES - Howard Gardner

Catering to all 7 different abilitiesVisual/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


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Whole school approach to ESD/EIU

Reflected across the whole school in:

all school policies and guidelines

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


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Ethos and

Culture

LEADING AND MANAGINGCHANGE

Participatory governanceResource mana ement

CURRICULUM, LEARNINGPEDAGOGY

Sustainability centred

Action based learning

SUSTAINABLE COMMUNITYCapacity building, Participation,

Leadership, Partnerships

UNDERSTANDINGSUSTAINABILITY

Holistic thinking,Ecological worldview

Education for sustainability underpins the ecological ethosand culture of the school


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Whole School Approach - Guiding Principles

Develop a whole school culture committed to ESD principles

Go beyond awareness-raising to action learning & integrationwith school curricula

Involves whole school community including teachers, students,administrative staff, grounds staff, parents

Involves school's local community including environmentexperts, business, government, NGOs, encouraging moresustainable practices & processes in broader community

Develop relationships with organisations that impact on schoolmanagement (eg properties, facilities, operations, supplies)

Founded on sound theory & practice in schools & schoolsystems, quality teaching & learning, values education, socio-cultural & environmental change, organisational & systemstheory, action research & community development

Encourages schools to achieve measurable social,

environmental, educational & economic outcomes


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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 stakeholderpartnerships

Participatory learning approaches to develop thinking skills,intercultural understanding, participation & citizenship

Integration ofESD/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


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Effective whole-school programs need to be :

Relevant - to school, community & stakeholder needsnational curricula & local environmental priorities

Resourced - with ESD/EIU expertise, supporting materials,facilitators & long-term commitment

Reflective - skilled in critical reflection & evaluation at alllevels strive to become a 'learning organisation'

Responsive - to local & cultural context, flexible & open tonew models & best practice examples

Reformative - have the capacity to change/transformaccording to new ways of thinking & practice


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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 Supportfacilitators, 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


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Whole school process

ESD/EIU whole school processes involve:

Envisioning or futures thinking

Imagining potential futures as a motivator & to understand ordiscover 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, recogniseinter relationships & patterns in natural, social & economic

systems, to address root causes of complex problems

Critical & reflective thinking empowers people to identifyinfluences 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


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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 communitiesor systems rather than on parts, leads to understanding

Shift from analytical to contextual & critical thinking forproject-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 disciplinaryapproaches

Focus on problem solving for better sustainable solutions

Helps accept uncertainty to participate & learn from change


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WHY USE PARTNERSHIPS FOR CHANGE?

Create synergies and mutual learning between organisationsto 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


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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

Government

Community


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Benefits for Schools

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 & improvedmanagement 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


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Implications for Teacher Training

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 & consensusskills with students, parents and the school community

Awareness of available materials and resources and ability

to develop own resources relevant to diversity & ESD/EIU


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CASE STUDIES - Whole School Approach

China's Green School Project (1996) - MOE initiativefunded by the State EPA. Run by the Centre for Environmental

Education & Communications (CEEC)

The program's key focus areas include:

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)


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New Zealands Enviro schools (2002)

Began with 3 pilot schools, then expanded.

Regional Coordinators support 2 options for schools:

1. a three year facilitated program, and/or

2. an award scheme for schools

Whole-school approaches to sustainability based on themes of:

y organisational principles

y operational practices

y physical surroundings

y a living curriculum


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Australian Sustainable Schools Dept Environment & Heritage

Sustainable Schools integrate sustainability education into aholistic 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 theexisting curriculum & daily running of the school

Action based involving whole school community in thesustainable management of the school

Sustainable Schools does not replace other environmentaleducation initiatives in schools. It links to & complementsexisting environmental education programs such asEnergy

Smart Schools, WasteWise, Waterwatch, Waterwise, Landcare

www.deh.gov.au/education/sustainable-schools/index.html


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SPECIFIC SCHOOL CASE STUDY

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 throughsimple, everyday changes that make a real difference

The 4 strands are: air/energy, water, resource use/wastemanagement, and biodiversity

Students are partners in decision making, designing their learningactivities, deciding school directions & priorities, & participatingactively 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 thatinvolve staff, peers, parents, & the community.

www.aldgateps.sa.edu.au/


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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 draftSouth Australian

Sustainable Schools Implementation Plan


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