IBSA
TAESUS502A Identify and apply current sustainability education principles and practice to learning programs- Customised for Energy Efficiency and Clean Energy Technology
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TAESUS502A Identify and apply current sustainability education principles and practice to learning programsElement 1 – Identify effective learning and teaching principles and practice.
Element 2 – Research development of current sustainability education principles and practice.
Element 3 – Apply current sustainability education principles and practices to learning program.
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Objectives of two-day workshopAt the end of this workshop, you should know how to:
identify and apply principles of effective learning and teaching
Understand the importance of energy efficiency and clean energy technology and how these apply to sustainability
describe various definitions of sustainability, cite key historical developments in sustainability education and know where to research significant international and Australian initiatives and policies on EfS
articulate the difference between education about sustainability and education for sustainability and it applies to VET
customise a learning program by applying current sustainability education principles and practice.
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resource depletion
carbon dioxide
water scarcity
peak oil
uncertainty
species extinction
over-consumption
population pressure
inequity
climate change complexity
ecosystem degradation
The future isn’t what it used to be – how do we prepare our students?
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World Café activityWhat is sustainability?
There are many definitions of sustainability .
In a group, develop your own definition of sustainability regarding key words, concepts, principles. Appoint a scribe.
The scribe stays with the ideas, other group members move to another scribe.
Two tables will discuss topics related to sustainability. ‘Energy efficiency’ and ‘clean energy technology’
Rework, fill in gaps from previous group.
Report back to the whole group
Form a definition that the whole group is happy with
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The important distinction between EaS and EfSEducation about sustainability:
is an awareness lesson, or theoretical knowledge about sustainability
is not necessarily oriented to achieving change.
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Education for sustainability:
is the use of education as a tool to achieve a sustainable future
EfS is focused on empowering people to take action
EfS includes elements of EaS.
Nature Study (19th century)
Environmental Education (EE)
Education for Sustainability (or Education for Sustainable Development – ESD).
Historical development of Sustainability Education
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IBSA
EfS was originally one of three strands of EE:
education ABOUT the environment – an awareness of environmental concepts (from Science)
education IN the environment – (from Outdoor Education , Geography)
education FOR the environment (EfS) – all the above plus social/economic systems and explicit values and action towards a sustainable future.
From EE to EfS
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The world's first intergovernmental conference (UNESCO/UNEP) on Environmental Education, Tbilisi, Georgia (USSR) October 14-26, 1977
Agenda 21, called for all countries to develop and implement an ESD strategy by 2002.
UN Decade for Education for Sustainable Development (DESD) 2005–2014.
The Talloires Declaration ten-point action plan for incorporating sustainability and environmental literacy in teaching, research, operations and outreach at colleges and universities. Signed by over 350 institutions in in over 40 countries.
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‘There are over 60 million teachers in the world – and each one is a key agent for bringing about the changes in lifestyles and systems that we need [to achieve a sustainable future]’ , UNESCO, 2002.
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Sustainability skills, energy efficiency and clean energy technology – Why now?Key initiatives and policies EfS:
Clean Energy and Other Package (2012)
Green Skills Agreement (2009)
Living Sustainably: the Australian Government’s National Action Plan for Education for Sustainability (2009)
National VET Sector Sustainability Policy and Action Plan (2009–2012)
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In pairs/a group – brainstorm the following questions and record:
Drawing from your own VET practice or other teaching experience, what do you do well as a teacher/facilitator?
How do you know good learning is taking place?
What are some characteristics of engaged learning?
What are some characteristics of student disengagement with learning?
Activity – What constitutes effective learning?
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Activity – The importance of prior knowledge …
By yourself, draw a light used in your home.
When you have finished, describe your drawing to a partner – what type of light did you draw, what fitting was used, what colour was it?
Compare with a partner.
What do you need to know now?
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Importance of Prior Knowledge Drawing on the learners prior knowledge creates a deeper level of engagement than simply
providing the answer.
These processes draw from a constructivist approach to teaching and learning.
Importance Language Literacy and Numeracy skills
Energy Literacy is required to understand energy efficiency and clean energy opportunities
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Uncovering prior knowledge
Using teaching approaches that uncover and building on prior knowledge provide:
an investment in finding out the answer by setting up ‘the need to know’
recognition of the range of prior knowledge and the variety of prior knowledge within any group of humans
a state of receptivity and openness where new knowledge can be built on or replace prior knowledge (the ‘teachable moment’).
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Ways of Learning – VAK
Visual-auditory-kinaesthetic (VAK) is a shorthand version of Multiple Intelligences.
VAK is useful to open up a discussion with a learner about how they learn best.
Conducting a short survey of VAK is useful with any group of learners.
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Ways of learning – Multiple Intelligences
There are many ways of learning and knowing, everyone is capable of using all these each way but each person has their own unique preference pattern and each person has the ability to develop increased capacity in the other areas.
– Howard Gardner, Frames of Mind, 1993
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The 8 Multiple Intelligences1. Verbal-linguistic (oral, auditory and written text).
2. Mathematical-logical (numbers, logic, games).
3. Visual-spatial (diagrams, pictures, maps).
4. Body-kinaesthetic (movement).
5. Musical/rhythmic .
6. Social/interpersonal (groups).
7. Intrapersonal (solitary, self-contained).
8. Naturalistic.
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1. Verbal-linguistic
The student in your class who likes:
reading
writing – often good at spelling
listening
telling stories
speaking to groups.
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2. Mathematical-logicalA preference for :
mathematical/science subjects
good at patterns and order
numbers
logical, likes to reason
organisation of facts
likes to play games like chess.
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3. Visual-spatialA preference for images:
drawing, pictures, movies, puzzles
art, charts, diagrams, maps, concept maps
often the daydreamer. can see things from different perspectives, helicopter and 3D.
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4. Body-kinaestheticA preference for :
things that are ‘hands-on’
movement
sport, drama, role-plays
good at tool use
touching and feeling
often the student who can’t sit still.
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5. Musical/rhythmicA preference for:
music, singing, instrument playing
rhythms, beats
the DJ
often the student who taps on the desk.
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6. Social/interpersonal A preference for:
being and working with others
group discussion, debates, team work, cooperative learning, collaboration, problem solving in a group
likes harmony
can be manipulative
empathetic (cries while watching movies!)
often popular, with many friends.
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7. IntrapersonalA preference for :
working independently
prefers to be left alone and to do things in their own way
self-directed, self -confident
writing personal journals,
problem solving alone
reflective and has self-knowledge; is metacognitive.
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8. Naturalistic
A preference for:
nature and being outdoors
working with plants and animals
gardening, growing things
walking in nature, collecting shells
often knows all about insects, snakes, birds, etc.
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What are your key Multiple intelligences?
Activity: Your MI Profile
Birmingham Test
Group profile – Your Top 3
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Birmingham Test The Implications of the MIs
Reflect on your preferred Multiple Intelligences and the way you like to teach:
Which MIs are focused on in most education situations?
What are the risks to your students of delivering learning and assessment using only one or two approaches?
What is the importance of designing a range of learning and assessment approaches for your students?
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IBSA
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What we call ‘best practice’ in teaching and learning comes a number of key educational theorists who have researched different aspects of learning.
The art and science of teaching and learning
Pedagogy – children (school age)
Andragogy – adults (tertiary).
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Some (of many) Educational Theorists
Name Theory
Jean Piaget Constructivism
Lev Vygotsky Social constructivism
David Kolb Experiential learning
Howard Gardner Multiple Intelligences
Benjamin Bloom Cognitive thinking taxonomy
John Brookfield, Malcolm Knowles Adult learning principles
Jack Mezirow Transformative learning
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What do we know about effective learning and teaching?
Learners are not a ‘blank slate on which the teacher writes’. They bring knowledge, skills and experiences that influence how new ideas are received and interpreted, and how skills are learned (called ‘prior knowledge’).
New learning builds on prior knowledge.
Prior knowledge depends on learners’ backgrounds - gender, culture, age, biases, motivations, experiences, educational background, socio-economic status and interests.
Prior knowledge is of particular importance for EfS, and also strongly depends on values, attitudes, worldviews and beliefs.
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Education in the 21st century …Life-long, requiring:
high level of creativity
critical thinking
decision-making skills
adaptability and flexibility
effective information retrieval and evaluation
holistic/systemic learning, i.e. seeing the connections
education for a sustainable future.
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http://www.youtube.com/watch?v=zDZFcDGpL4U 11mins
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Worldviews, values, and beliefs in education
Values are intrinsically important or valuable to us in our lives.
Values do not operate alone, but in combination with our attitudes and beliefs that collectively predispose how we think and behave in different situations.
We are not born with our values, attitudes and beliefs but acquire them during our lives. They can change throughout life.
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Activity - What are your values?
Values activity
What do you value most highly in your life?
Think briefly about what is most important to you in your life. Use the values prompt list to write down single words to represent what you believe to be your key values.
You will, of course, be given the choice about whether to keep this list private or share with others.
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Discussion – Values and worldviews in VET
What values does your industry or organisation hold?These might be values openly shared and publically communicated or they might also be values internal to the culture that only ‘insiders’ know.
How do the industry or organisation values relate to your personal values?
How do the industry or organisation values relate to the conservation of energy, energy efficiency and use of clean energy alternatives?
What are some values in education:
• In VET programs?
• In VET policy and guidelines?
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Discussion – Values and worldviews in VET
Let’s explore the links between ‘enabling’ effective learning and teaching and VET institutional policies and programs.
Working in small groups, consider your own RTOs and document and discuss institutional policies and programs that support effective learning and teaching.
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Sustainability implications for VET?
Reflection and discussion
How do we create an enabling environment for transformational learning?
How might we teach differently to create change?
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Let’s revisit some effective learning tools (Topic 1)
exploring prior knowledge
use of MIs
experiential / participatory learning
exploring values
bloom’s levels
transformational learning.
Can you think of any others?
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Let’s revisit principles of EfS (Topic 2) Transformation and change
Envisioning a better future
Critical thinking and reflection
Participation
Partnerships for change
Systems thinking
Education for all and lifelong learningSource: Living Sustainably: The Australian Government’s National Action
Plan for Education for Sustainability
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Applying EfS principles and tools:
Of the seven EfS principles, three in particular provide a range of useful tools for EfS ‘classrooms’’:
Envisioning a better future
Critical thinking and reflection
Systems Thinking.
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Sustainability implications for VET?
Discussion: EfS and VET – exploring potential synergies and challenges
What potential synergies and challenges exist for embedding sustainability education principles and practice to existing training, programs and policies in your own organisations?
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Applying effective learning and teaching and sustainability education principles to redesigning a unit of competencyTeaching topic: Changes to be made:
Exploring prior knowledge
Use of MIs
Experiential learning
Exploring values
Bloom’s levels
Transformational learning
Opportunities to include EaS
EfS principles
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