IBSA

TAESUS502A Identify and apply current sustainability education principles and practice to learning programs- Customised for Energy Efficiency and Clean Energy Technology

1

IBSA

2

Welcome and Introduction

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.

3

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.

4

Introductions Your name.

Your industry area.

What is your secret to a good life?

5

IBSA

Sustainable Education Principles and Practice

6

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?

7

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

8

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.

9

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

10

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

11

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.

12

13

‘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.

14

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)

14

IBSA

15

What Makes Learning and Teaching Effective?

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?

16

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?

17

18

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

19

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’).

20

IBSA

21

How Do Adults Learn?

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.

22

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

23

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.

24

1. Verbal-linguistic

The student in your class who likes:

reading

writing – often good at spelling

listening

telling stories

speaking to groups.

25

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.

26

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.

27

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.

28

5. Musical/rhythmicA preference for:

music, singing, instrument playing

rhythms, beats

the DJ

often the student who taps on the desk.

29

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.

30

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.

31

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.

32

What are your key Multiple intelligences?

Activity: Your MI Profile

Birmingham Test

Group profile – Your Top 3

33

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?

34

IBSA

36

What we call ‘best practice’ in teaching and learning comes a number of key educational theorists who have researched different aspects of learning.

IBSA

37

What Do the Learning Theorists Say?

The art and science of teaching and learning

Pedagogy – children (school age)

Andragogy – adults (tertiary).

38

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

39

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.

40

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.

41

http://www.youtube.com/watch?v=zDZFcDGpL4U 11mins

42

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.

43

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.

44

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?

45

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.

46

IBSA

47

Teaching Effectively to Create the Change we Need

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?

48

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?

49

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

50

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.

51

IBSA

52

Applying Education for Sustainability in VET

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?

53

IBSA

54

Embedding Sustainability Education Principles and Practice into Learning Programs

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

55