The Sustainable classroom

Troy StrettonUniversity of the Sunshine Coast

“There can be few more pressing and critical goals for the future

of humankind than to ensure steady improvement in the quality

of life for this and future generations, in a way that respects our

common heritage - the planet we live on…” (United Nations

Decade of Education for Sustainable Development 2005–2014)

Knowledge era

• The world has moved from the industrial era into the knowledge era.

• Knowledge generation and information processing have become the

source of productivity in the twenty first century.

• The way people communicate personally and in business, the pace

with which information is transferred, and the exponential increase in

our access to information.

Different skills from the past…• The Australian labour market is changing, with a reduction in industrial

era jobs and the growth of knowledge era jobs.

• The workplace is becoming more fluid, jobs that don’t yet exist.

• The creation of and handling of information as a commodity.

• Twenty first century learners require different skills to those of the past.

• And face different challenges on an unprecedented scale.

Implications for vast informational access?

• Source accurate information.

• Analyse and utilise information.

• Teach how to adapt to change.

• Incorporate isolated data into a wider framework.

• Transferable skills more important than facts and

figures.

Melbourne Declaration

Emphasised the importance of:

• Knowledge, skills and understanding of learning areas

• Key general capabilities

• Cross curriculum priorities

As the basis for a curriculum design to support 21st century learning.

The modern learner

• Learn at different rates

• Develop at different rates

• Construction of understanding

• Supportive environment

• Collaborative learning

• Interest in ICT/digital natives

• Real life experiences

• Diversity of learner

An integrated approach• Give complex appropriate problems based learning examples to students to

participate in within curriculum.

• Link important knowledge, practices, and dispositions of multiple key learning

areas, through the construction of purposeful learning contexts for students.

• By organising material for students in a connected, integrative way, we create

powerful environments for learning.

Why integration?

Queensland Curriculum and Assessment Authority, 2014.

• English and Mathematics: 450 hrs, 400 hrs, 360 hrs.

• Geography, History, Science, Technology, Arts: 140 hrs, 240 hrs, 260 hrs.

Geographical inquiry and skills

• Observing, questioning and planning

• Collecting, recording, evaluating and representing

• Interpreting analysing and concluding

• Communicating

• Reflecting and responding

Historical skills

• Chronology, terms and concepts

• Historical questions and research

• The analysis and use of sources

• Perspectives and interpretations

• Explanation and communication

Science inquiry skills

• Questioning and predicting

• Planning and conducting

• Processing and analysing data and information

• Evaluating

• Communicating

English curriculum overview

Mathematics curriculum overview

Inquiry learning for an integrated curriculum

• Encourages students to respond to their own concern or curiosity to

investigate and act on an environmental issue.

• Think through and solve problems associated with that issue.

• Responsible for collecting and analysing data in order to reach their

own conclusions and to decide on appropriate courses of action.

• Follow through with course of action.

Local area environmental issue

• Our local environment connects everybody who lives in the local area.

• Area of interest selected by students = emotional investment.

• Children can explore the most challenging tasks in a context that is

meaning driven.

• Practice transferable skills.

• Make a real difference by following through with action.

Engagement – being an insider• Engaged learners take responsibility for their own learning, are energised by

learning, and are collaborative and strategic. They have passionate, positive

feelings about the tasks – they are in task not just on task.

• Seamlessly integrating indoor learning with outdoor experiences enhances

student engagement and motivation.

• Outdoor teaching activities using experience-based learning strategies engage all

students in learning across the curriculum, reduces misbehaviour and fosters

transferable skills.

Work with specialist community members

• Form partnerships with multiple real life experts.

• Students benefit from authentic knowledge and resources otherwise

unavailable.

• Community services benefit from association and image of working with school

community as well as the work done.

• Council, wildlife services, service providers, local environmental scientist,

financial institutions, local farmers.

A classroom for the modern learner• Adaptable space for people to move around in and use in different ways.

• More flexible time rather than restricted by a tight timetable.

• Access to the internet, and associated tools for collaboration, creating,

researching.

• Authentic, meaningful and linked experiences.

• Teachers who can collaborate with and engage young people rather than simply

manage them.

• The ultimate self-motivating school environment is comfortable and

stimulating, and places emphasis on opportunity and social values.

• While keeping students in touch with an information rich knowledge

era this classroom is also a daily education in the growing issue of

sustainable living and community.

• The physical component goes hand in hand with the pedagogical

component.

Physical and pedagogical work together