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How e ducation about sustainable development can include all parts of the schools activities .

How e ducation about sustainable development can include all parts of the schools activities . . Swedish workshop - Group 6: ICKFELK Hlios. AGE GROUP. Primary school 4 – 12 approx

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How e ducation about sustainable development can include all parts of the schools activities .

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  1. Howeducationaboutsustainabledevelopmentcanincludeallpartsoftheschoolsactivities. Swedish workshop - Group 6: ICKFELK Hlios

  2. AGE GROUP • Primaryschool • 4 – 12 approx • NB: Wewish to adopt a spiralapproachwithrelation to theprogressionofthechildren’sunderstanding as they move throughthe grades/ classes etc

  3. Spiralapproach How Why Webelieveitiseasier for them to remainengagedandlearninformallyandwiththeirpeers Becausethisbecomessomethingthattheywill continue throughouttheirschoolingandlateron Youngchildrenoftenemulatethebehaviourtheyseearoundthemandbyencouragingthis positive emulationintheearlyyearsitwillcreate a cycleof positive behaviour • Ininfant classes theeducationisverymuchbasedinphysicalactivity, whichis quite informal and social innature. The objective being to developnormssuch as pickinguprubbishandputtingitinthebinorswitching off lights as theyleaveroomsetc • Thishappensbecausethey do thesethingseverydayandovertimeitbecomeshabit. • Thisismodeledbytheteacherandolderstudentsintheschool

  4. GOAL: Generategreaterunderstandingofsustainabledevelopmentintermsoftheoreticalknowledge AND practicalapplicationofthatknowledgeoutsideoftheschoolcontext i.e. LIFELONG KNOWLEDGE

  5. WholeschoolplanningIntegratedprojectsateachleveloftheprimaryschoolLinkingthe curriculumSocial, EnvironmentalandEconomicunderstandingofSustainableDevelopment Importantaspectsofourapproach:

  6. Learningprocess ClassDiscussion howcantheymaketheirschool a betterplace to be IntegratedProjects(Multimedia): Linkingthevarioussubjectareas AS WELL as Economical, Social andEcological perspectives ofSustainableDevelopment Thisisdoneinsmallgroupworkbecausewewant to encouragethechildren to activelylearnanddiscovervariousaspectsoftheirpartoftheprojectin a social context (Basedonthetheoryofconstructivism) Exhibitionoftheirwork Displayingandcommunicating to others (includingother classes, parents, school staff and some communitymembers) theworktheyhavecompleted as partpoftheirprojects e.g. constructions, models, posters, books, ICT programmes

  7. Evaluation Teacherobservationandanalysisofthequalityofstudentsdiscussionsandworkandhowtheyimproveovertime Whentheybecomeawareoftheissuessurroundingtheenvironmentthroughtheirworktheyshouldbegin to behaveinwaysthat are environmentallyfriendlyetcwithouthaving to betoldexplicitlybytheteacher Hopefullythe programe wouldchangethemindsetofthewholecommunityandnotonlythechildrenthemselves. Seeingthechildrenprotectingtheenvironmentwillraisetheconsciousnessofthewidercommunity– a rippleeffect

  8. Self EvaluationoftheChildrenHow do theythinkthey are gettingonintheirwork.Do theyunderstandthedifferencestheireffortsmake.Do theygetimmediate feedback and do theyrecognisethisetc

  9. Motivationofthechildren IntrinsicMotivation Throughdiscussionandcontinuousactivityintheareaofsustanabledevelopmenttheybegin to careabouttheirbehaviourandthebehaviouroftheircommunity. ExtrinsicMotivation Rewardsystemsetcthatcancomplimentthedevelopmentofintrinsicmotivation

  10. Thankyouall for listening! 

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