1

•  
• 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

2

• APPROACHES TO EIU/ESD (Stephen Sterling)
• Education about peace, sustainability, human
  rights .
• Accommodating response
• Emphasis on content, information, knowledge
• Easily integrated into curricula and existing
  paradigms
• May not change values and behaviours
• Education for peace, 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 as change
  Content Context
• Emphasises process, quality learning, the whole
  person, whole school community, facilitates
  transformative learning experiences
• Creative, participative, dynamic, integrated,
  holistic, relational, collaborative

3

• 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.

4

• 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 intellect knowledge awareness
• affective emotions attitudes, values
• behavioural - physical skills actions
  behaviours
• spiritual inspiration commitment 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 Attitudes
• Together Sustainably
• 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)
Learning To Be Reflective Thinking AWARENESS
Learning To Lead Strategic Thinking PRINCIPLES
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Learning To Know Critical Thinking KNOWLEDGE
Learning To Create Creative Thinking VISION
1
7
Learning To Learn Grow, Develop Constructive
Thinking ETHICS
2
Learning To Care Relational Thinking UNDERSTANDING
3
6
4
5
Learning To Do Applied Thinking SKILLS
Learning To Live Together Harmonious
Thinking VALUES
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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 potential
• Appropriate 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
KNOWING about 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
Person as Local, Community and Global citizen
Nation
Community
Family Self as individual
member of society
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• The Role of the Teacher
• Teacher as role model lives the values
• Students learn by example, by what they see
  experience
• Teacher as guide facilitator to draw out the
  knowledge, skills, values to integrate for action
  
• Teacher cares, understands, encourages, accepts
  celebrates learner differences and contributions
  to others
• Teacher motivates, enthuses inspires the
  learner
• Teacher as co- learner, willing to explore
  discover together
• Seeks teachable/learning moments to integrate
  ESD/EIU
• Self observation, continuous self development,
  action learning

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• Learning Environment conducive to ESD/EIU
• Reflects ESD/EIU values principles across all
  aspects of school
• Studentcentred - 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 making
• Encourages 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 diverse learning 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 abilities
• Visual/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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•  

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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
  integration with school curricula
• Involves whole school community including
  teachers, students, administrative staff, grounds
  staff, parents
• Involves school's local community including
  environment experts, business, government, NGOs,
  encouraging more sustainable practices
  processes in broader community
• Develop relationships with organisations that
  impact on school management (eg properties,
  facilities, operations, supplies)
• Founded on sound theory practice in schools
  school systems, quality teaching learning,
  values education, socio-cultural environmental
  change, organisational systems theory, 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 stakeholder
  partnerships
• Participatory learning approaches to develop
  thinking skills, intercultural understanding,
  participation citizenship
• Integration of ESD/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
  needs national curricula local environmental
  priorities
• Resourced - with ESD/EIU expertise, supporting
  materials, facilitators long-term commitment
• Reflective - skilled in critical reflection
  evaluation at all levels strive to become a
  'learning organisation'
• Responsive - to local cultural context,
  flexible open to new models best practice
  examples
• Reformative - have the capacity to
  change/transform according 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 Support facilitators, 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

22

• Whole school process
• ESD/EIU whole school processes involve
• Envisioning or futures thinking
• Imagining potential futures as a motivator to
  understand or discover 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, recognise inter relationships
  patterns in natural, social economic systems,
  to address root causes of complex problems
• Critical reflective thinking empowers people
  to identify influences 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
  communities or systems rather than on parts,
  leads to understanding
• Shift from analytical to contextual critical
  thinking for project-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
  disciplinary approaches
• Focus on problem solving for better sustainable
  solutions
• Helps accept uncertainty to participate learn
  from change

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• Why use Critical (Reflective) Thinking?
• To critically question assumptions, recognise
  bias, interests, motivations behind events
  power relationships
• Allows a deeper understanding of how different
  political, economic social structures lead to
  sustainability
• Helps look beneath the symptoms of unsustainable
  practice problems to find deeper underlying
  root causes
• Helps explore influence of culture in shaping
  world views
• Creates personal relevance of change for
  sustainability through clarifying values their
  origins.
• Develops ability to participate in change,
  individually collectively, to empower learners
  to shape own lives
• Reflection on what sustainability means in own
  lives, inspires contribution to change
• Provides new perspectives for viewing the world,
  enabling learners to identify obstacles
  opportunities for change.
• Helps to construct explore alternative ways of
  thinking.

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• WHY USE PARTNERSHIPS FOR CHANGE?
• Create synergies and mutual learning between
  organisations to 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

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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 improved
  management 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
  consensus skills 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
  initiative funded 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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• CASE STUDIES - Whole School Approach
• New Zealands Enviro schools (2002)
• Began with 3 pilot schools, then expanded.
• Regional Coordinators support 2 options for
  schools
• a three year facilitated program, and/or
• an award scheme for schools
• Whole-school approaches to sustainability based
  on themes of
• organisational principles
• operational practices
• physical surroundings
• a living curriculum

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• CASE STUDIES - Whole School Approach
• Australian Sustainable Schools Dept Environment
  Heritage
• Sustainable Schools integrate sustainability
  education into a holistic 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 the existing
  curriculum daily running of the school
• Action based involving whole school community in
  the sustainable management of the school
• Sustainable Schools does not replace other
  environmental education initiatives in schools.
  It links to complements existing environmental
  education programs such as Energy Smart Schools,
  WasteWise, Waterwatch, Waterwise, Landcare
• www.deh.gov.au/education/sustainable-schools/inde
  x.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 through simple, everyday changes that
  make a real difference
• The 4 strands are air/energy, water, resource
  use/waste management, and biodiversity
• Students are partners in decision making,
  designing their learning activities, deciding
  school directions priorities, participating
  actively 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 that involve 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 draft South Australian
• Sustainable Schools Implementation Plan

34

•  
• Reorienting Teacher Education to address
  Sustainability International Understanding
• 22-25 August 2006, Penang, Malaysia
• Teaching and Whole School
• Approaches to ESD/EIU
• Joy de Leo
• President,
• UNESCO APNIEVE Australia