Published on March 12, 2014
Helping students develop sustainability competences and dispositions, that will prepare them for their futures Ann Finlayson CEO, SEEd
A story from Plymouth……
•What do we tell students explicitly? •What do we tell them implicitly? •What do we leave out? Edward Eisner: 3 curricula, Stanford Uni
So we need transformative education…… (not more of the same!) With learning processes that contain: • content ( knowledge, skills etc) • incentive ( motivation, volition, resilience ) • interactions ( action, cooperation, collaboration, team working)
The Good news…..
Sustainability education transformative learning processes: • Socially critical thinking • Outdoor/community learning • Systems thinking • Action Learning • Futures thinking • Participatory • Understanding change
When did you ever change your mind about something ( Aha moment)? Where were you? Who were you with? What triggered this? What happened next?
Magnetic North Problem fixed Apply solution Identify solution Identify problem 10SEEd Webinar
True North Magnetic North 11SEEd Webinar
True North Magnetic north learning And mostly its about the questions you ask yourself and your students – otherwise you get unintended consequences! 12SEEd Webinar
Thank you! email@example.com - Sustainability curriculum design - Monthly sustainability webinars - Sustainable Schools Alliance - National evidence gathering for sustainability in education - March 26th - National Sustainable schools conference – May 23rd http://se-ed.co.uk/
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Table of Contents Graduate
The NMC Horizon Report: 2015 K-12 Edition examines emerging technologies for their potential ... > Shift from Students as Consumers to Creators 14
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