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IBSA
TAESUS502A Identify and apply current
sustainability education principles and
practice to learning programs
- Customised for Energy Efficiency and Clean
Energy Technology
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IBSA
Welcome and Introduction
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TAESUS502A Identify and apply current
sustainability education principles and
practice to learning programs
Element 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 workshop
At 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.
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Introductions
 Your name.
 Your industry area.
 What is your secret to a good life?
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IBSA
Sustainable Education Principles
and Practice
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The future isn’t what it used to be – how do we
prepare our students?
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climate
change
complexity
ecosystem
degradation
inequity
population
pressure
overconsumption
carbon
dioxide
species
extinction
peak oil
uncertainty
water
scarcity
resource
depletion
World Café activity
What 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’
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
Rework, fill in gaps from previous group.

Report back to the whole group

Form a definition that the whole group is happy with
The important distinction
between EaS and EfS
Education about sustainability:
 is an awareness lesson, or
theoretical knowledge about
sustainability
 is not necessarily oriented to
achieving change.
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.
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Historical development of Sustainability
Education
 Nature Study (19th century)
 Environmental Education (EE)
 Education for Sustainability (or Education for Sustainable Development – ESD).
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IBSA
From EE to EfS
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.
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 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.
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‘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.
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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)
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IBSA
What Makes Learning and
Teaching Effective?
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Activity – What constitutes effective
learning?
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?
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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?
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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
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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’).
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IBSA
How Do Adults Learn?
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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.
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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
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The 8 Multiple Intelligences
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1.
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.
1. Verbal-linguistic
The student in your class who likes:
 reading
 writing – often good at spelling
 listening
 telling stories
 speaking to groups.
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2. Mathematical-logical
A preference for :
 mathematical/science subjects
 good at patterns and order
 numbers
 logical, likes to reason
 organisation of facts
 likes to play games like chess.
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3. Visual-spatial
A 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.
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4. Body-kinaesthetic
A 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.
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5. Musical/rhythmic
A preference for:
 music, singing, instrument playing
 rhythms, beats
 the DJ
 often the student who taps on the desk.
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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.
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7. Intrapersonal
A 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.
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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.
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What are your key Multiple intelligences?
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
Activity: Your MI Profile

Birmingham Test

Group profile – Your Top 3
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?
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IBSA
What we call ‘best practice’ in teaching and learning comes a
number of key educational theorists who have researched different
aspects of learning.
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IBSA
What Do the Learning
Theorists Say?
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The art and science of teaching and learning
 Pedagogy – children (school age)
 Andragogy – adults (tertiary).
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Some (of many) Educational Theorists
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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
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.
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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.
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http://www.youtube.com/watch?v=zDZFcDGpL4U 11mins
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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.
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Values activity
Activity - What are your values?
 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.
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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?
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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.
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IBSA
Teaching Effectively to Create the
Change we Need
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Reflection and discussion
Sustainability implications for VET?
 How do we create an enabling environment for transformational
learning?
 How might we teach differently to create change?
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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?
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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 learning
Source: Living Sustainably: The Australian Government’s National Action
Plan for Education for Sustainability
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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.
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IBSA
Applying Education for
Sustainability in VET
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Discussion: EfS and VET –
exploring potential synergies and
challenges
Sustainability implications for VET?
 What potential synergies and challenges exist for embedding
sustainability education principles and practice to existing
training, programs and policies in your own organisations?
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IBSA
Embedding Sustainability
Education Principles and Practice
into Learning Programs
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Applying effective learning and teaching and
sustainability education principles to redesigning a unit of
competency
Teaching topic:
Exploring prior knowledge
Use of MIs
Experiential learning
Exploring values
Bloom’s levels
Transformational learning
Opportunities to include EaS
EfS principles
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Changes to be made:

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