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Title: Teaching, studying and learning for ESD tools, quality improvement and assessment


1
Teaching, studying and learning for ESD - tools,
quality improvement and assessment
  • Taina Kaivola, PhD.
  • Department of Applied Sciences of
  • Education
  • University of Helsinki
  • Finland
  • P. O. Box 9 (Siltav.p. 20R)
  • FI-00014 University of Helsinki
  • FINLAND
  • Email taina.kaivola_at_helsinki.fi

2
Environmental education includes at least
(Palmer 1998 Palmer Neal 1994)
3
Education for sustainable development
definitions by our research group led by prof.
Mauri Åhlberg
supports, but covers a narrow field compared to
Education for sustainability
Environmental education
core idea is
Concept mapping
is promoted by tools like
Integrating different aspects of SD in academic
thinking and action
V-heuristics
are defined as
Social sustainability
Ecological sustainability
Economic sustainability
Cultural sustainability
provides resources and concerns with
4
Key concepts of Education for sustainable
Development
  • Good life, good environment
  • Human rights
  • Equality
  • Social inclusion
  • Citizenship
  • Context-based
  • Respect
  • Intercultural understanding

5
Education for sustainable development in action
feature
Interdisciplinary and multidisciplinary approach
Education for sustainability in primary and
secondary education
supports, but covers a narrow field compared to
Environmental education
fosters
International co-operation
activating students with
core idea is
Case studies using methods like debates,
problem solving, projects
Quality learning
Integrating different aspects of SD in academic
thinking and school practices
is promoted by
being aware of
Step-by-step policy
are defined as
Investments in time and money
under themes like e.g.
Social sustainability
Ecological sustainability
Economic sustainability
Cultural sustainability
provides resources and concerns with
Env. planning, transport and development of civil
society
Values and health, economical growth
Water management, alternative energy use
Peace education, human rights
6
Where does the quality of teaching in higher
education come from?
  • Teaching is based on and collaboratively
    connected to research
  • The objectives, main purposes of teaching and
    core substance of the discipline
  • Management and leadership of teaching in
    departments
  • Teaching methods and arrangements in practice
  • Learning results and outcomes
  • Resources
  • Feedback and follow-up
  • According to the quality improvement
  • team of University of Helsinki 2003

7
Education for sustainability in higher education
  • is based on student-centred approach with a focus
    on improving academic, higher-order thinking
    skills
  • is research-based and concentrates on issues
    promoting good life and environment for us and
    the future generations
  • fosters teaching and learning in meaningful ways
  • is organized according to the principles of
    sustainability (timetables, learning
    environments, travelling, materials)
  • Empowers students for pro-environmental and
    pro-human action based on critical scientific
    realism.

8
Student orientation, teaching method and level of
engagement
High-level engagement
theorizing reflecting generating applying relating
recognizing note-taking memorizing
Academic student A
Non-academic student N
Low-level engagement
Active
Student activity required
Passive
Teaching method
(e.g. problem-based learning) After Biggs (1999)
(e.g. the standard lecture)
9
can concentrate on
can concentrate on
STUDYING STYLE
EFFICIENT STUDYING
INEFFICIENT STUDYING
is featured by
is featured by
is sometimes connected also to
STRATEGIC APPROACH
DEEP APPROACH
SURFACE APPROACH
includes e.g.
includes e.g.
includes e.g.
routine memorizing
identifying connections between concepts
awareness of assessment methods and key points
is connected to
non-reflective attitude towards studying
organizing timetables and studying environments
understanding
supports
reflection on studying skills and competences
UNCLEAR PURPOSE AND LOW COMMITMENT TO STUDYING
INTEREST IN THE THEMES OF THE COURSE
is motivated by
supports
DESIRE TO BE COMPETENT
leads too often to
can at its best lead to
DELAYS AND DROP-OUTS IN STUDYING PROSESSES
TAKING A DEGREE IN IDEAL TIME
leads most likely
10
On becoming a sustainable lecturer
  • Phases
  • Teacher talk (15-20 min.)
  • Student reflection (5-10 min.)
  • Activate lecture breaks
  • Simple learning activities for students
    individually or in pairs to think over the key
    points of the issues under discussion
  • Motivate students to revise and improve their
    notes.
  • Each student writes down a question or comment.
  • Put o question or a problem to a transparency.
  • Take a break ?answer questions
  • Pay attention to save time for a wrap-up at the
    end of the session.

When you pose a questions on the subject, give
students time to reflect on the bigger picture.
11
Connecting a lecture to a bigger picture
Make transparencies with texts big enough to be
seen from the last row and present them with
personal touch(!)
  • At the end of the session, ask the students to
    think or/and answer (on a separate paper)
  • What do I most want to find out in the next
    class? (Students have to think about the purpose
    of the whole course and prepare them selves to do
    e.g. pre-reading for tests)
  • What is the main point I learned today? (Gives
    feedback to the teacher of his/hers teaching)
  • What was the main point left unanswered in
    todays session? (Teacher gets a clue of
    misconceptions and ideas of main points of the
    students)
  • .

12
Student-student interaction
  • Student tutors guiding own group sessions
  • Semi-permanent learning partnerships
  • Peer teaching
  • Co-operative learning
  • Problem-based learning
  • Enquiry-based learning

13
Teaching method and learning achieved
(Biggs 1999, 188)
14
Co-operative learning
TODAY I AM A STUDYING GUIDE OF THE GROUP,
TOMORROW ILL BE A SECRETARY.
I LIKE BEING THE LEADER, BUT TRY TO LISTEN TO
OTHERS.
  • The aim is to create a positive interdependency
    between the members of the group
  • Create learning environments for relaxed
    interaction aligned with the teaching-learning
    targets
  • Students take both shared and individual
    responsibility of learning
  • Mixed, heterogeneous groups seem to be most
    successful in most cases.

WE WORK IN HOME GROUPS AND SPECIALIST GROUPS, BUT
ALSO ALONE.
ONE FOR ALL AND ALL FOR ONE!
15
Enquiry-based learning
Creating a working and studying frame
Setting a shared agenda
Constructive critical assessment of the initial
findings
Defining or identifying context
SHARED EXPERTICE (social cognition)
Gaining knowledge for further and deeper
understanding
Creating a new working theory
Specifying the research question(s)
Idea or learning task
After Hakkarainen, Lonka Lipponen (1999 202)
16
Education for sustainability is constructively
aligned
  • the goals of the course are identified and
    approved by the teachers and students.
  • - are based on ethical values with a cognitive
    and affective domain.
  • - are based on the ideas of critical scientific
    realism, which meant that they can be tested and
    improved
  • - concentrate on solving the problems of real
    life in order to achieve better understanding of
    the world.
  • teaching-studying-learning activities are
    arranged in a way that enables to the course to
    meet these targets.
  • The evaluation and assessment tools are designed
    to test student achievements aligned with the
    goals and teaching arrangements used.

17
References
  • Biggs, J. (1999). Teaching for quality learning
    at university What the student does. Society for
    Research into Higher Education. Buckingham Open
    university Press.
  • Palmer, J. 1998. Environmental education in the
    21st century Theory, practice, progress and
    promise. New York Routledge.
  • Palmer, J. Neal, P. 1994. The handbook of
    environmental education. London Routledge.
  • Programme for the Development of Teaching and
    Studies (2002). University of Helsinki
    http//www.helsinki.fi/opintoasiainosasto/opintoje
    n_kehittamisyksikko/development.html
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