1. 22-25 August 2006, Penang, Malaysia Teaching/Learning and Whole School
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. Based on Universal Values & Principles
Transdisciplinarity
Based on Universal Values & Principles

5. 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

6. 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)

7. 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

8. Learning To Live Together
W.I.S.E. MODEL – Map for the Process of change W.I.S.E. Model – Wholistic Integrated Science & Education Research Institute Learning to Transform (Systems & Transdisciplinary Thinking)
Learning To Lead
Strategic Thinking
PRINCIPLES
Learning To Be
Reflective Thinking
AWARENESS 8
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

9. 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

10. 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

11. CONTEXT - THE PLACE OF THE LEARNER
World
Person as
Local,
Community
and
Global
citizen
Nation
Community
Family
Self as
individual & member of
society

12. 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

13. Learning Environment conducive to ESD/EIU
Reflects ESD/EIU values & principles across all aspects of school
Student–centred - 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 learner’s experience, builds on their interests
Involves the whole school community – identify shared values

14. 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. It’s hard for them to sit still & are
distracted easily by their need for activity & exploration

15. 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

16. 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

18. 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

19. 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

20. 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

21. 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

23. 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

24. 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.

25. 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

26. PARTNERSHIPS at every level (ie local, national, regional, global)
PARTNERSHIPS at every level (ie local, national, regional, global)
Global partnerships are two-way, closed & exclusive:
Government ↔ Business
Need three-way, open, inclusive partnerships:

27. 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

28. 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

29. 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)

30. CASE STUDIES - Whole School Approach
New Zealand’s 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

31. 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

32. 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.

33. SOURCES
Some information in this presentation was adapted from:
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. 22-25 August 2006, Penang, Malaysia Teaching and Whole School
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