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Education for

Sustainable Development




Námskeið í Reykjavik, júní 2011

Partnership for Education and Research about Responsible Living


is a partnership of educators and researchers from over 120 institutions in more than 50 countries

–working to empower citizens to live responsible and sustainable lifestyles.

It is based on six years of work previously carried out by the Consumer Citizenship Network (CCN)



aims to advance

education for responsible living

by focusing on


Consumer Citizenship

Education for Sustainable Consumption

Social Innovation

Sustainable Lifestyles

PERL Structure

Steering Group

The Steering Group provides a consultative forum that effectively directs the activities and management of PERL.

Work Groups

PERL's work is organised into six work themes with a number of Work Groups under each theme

Consultants Network

Every PERL partner whether in Work Groups or not, is part of the Consultants' Network.

Regional Networks

Europe, Asia-Pacific, Latin America, Africa and central Asia

Focus of today's seminar…

Work Group Theme 4: Education for

Responsible Living

Creating materials and methodologies for consumer citizenship and education for sustainable consumption

Sub groups:

4a Active learning methodologies

4b Looking for Likely Alternatives (LOLA)

4c Teacher training modules and courses

4d YouthXchange

Work of task groups

4a Active Learning Methodologies

Building on the success of the Education for

Sustainable Development (ESD) Images and Objects

Active Methodology Toolkit produced as part of CCN2.

Work will:

• Develop resources that build on the criteria of the Images and

Objects toolkit to focus on

– individual consumption and climate change,

– resource usage

– personal finance management

• Develop a training manual to support ESD seminars for facilitators

• Facilitate a series of training seminars on ESD

• Set up an online discussion forum for the team to communicate with each other

ESD Images and Objects Active Methodology


• is for facilitators and teachers interested in education for sustainable development

• includes step-by-step instructions for planning and implementing Education for

Sustainable Development activities by using images and objects, together with a starter kit of sample images.

Personal Consumption and Climate Change

• Toolkit 2 is designed to support and encourage teachers, tutors and lecturers to integrate some of the concepts of sustainable development into teaching and learning

• It focuses in particular on using photographs and a range of active teaching and learning approaches and strategies to explore the themes of personal consumption, climate change and responsible living.


Training Manual

PART 1: Why Do We Need Education for Responsible Living?

What is Responsible Living

Responsible Living versus Sustainable Lifestyles

Education for Responsible Living

PART 2: Active Learning and Teaching Methodologies

A Selection of Active Learning and Teaching Methodologies

Evaluation of Activity

Part 3: Planning and Running a Seminar: Checklists

Checklist for Pedagogical Matters

Checklist for Logistical Matters

Preparation for the Seminar

On the day of the Seminar

After the Seminar

PART 4: Useful websites

Websites for organising seminars

Websites for sustainable development

Websites for active learning methodologies

Other useful websites

Appendix: Samples of Seminar Programmes

Work of task groups

4b Looking for Likely Alternatives (LOLA)

The LOLA Project has so far resulted in a teaching kit consisting of Step-by-Step process cards and a reporters book focussing on sustainability by investigating social innovation.

Work will:

• Further evaluate & document LOLA and its validity as a didactic process & as a set of facilitating materials.

• Maintain the LOLA website

• Further develop LOLA by stimulating its use in five more

European countries

• Disseminate the results through reports, pamphlets, exhibitions, etc..

• Spread information about LOLA.

Other background to

Sustainable Development….

UN Decade of Education for Sustainable

Development 2005 -2014

Sustainable Development

Definition adopted by the United Nations and the European Union:

Sustainable Development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

World Commission on Environment and Development, 1987

DESD: Key Action Themes

• Gender Equality

• Health Promotion

• Environment

• Rural Development

• Cultural Diversity

• Peace and Human Security

• Sustainable Urbanisation

• Sustainable Consumption

Teaching and Learning styles appropriate for

Education for Sustainability

• Focus is on education


sustainable development

• Transformative learning

getting beyond gaining factual knowledge alone to instead being changed by what one learns in some meaningful way

• The role of the teacher, learner and learning environment critical

Remember the old Chinese Proverb…

I hear, and I forget

I see, and I remember

I do, and I understand

After two weeks we tend to remember:

10% of what we read

20% of what we hear

30% of what we see

50% of what we see and hear


Hearing Words

Looking at pictures

Watching a film/video

Looking at an exhibit

Watching a demonstration

Seeing it done on location

Why different approaches?

70% of what we say

90% of what we say and do

Participating in a discussion

Giving a talk

Doing a dramatic presentation

Teaching others/ Simulating

Doing the real thing

The Learning Pyramid

Adapted from: Edgar Dale Audio Visual methods in Teaching

How do people learn best?

• We learn in many different ways:

Visual learners

: prefer to see information

Auditory learners

: prefer to hear information

Kinaesthetic learners

: prefer to learn by doing

• Most learners have a preferred learning style, some a very strong preference

• They generally learn best when they work in their preferred learning style

Education about Vs Education for


Traditional Approach


Active Approach


• Teaching focus

• Passive learner

• Teacher directed

• Learning from teacher alone

• Learning from expert

• Learning from feedback from one key person

• Competitive environment

• Relying on rules

• Learning focus

• Active learner

• Teacher guided

• Learning from each other

• Discovery under guidance

• Learning from the reactions of many people

• Collaborative environment

• Relying on guidelines

Education about Vs Education for


Traditional Approach


• Consistency / sameness

• Secrecy

• Copying from others discouraged

• Mistakes feared

• Learning by notes

• Formal layout of classroom

• Class time short

• Isolated decisions

• Results thinking

Active Approach


•Diversity / flexibility

•Openness / sharing

•Learning by borrowing encouraged

•Mistakes learned from

•Learning by problem solving

•Informal / flexible arrangement

•Longer class time

•Involvement of others

•Process thinking

Námskeið í Reykjavik, júní 2011

What is



Looking for Likely


A didactic process for approaching sustainability by investigating social innovation”

The Original Toolkit http://sustainableeveryday.net/lolaprocess/






aims at looking for promising sustainable initiatives at a walking distance from the school…


knowledge or preparation…


is an investigation process based on interviews. It doesn’t require particular


radical change doesn’t come only from topdown policies…


for new sustainable way of living…


proposes to search

Key principles of



in a mutual learning process…




process intends to be an inquirybased learning process. It is not pure discovery learning…


: pupils will learn about sustainability and share diffused knowledge on sustainability in the schoolcommunity and beyond…


to suit different contexts in terms of age, location and time available…




progressively building an international repository of sustainable ways of living… is

More about LOLA



project allows teachers and their class to

– Discover and give visibility to new sustainable lifestyles in their surroundings.

• It provides an opportunity to progress beyond the common pedagogical use of case studies and project work

– which tend to be limited to the immediate classroom context.

• The process brings the students into direct face-toface contact with groups of people (the “creative communities”)

– who are already implementing sustainable solutions in their daily life and thereby increases the learning potential of working with cases.

LOLA - adapted to fit into the Irish Curriculum.



fits in the IRISH curriculum

How the


toolkit was restructured to support teaching, learning and assessment in Ireland

What the new

LOLA Ireland

toolkit looks like


LOLA Ireland

Next steps for

LOLA Ireland

Ideas and suggestions for other countries interested in


Background to LOLA in Ireland

CDVEC Curriculum Development Unit (CDU), Ireland

- members of CCN and PERL Networks



task group introduced

country ambassadors

Miriam O’Donoghue, Deputy Director of CDU became the


Ambassador for Ireland

Ambassadors were supplied with a full set of LOLA resources

Meeting held in CDU of a group of senior management and project co-ordinators

- to look at the


toolkit and explore the potential for


in Ireland.

Several observations made

Observations about LOLA

Many strengths

Excellent concepts and approach

Relevant and important subject matter

Attractive presentation

Engaging design

Great potential if…

Adapted to fit into the curriculum in IRELAND

Pedagogy developed to include objectives, instructions

• and teaching and learning ideas for teachers etc.

Redesigned to be cheaper to produce, easier to use …one booklet…

Supported by teachers and used in the classroom

Decision about LOLA

Adapt for Ireland

Restructure / rewrite to use in the subject

Civic, Social & Political Education (CSPE)



fits into the concept of Stewardship in CSPE

Active teaching and learning approaches key to both


and CSPE


could support the CSPE Action Project (assessment tool)

Background to the CSPE subject:

Civic, Social & Political Education:

Junior Cycle

The subject is part of the core curriculum

-7 key concepts

One x 40 minute class period per week or equivalent

-70 hours over 3 years

Students undertake 2 x Action Projects

Assessed as part of the Junior Certificate

Active teaching and learning approaches


CSPE is based on 7 Concepts

Rights & Responsibilities

Human Dignity



© CJH, PDST 2010



CSPE Teacher

Guidelines, pp10-13

Assessment: CSPE Action Project

Develops understanding of the concepts and skills of active citizenship

Enables thinking at a deeper level

Challenges attitudes

Initiates change

Makes a difference

LOLA Ireland - What happened next?

A working group of CSPE teachers was formed to redesign


so that it could be integrated into CSPE through the action project.

Meetings took place over a period of approximately one year

…multiple drafts of


Ireland produced

In September 2010, Twenty five CSPE facilitators attended a national residential in-service course and were offered the opportunity to pilot the draft

LOLA Ireland

materials in their schools

11 teachers opted to join the pilot and 9 teachers implemented the draft version of

LOLA Ireland

with over 300 students

LOLA Ireland

LOLA Ireland Contents

• Overview

• Step 1 - Identify

• Step 2 - Search

• Step 3 - Share and Reflect

• Step 4 - Act

• Optional Step - More action

• Step 5 - Discuss and reflect

Step 1 - Identify

is designed to help students to:

• understand the meaning of Sustainable Living and


• examine case studies of Sustainable Living and

Stewardship in Ireland and Europe (Set of 8 provided

– 3 from

Ireland and 5 from Europe)

• assess case studies using

Sustainable Living Criteria

(worksheet with criteria listed)

• reflect on and document their learning.

Sustainable Living Criteria

Makes people aware of how to live sustainable lives

Brings people and things together

Creates or improves green spaces

Builds or improves community relations

Encourages local, organic or Fair Trade food production

Uses things that already exist

Builds or improves community relations

Reduces dependence on fossil fuels

Step 2 - Search

is designed to help students to:

• identify where to find their own local Sustainable Living and

Stewardship case studies

• carry out preliminary research to find local case studies

• use the criteria (from Step 1) to assess their local case study

• reflect on and document their learning

Step 3 - Share and Reflect

is designed to help students to:

• summarise and share some key points of information about the range case studies they have identified

• incorporate some of the Sustainable Living Criteria terminology when sharing local case study information

• agree on a case study that the class will learn more about

• reflect on and document their learning

Step 3: Share and reflect…Students presenting their initial research

Step 4 - Act

is designed to help students to:

• find out more about the local case study that the class has agreed to focus on

• actively engage in raising their own awareness and that of others about the local case study

• work as part of a team to engage in an action(s) to raise awareness about the case study

• reflect on and document their learning

Step 4: Act….Students visiting their local case study

Optional Step - More action

is designed to help students to:

• actively engage in raising awareness about their local case study

• work as part of a team to plan and host an exhibition to raise awareness about the local case study

• reflect on and document their learning


Step 5 - Discuss and reflect

is designed to help students to:

• reflect on and document their learning from being involved in the



LOLA Ireland resource pack Includes…

A manual covering each step…

– Instructions for teachers

– Overview handouts for students with images

– Worksheets

– Reflection / evaluation sheets for students

Special resource sheets

Case Studies (8 x national and international)

Teacher Instructions

Overview handouts for students


Special Resource Sheets

Reflection / evaluation sheets

Case Studies

Piloting of LOLA Ireland

Students and Teachers:

9 teachers piloting

LOLA Ireland

Over 300 students varying ages /abilities/ gender/ backgrounds

Year Groups:

Mostly piloted with 2nd years

One school tried it with 1st years and another school tried it with a 4th year group (school with a 4-year Junior Cycle).

School Profiles:

Mix of Rural and urban;

English medium and one Irish medium school;

Public and one fee paying school (private);

Some disadvantaged schools;

Mixed gender and two single-sex schools

Piloting of LOLA Ireland

Data is being collected from teachers

after they complete each step of

LOLA Ireland

using a structured telephone interview


Pilot - Some initial responses from teachers

Case Studies

• In general, the feedback about the case studies was very positive. The data collected will help when modifying current case studies and developing new ones

• Teachers liked the way the case studies helped students learn about the concept of sustainable living by looking at real examples that they could relate to.

• Teachers felt the criteria worksheet was very helpful and provided students with the appropriate language to assess and evaluate the case studies.

• Teachers found the range of case studies both national and international good.

Pilot - Some initial responses from teachers

Case Studies

Some teachers commented that some case studies definitely interested students more than others

– i.e. some groups got a lot of mileage out of their case studies, whereas some case studies didn’t excite or enthuse students to the same degree.

Some students found it difficult to find local examples.

Student searches were broadened to include national examples and in some instances (for weaker students) they also included international examples.

Pilot - Some initial responses from teachers

case Studies

Some students had difficulties understanding what they were supposed to search for

Teacher needed to guide discovery and search

An information sheet with suggested examples would be valuable for CSPE teachers will lack of expertise or experience with sustainable living examples

Teachers indicated that not all case studies were used in each school

Teachers selected a lower number of case studies

(randomly) where class sizes were much smaller.

Student Comment…

• Teacher:

What do you think you’ve learned about sustainable living and stewardship from doing this project?

• Student:

‘It’s really important that we think about what we are doing now for our futures...There are lots of things we can do that don’t even have to be that big but that will still make a difference’

Some teacher Comments…

• ‘I think the resource is excellent. I will definitely use it again.’

• ‘Using


opened up a whole new range of possibilities and examples of sustainable living to the students. They were amazed that some of the examples could be so simple but so effective in making a difference.’

• ‘




triggered off a whole new way of thinking for the students. I was amazed at some of the examples they managed to find.’

• ‘The exhibition templates were excellent. Our students are using them for other subjects also and even the TY teachers have found them useful’

• ‘The criteria worksheet that came with the pack was really good for helping the students evaluate their case studies and think about the language associated with sustainable living’

Suggestions for improvement

• Teachers need more support with their understanding of sustainable living: resource could give better introductory information about the concept to help teachers and students grasp it

• Teachers and students found it difficult to find local cases....more clarity needed on what they are looking for

• Lots of new terminology in the case studies. Would be useful to introduce terms.

• Reading levels of case studies needs to be revisited, particularly for weaker students.

• Worksheets need more space for students to add their responses

• Timing of the stages needs to be revisited as many teachers are working with single class periods and are concerned about loosing momentum

Final stage of LOLA Ireland pilot

• Collate all data received from students and teachers involved in pilot

• Analyse comments and suggestions

• Revise

LOLA Ireland

• Publish resource

• Disseminate

LOLA Ireland

more widely

Over to you

Had you heard of


before today?

What is your immediate impression of



Do you think


would need to be adapted for your country?

Can you see where it might fit into the curriculum in your country?

Or… do you see a different opportunity for



What first steps might you take?

Would you consider being an ambassador for



in your

Thank you