<P><FONT color=#33711E><STRONG>Day 2 – Session 4B: <br>Innovative Approaches to Teacher Education for SD</STRONG></FONT></P>
Queen’s Park 4, 2nd Floor
13.00 – 13.20
4.B.1. Keeping It Cool! Learning about Climate Change in Thai Schools
Alasdair Lord, Richard Dawson and Penrapee Ram-Indra, British Council Thailand
“Keeping it Cool: A Teachers Guide to Climate Change” is part of British Council Thailand’s commitment to Education for Sustainable Development, with the focus on enabling young people to make better decisions about climate change. It is co-produced by the Field Studies Council (UK) and the National Science Museum, and aims to give Thai science teachers user-friendly and practical resources for use in empowering students to both learn about and take action on climate change. It differs from similar packs in that, whilst still examining individual choices, it also examines change at the systemic level and how significant changes often require a change of thinking. This reflects a refocusing of thinking from the individual to the system. The pack consists of the Teacher’s handbook on climate change and a series of five posters on climate change. The “Activities and Resources” section of the handbook cover a wide range of activities, including surveys, role plays, experiments and creating posters or displays. This broad range of activities allows for varying timeframes and also acknowledges different learning styles.
Download the paper (word, 540kb) and presentation (pdf, 450kb)
13:20–13:40
4.B.2 Instructional Quality Improvement in Science through the Implementation of a Culture-Based Teaching Strategy
Ucu Rahayu and Yumiati, Indonesia Universitas Terbuka, Indonesia
Paulina Pannen, SEAMOLEC, Indonesia
This paper discusses results of the study on implementation of a culture-based teaching strategy (CBTS) among trainee primary school teachers at the Indonesia Universitas Terbuka. The participating trainee teachers were those studying the subject “Material and Instructional Science in Primary School”, from Tangerang District. The control group was from Serang District. Pre-test and post-test questionnaires were used to assess both classes. The data were analyzed to assess the effectiveness of the CBTS. It was found that the implementation of the CBTS improved instructional quality.
Download the paper (word, 80kb) and presentation (pdf, 790kb)
13.40 – 14.00
4.B.3. Transforming Teachers and Teaching Practices in Afghanistan
Mir Afzal Tajik, Aga Khan University, Pakistan
After more than two decades of war the Afghan education system has completely collapsed. During the wars, schools were either bombed or turned into prisons; teachers and students either left the country or were forced to join armies; and libraries were burned down. Now that peace has come to Afghanistan, the rebuilding of the education system has started. The Government of Afghanistan has given significant priority to education, which is crucial for national development. There are country-wide efforts for reconstruction of the education system, including developing infrastructure of schools, recruiting and developing professional teachers, and designing and reforming the curriculum. This paper discusses the collaborative efforts being made by the Aga Khan University – Institute for Educational Development (AKU-IED) AKU-IED, the German Government, and the Afghan Ministry of Education to transform teachers and teaching practices through the introduction of non-traditional and innovative teaching methods in Afghan schools. The paper also analyzes the achievements made, the challenges faced, and the lessons learned through these collaborative efforts.
Download the paper (word, 120kb) and presentation (pdf, 690kb)
14.00 - 14.20
4.B.4. Innovative ESD Approaches: Heritage Education and Arts Education
Patricia Alberth and Ellie Meleisea, UNESCO Bangkok
This presentation introduces two innovative UNESCO programmes: Arts in Education and World Heritage in Young Hands, which aim to foster new approaches and support changes towards “Education for Sustainable Development”. The presentation explores the role Arts Education and Heritage Education can play in enhancing the quality of formal and informal education and explains how Arts and Heritage Education can contribute to preparing children with the skills necessary for achieving Sustainable Development, including critical thinking, teamwork and participation in decision making. In addition, the presentation explains how Arts and Heritage Education can develop in students a sense of appreciation for heritage and other values which are necessary for ensuring a sustainable future. The presentation also explains how Arts and Heritage Education can be stand-alone subjects as well as be integrated into the curriculum so that arts and heritage are a basis for teaching about other subjects, including mathematics, science and languages
Download the presentation (pdf, 640kb)