According to UNESCO(ESD)
“Education for sustainability is a lifelong learning process that leads to an informed and involved citizenry having the creative problem-solving skills, scientific and social literacy, and commitment to engage in responsible individual and cooperative actions.”
We started with a problem statement of re-orienting existing education to address sustainable education by the three focus points : retention for long period of time, access at any point of time and retrieve the knowledge after a long period of time at any situation. From the initial literature study, we inferred this can be achieved through activity based learning.
The sample of the NCERT text books
Many second-graders study weather as part of the science curriculum. Lesson plans for secondgraders
generally cover topics like weather patterns, tools used to observe and record weather patterns, the water cycle, clouds, storms and why we have seasons.
Interactive, hands-on science activities help children understand the concepts in a fun and entertaining way.
generally cover topics like weather patterns, tools used to observe and record weather patterns, the water cycle, clouds, storms and why we have seasons.
Interactive, hands-on science activities help children understand the concepts in a fun and entertaining way.
Users-Affected-Influenced
AEIOU MAP
This map helped us to completely understand the interactions of a child in the classroom and the
environments which can trigger their involvement in the activities and elements that can be used to
reach our goals.
environments which can trigger their involvement in the activities and elements that can be used to
reach our goals.
GROUP DYNAMICS
(Inferences from few papers)
Points to be remembered about the behaviour of children related to group activities:
1) Children spend great efforts to be accepted by their classmates.
2) Teachers should feel they are teaching children but not subjects.
3) Inclusive Environments should be created for the children.
4) When running workshops for children, it is important to have other members of staff to manage the behaviour of the group prior to the workshop’s onset. This enables the presenter to focus on delivering the workshop and not on controlling the behaviour of the group.
5) Leader of the group should check on the interactions- in our case its the “teacher”
6) Demonstration of what they have learnt caters to a larger audience and more sensitivity to the content being
learnt.
(Inferences from few papers)
Points to be remembered about the behaviour of children related to group activities:
1) Children spend great efforts to be accepted by their classmates.
2) Teachers should feel they are teaching children but not subjects.
3) Inclusive Environments should be created for the children.
4) When running workshops for children, it is important to have other members of staff to manage the behaviour of the group prior to the workshop’s onset. This enables the presenter to focus on delivering the workshop and not on controlling the behaviour of the group.
5) Leader of the group should check on the interactions- in our case its the “teacher”
6) Demonstration of what they have learnt caters to a larger audience and more sensitivity to the content being
learnt.
TOOLKIT DESIGN
This toolkit offers:
1)real and relevant learning – connecting learning to the world beyond the classroom activities
2)clear learning outcomes – relating particularly to environment around, stories or experiences.
3)learner-centred activities – supporting personal, learning and thinking skills
4)innovative methods of teaching practices– supporting education in a more tangible and practical
apllications.
5) group activities lead to validation of the concepts and collective learning.
1)real and relevant learning – connecting learning to the world beyond the classroom activities
2)clear learning outcomes – relating particularly to environment around, stories or experiences.
3)learner-centred activities – supporting personal, learning and thinking skills
4)innovative methods of teaching practices– supporting education in a more tangible and practical
apllications.
5) group activities lead to validation of the concepts and collective learning.
Toolkit details:
The whole the activity based learning is divided in three phases:
Stage 1: Introduction:
Stage 1: Introduction:
As it is a moderator-driven group activity, the moderator (in our case-teacher) introduces the groups to the subject as follows
What words come into your mind when you think of climate change?
Write as many as you can on your mind map sheet.
Stage 2: General lesson teaching practices along with video reference
Stage 3: Giving them a group activity to match and categorise the seasons and its related elements.
4 different types of cards:
a) Color cards (blue,black,orange,yellow)
b) Object cards:sweater, raincoat/umbrella,dry leaf, ice cream, ower
c) Facial cards: expressions of the cartoon character in all seasons
d) Environment (scene) cards: sunny day, snow akes, blossomed garden, dry leaf scenery,
cloudy and rainy
What words come into your mind when you think of climate change?
Write as many as you can on your mind map sheet.
Stage 2: General lesson teaching practices along with video reference
Stage 3: Giving them a group activity to match and categorise the seasons and its related elements.
4 different types of cards:
a) Color cards (blue,black,orange,yellow)
b) Object cards:sweater, raincoat/umbrella,dry leaf, ice cream, ower
c) Facial cards: expressions of the cartoon character in all seasons
d) Environment (scene) cards: sunny day, snow akes, blossomed garden, dry leaf scenery,
cloudy and rainy
