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Using the United Nations Sustainable Development Goals to implement problem-based and inquiry learning

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This presentation explores the use of the United nations Sustainable Development Goals as an authentic context to support problem-based inquiry learning. It looks at links to the Australian Curriculum and what resources are available to support teachers to develop effective learning programs.

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Using the United Nations Sustainable Development Goals to implement problem-based and inquiry learning

  1. 1. Using the United Nations Sustainable Development Goals to Implement Problem-based and Inquiry Learning Presented by Leonie McIlvenny
  2. 2. Participants will be able to: • Identify the UN Sustainable Development Goals • Identify and access a range of resources that support the development of the goals within a school context • Identify which outcomes from the Australian curriculum support the UN Sustainable Development Goals • Establish how the UN Sustainable Development goals can be used to implement problem-based and inquiry learning in the classroom. Outcomes
  3. 3. The 17 Sustainable Development Goals and 169 targets seek to build on the Millennium Development Goals and complete what these did not achieve by 2030. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental. Background
  4. 4. Key Drivers
  5. 5. Target 4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
  6. 6. Key Initiatives • Global Goals Challenge • Global Education First Initiative • The World’s Largest Lesson • Partnerships for the SDGs
  7. 7. Educational Partnerships • iEARN • ESD Expert Net • TES • SDG Knowledge Platform • Teach SDGs
  8. 8. ESD UNESCO PISA Education 2030
  9. 9. Australian Curriculum Applications General Capabilities
  10. 10. Australian Curriculum Applications – Cross-curriculum priorities Sustainability
  11. 11. Australian Curriculum Applications– Technologies
  12. 12. Humanities and Social Sciences
  13. 13. SCIENCE LEARNING AREA Science Understanding Science as a Human Endeavour Science Inquiry Skills The three strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world. RELEVANT STRANDS • Use and Influence of Science • Questioning and Predicting • Planning and Conducting • Processing and Analysing Data and Information • Evaluating • Communicating • Biological Sciences • Physical Sciences • Chemical Science • Earth and Space Sciences
  14. 14. Pedagogical approaches that support an investigation of the UN Sustainable Development Goals PEDAGOGICAL APPROACHES THAT SUPPORT THE INTERROGATION OF THE UNSDGS INQUIRY LEARNING Following a research process to find and use relevant information about SDGs PROBLEM-BASED LEARNING Identifying a problem and applying critical and creative thinking strategies to develop a solution. COLLABORATIVE LEARNING Working in teams to conduct research o or solve a problem DESIGN & DIGITAL TECHNOLOGIES • Collecting, managing & analysing data • Creating designed solutions • Investigating & defining • Generating &designing • Producing &implementing • Collaborating & managing
  15. 15. Inquiry within the Australian Curriculum Critical and Creative Thinking General Capability 1 2 Science Inquiry Skills 3 HASS Inquiry and Skills 4 ICT General Capabilities
  16. 16. Models of Engagement with the UN SDGs
  17. 17. Role of the library • Resource selection • Bibliographic Records • Online Resource Curation • Coordination of global collaborative projects • Promotion • Displays • Special Days • Fundraising • Newsletters and bulletins
  18. 18. What approach will you take? • Class based • Library coordinates activities, displays etc. • Focus for a particular cohort (e.g. Yr 8 Rich Learning Tasks) • Special program outside of curriculum (extra-curricular) • Embedded into the existing curriculum • Take on a commitment to act on one or more of the Goals • Support existing charities • Create own solutions • Contribute to existing collaborative projects • Becomes a major initiative throughout the school
  19. 19. Contact Leonie McIlvenny leoniem@westnet.com.au https://unsdgproject.com

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