Erasmus+ Cliche_ Education for Sustainable Development _ Blended Learning guide

1. WEBPAGES: https://erasmuscliche.com
Wiki inventory: CLICHE http://cliche.pbworks.com/w/page/131752365/FrontPage
Blog: CLICHEmore https://culturalheritageurope.blogspot.com/
EDUCATION FOR SUSTAINABLE DEVELOPMENT PACKS IO2
FLIPPED CLASSROOM - BLENDED LEARNING QUIDE

2. Sustainable development
CREATIVE
VIDEOS
6
COUNTRIES
the grassroots
of our communities
INVENTORY
OF INTANGIBLE
CULTURE HERITAGE
What
DOES
CLICHÉ
MEAN
to you?
ONE AIM

3. UNESCO
Learning to live together sustainably (SDG4.7)

4. C1 --Lithuania, April. 2019,
In C1 we will find out how to write a strong vision or mission statement that explains our aspirations for the
sustainable use of our ICH (A6) after making a SWOT analysis focusing on what is really important and
developing aspects of their action-oriented plan.(A5).
We will also open our e-twinning space. (A7)
ii. organise fairs and talks with ICH experts to draw the attention of the whole school and the wider
community, raise involvement and encourage conservation ethic, taking into account the ICH of immigrant
students and communities.
Mid-term evaluation questionnaire of Erasmus+ CLICHE
Hands-on research and documentation of ICH
i. Research tools will be used to identify innovative ICH in our regions. More specifically, a questionnaire will be made
with survey questions. Students will use it to interview ICH bearers/practitioners or local entrepreneurs that are already
into the capitalization of ICH. The questionnaire will be available in electronic format and produced in such a way that it
can be adapted by others wishing to use it in the future as part of our sustainability plan.
ii. The data will be verified and documented in video recordings, photo diaries and a participatory wiki-inventory will
host them.

5. EDUCATION FOR SUSTAINABLE DEVELOPMENT PACKS IO2
ICH in the school curriculum/ ESD
Blended educational packages around the topic ‘'Education for Sustainable Development’ (ESD)/
OCTOBER/NOVEMBER/DECEMBER 2019
ICH in the school curriculum
Education has an important role in safeguarding the ICH, transferring it to the next generations. We intend to:
i. prepare blended educational packages around the topic ‘Education for Sustainable Development’ -- ESD
that integrate ICH into the teaching of different subjects and extra-curricular activities using an interdisciplinary
approach,
ii. organise fairs and talks with ICH experts to draw the attention of the whole school and the wider community, raise
involvement and encourage conservation ethic, taking into account the ICH of immigrant students and communities.
INTELLECTUAL OUTPUT O2
This IO seeks to offer a platform where teachers can share successful lessons they have used with their students and
where they can learn how to adapt provided resources to fit their own learning environment.

6. EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)
What is sustainable development?
‘Development’ of a society can be understood as changes that
contribute towards meeting people’s basic needs and
improving people’s quality of life. Sustainable development is
an approach to development that seeks to meet people’s
needs in ways that will not exhaust the earth’s finite natural
resources or compromise the needs of future generations.
It is a fact that conventional development is often destructive
of natural and cultural heritage and has resulted in reducing
the capacity of future generations to meet their needs. The
human element is now widely recognized as the key variable
in sustainable development, both in terms of the causes of
unsustainable development and in terms of the hopes for
sustainable development.
Sustainable development can only be achieved through
fostering responsible relationships between people, and
between people and their environment.
What is Education for Sustainable Development?
ESD is education that is concerned with transforming
today’s society, so as to achieve sustainable societies in
the future. To achieve this, ESD reorients existing
educational programmes towards sustainability. This
involves rethinking what is taught and how it is taught.
ESD involves the formation of values, skills, attitudes and
behaviours that prepare learners to anticipate, think
critically, and tackle and resolve problems relating to
sustainability.
Themes explored in ESD
The objective of ESD is to equip learners with the
necessary skills, knowledge and compassion to act
responsibly for a sustainable future. ESD enables
learners to understand the challenges and
transgressions faced in the social, environmental and
economic spheres, as shown below:
•Social sphere: cultural diversity, cultural and built
heritage, and local knowledge and skills.

7. Environmental sphere
Examining how local resources are used and assessing the
fragility of the local physical environment allows learners
to understand the impact of human activities on
resources and on the ecosystems that sustain human life.
•Economic sphere: local production and trade patterns
and their impact on society and the environment;
assessing personal and societal levels of consumption,
poverty, income distribution, employment and
livelihoods.
As the three spheres are interconnected and
interdependent, ESD uses a holistic approach in teaching
and learning about these challenges.
Pedagogical principles advocated in ESD
If we want learners to develop a caring and responsible
attitude and to become empowered to make informed
choices towards more sustainable lifestyles, education
systems need to use the types of pedagogies that lead to
changes in attitudes, behaviours and lifestyles. Thus, ESD
should be:
•Interdisciplinary and holistic: ESD involves studying
issues from an interdisciplinary perspective and
incorporating new knowledge and pedagogical
approaches into existing subjects.
It does not involve teaching about sustainable development as
a separate subject.
•Supportive of critical thinking and problem solving skills:
Questioning existing attitudes, behaviours and lifestyles, and
examining society’s problems critically, enables people to see
the root causes of problems, and therefore be in a position to
solve them. Developing these skills leads to confidence in
addressing the dilemmas and challenges of sustainable
development.
• Values-driven: Our values determine our expectations and
actions. Every learner, individual and cultural group must
examine their values and principles, and assess the validity of
those in the context of sustainable development.
•Multi-modal: ESD uses various mediums (music, movement,
images, etc.) to teach and learn about subjects and to engage
students on multiple levels.
•Participatory: Learners perform better when they actively
participate in knowledge building, make decisions, and play a
role in shaping their educational institutions.
•Applicable and relevant (locally and globally): The knowledge
and skills gained by learners should be relevant to the learners
and be applicable to their day-to-day lives. Learners should
confront local as well as global issues, communicating in their
own language(s).

8. Combining ICH Elements and ESD Principles for Learning
Look for traditional practices, knowledge, skills and values that have helped communities cope sustainably with
recurrent issues such as food security, threats to health and livelihoods, and environmental and social disputes.
Studying how communities have successfully managed their cultural resources and assets or maintained the
continuity of their valuable practices, skills and knowledge can reinforce understanding of sustainable practices.
Conversely, studying why some communities are unable to manage or control their local resources can help students
understand non-sustainable practices.
By embedding knowledge about local ICH into subject disciplines and incorporating ESD principles and pedagogical
methods (participatory, relevant, etc.), students are able to connect the practices in their community to their local
environment, materials and resources, and learn more effectively. This contributes to a more meaningful education,
grounded in reality, and provides an opportunity for students to reflect on issues of sustainability and continuity,
equity and responsibility.
ICH provides culturally-relevant content to the curriculum and enables students to see the relevance of both
classroom-based and local community-based knowledge and skills. This reduces the risk of children being torn
between the values and knowledge learned through the school and those learned in the community, and feeling
alienated by one or the other.

9. The emphasis should be not on teaching pure cultural content, but rather on using ICH as a vehicle to enrich the
teaching of existing school subjects.
Lesson planning can be approached from three angles:
• the academic subject topic,
• the ICH practice, or
• an ESD principle

10. Science
ICH ELEMENTS
•Skills in inquiry, observation,
classification, analysis and assessment.
•Skills in tracing interdependent systems
and in assessing changes in natural
phenomena.
Civics
•Skills in social interaction,
leadership, stewardship, collaboration,
sharing, facilitation, people
management.
•Context-specific knowledge of the
natural environment and natural
resources, flora and fauna.
ESD ELEMENTS
•Promoting respect for ecosystems
and responsible use of natural
resources.
•Knowledge of culturally-appropriate
behaviour, conflict handling, consensus
building, decision-making processes.
•Knowledge of values and ethics
propagated by the local belief system.
• Promoting transformative change in
awareness, attitudes and behaviours.
•Promoting values of shared
responsibility and acting for the
common good

11. ICH ELEMENTS
SKILLS
•Skills in mapping the natural and
built/farmed environments.
•Skills in analyzing the
interdependence between humans
and their environment, and in
assessing changes in human
settlements and livelihood patterns.
ESD ELEMENTS
PRINCIPLES
•Understanding the consequences of
unmanaged and unsustainable
consumption and development
KNOWLEDGE
•Context-specific knowledge of
weather conditions, physical
environment, local fauna and flora.
•Knowledge of place-based human
geography- settlements, livelihoods
and production patterns.
Language
•Skills in speaking, writing and
listening, storytelling, singing,
instruction and
communication.
•Culture-specific dialects,
songs, idioms, literature,
etc.
•Promoting respect for cultural
diversity in communication - in
both form and content
Geography
Mathematics
•Skills in sequencing, estimating,
matching, sorting, discerning
patterns and rhythms.
•Skills in process thinking, lateral
thinking and problem solving.
•Culture-specific mathematical
concepts and models. •Culture-
specific systems and tools for
calculating, measuring and
recording.
•Understanding the need for
strategic, proactive and critical
thinking

12. Local Life Sciences, Handicraft and Art
•Occupational skills in craftsmanship,
culinary, building and construction.
•Sensory skills - touching, tasting,
smelling, hearing and
seeing.•Knowledge of tools and
techniques.
Physical and Health Sciences
•Knowledge of natural resources
and materials and their potential.
•Knowledge of local aesthetics.
•Knowledge of cultural
symbolism.
•Promoting respect for collective
memory and experience.
•Promoting appreciation of cultural
creativity.
•Promoting self-respect and self-
discipline.
•Promoting responsible consumption.
•Promoting sustainable agriculture.
•Knowledge of local sports, games,
physical activity.
•Food and health-related
behaviour propagated by elders.
•Knowledge of local plants and
food and their nutritional and
medicinal value.
•Gross motor skills such as agility,
flexibility, control, balance.
•Team building and notions of
leadership.
•Understanding of the body and
how food promotes health or
disease.
•Skills to select healthy food.
•Health practices.

13. Ideas for Lesson Plans
Health and well-being
Examine and share traditional practices and knowledge related to health, diet and care, and their relationship to social and
environmental factors.
Biodiversity
Examine indigenous knowledge of plant use in local medicine, and traditional watershed and coastal management systems
Natural resources
Examine how local resources (flora, fauna, water, etc.) are produced, utilized and managed by local people to produce
cultural goods (food, traditional medicines, clothes, furniture, building materials, etc.)
Economic themes related to Commerce and Economics
Study of related ICH practice
Income distribution
Study the production line of a traditional craft, trade or livelihood activity that uses local resources and benefits the
community collectively.
Sustainable livelihoods
Study a farming or fishing community and understand how their practice of farm-to-plate contributes to a self-sufficient
economy.
Poverty reduction
Examine how the entry of industrially-produced goods affects the livelihoods of traditional traders in the community.

14. If students are to learn about sustainability from a holistic perspective, then ICH elements and ESD concepts and
learning methods (participatory, etc.) should be embedded into as many subject disciplines as possible within the
curriculum.
Integration of ICH and ESD into several subjects may take time, but this is advantageous in that it enables students
to learn about and examine local knowledge and practices from various perspectives: social, environmental and
economic, and to understand the linkages between these sectors.
https://unesdoc.unesco.org/ark:/48223/pf0000232381
LEARNING WITH INTANGIBLE HERITAGE FOR A SUSTAINABLE FUTURE

16. Blended Learning
Blended learning is a model that combines online and face-to-face learning spaces and experiences
https://www.khanacademy.org/partner-content/ssf-cci/sscc-intro-blended-learning/sscc-blended-learning-models/v/sscc-
blended-4models

17. Essential Elements of a Blended Learning Classroom
 Online learning, offline learning, Teacher/Flipped classroom model
 Print, video, and audio are integrated into multimedia presentations
 Individualized learning is used to enable differentiated instruction for greater impact
 Ss work is published in different forms and to audiences beyond their classroom.
 Collaborative learning in online social environments is encouraged for equal participation and involvement
of all learners.
Ss use online tools to
• become stronger readers,
• to conduct research,
• to connect with communities beyond classroom, and
• to engage civically through blogging, virtual discussions, and community-focused projects

19. Flipped classroom model:
Ss watch videos, answer Qs to hone their skills, and take a Mastery Quiz when they feel ready to show they have mastered
the material.

20. Station rotation model: provides students 90 to 120 minutes of individual computer time
Ss are divided into two groups, each spending half their time in teacher-led instruction and the remainder of working on
the computers.

21. Digital Content/Ed Tech Tools Used that can be used:
Classcraft
Google Classroom
Educreations;
Flipboard
Symbaloo
Kidblog
ThingLink
Socrative;
Kahoot!
DreamBox
VirtualNerd
Khan Academy
Educreations
Padlet
Quizlet
iMovie; iPhoto
Piktochart Infographic Creator
Adobe Photoshop
Newsela
Audible
https://www.commonsense.org/education/t
op-picks/best-apps-and-websites-for-the-
flipped-classroom
Best Apps and Websites for the Flipped Classroom

22. Teacher: Date:
Lesson Topic/
Description
Standards/Level:
Learning Targets:
Open, Rotations, Close
Whole Group Open Direct/Teacher Independent/Online Collaborative Whole Group Close
Introduction Remediate/Accelerate Practice/Assess/Inquire Explore/Create/Action Reflect

23. COUNTRY
Oral Traditions and
Expressions including
Language as a
Vehicle of ICH
Knowledge and Practices
Concerning Nature and
the Universe
Gastronomy and
Culinary Practices
Social Practices,
Rituals and Festive
Events
Music and the Performing
Arts
Handicrafts and Visual Arts
that Demonstrate Traditional
Craftsmanship
GREECE
1ST General
Lyceum of
Levadia
BULGARIA
SLOVENIA
LITHUANIA
ESTHONIA
CYPRUS
GREECE
3RD High School
of Levadia
Blended Educational material – Lesson Plans on local ICH

24. In Europe, we have an extremely rich cultural and natural heritage. This is our shared
wealth and has shaped who we are. The next generations are the future custodians
and the ones who will ensure its continued protection.
When students value and cherish their cultural heritage, they can discover its
diversity and begin an intercultural conversation about what we have in common.
Intangible Heritage
A. Practices, representations, expressions, knowledge, skills, objects and cultural spaces that people value, such
as festivals, in addition to language and oral traditions, performing arts, and traditional crafts, etc.
B. Landscapes and geographical areas where nature shows evidence of cultural practices and traditions, such as
gardens
C. Resources created in a digital form (for example digital art and animation) or that have been digitalised as a
way of ensuring their preservation (including text, images, videos, and records) – digital heritage

25. QUESTIONNAIRE FOR TEACHERS
o Do you teach heritage and diversity in your classrooms?
o How do you do that?
o How frequent do you teach these topics?
o Do you plan it in advance?
o What kind of methods/methodology do you use? Give examples.
o What kind of resources do you use?
o Do you use the existing curriculum in different subjects such as civic education, geography, history, arts, etc.?
o Or do you prepare/adapt special curriculum for these topics?
o What are the challenges you face?
o What are the rewards?

26. The expected outcomes of the lessons are:
For STUDENTS
To understand the general idea of culture
To demonstrate the different aspects of culture - To identify tangible and intangible cultural elements
To explain the concept of the experiential learning cycle and how it is used in teaching
To build upon the Ss existing knowledge and experiences in cultural heritage and cultural diversity as well as introduce
new concepts and teaching techniques
To offer educational and participatory opportunities for young people
To promote dialogue between different cultures and generations, offer a sense of shared understanding of differences
and similarities, as well as
To encourage appreciation of cultural diversity
To explore the European dimension of cultural heritage -To help students understand the concept of a shared European
cultural heritage and promote a sense of belonging in Europe
To be engaged in activities/ projects designed to find ways to preserve cultural heritage
To get a chance to interact with cultural heritage
To draw students’ attention to the importance of celebrating and preserving our cultural heritage
For TEACHERS
To digitize aspects of our local ICH
To develop outlines of a curriculum for teaching cultural heritage and cultural diversity in their classrooms
To have teachers reflect on their own practice of teaching heritage and diversity themes
To explore different methods to teaching a cultural heritage or diversity lesson