One hundred tonne plan: Sustainability cross curriculum priority action
Dr. Elaine Lewis
Sustainability, as a cross curriculum priority of the Australian Curriculum, requires schools to take action, not simply learn ‘about’ sustainability. A greenhouse gas emissions reduction initiative, known as the One Hundred Tonne Plan, was an action implemented by a primary school in Western Australia. This initiative aimed to reduce greenhouse gas emissions at the school by one hundred tonnes and involved undertaking a variety of biodiversity, waste, water, energy, transport and social actions, within a whole systems thinking perspective, to achieve the targets. A case study of the Ten Tonne Plan was conducted during 2012-13 to examine the impact of this type of sustainability action. The research investigated student, staff, parent and community partner perceptions after involvement in the initiative. The findings provided evidence about the strengths and weaknesses of the initiative in the context of the differing perceptions of the various stakeholders. Overall, this successful example of sustainability action provided a model that is broadly applicable in a wide range of school settings.
Dr Elaine Lewis is the Cross-Curriculum Coach and Teacher Development School Coordinator at an independent public school, Perth, Western Australia. She has worked as a primary teacher for many years and in 2008 was awarded the de Laeter Medal for “Outstanding Contribution to Science Teaching” and in 2012 received the national “Educator of the Year” award by the Australian Association for Environmental Education. Her research interests focus on Education for Sustainability (EfS), with particular interest in the Australian Sustainable Schools Initiative (AuSSI).
Visualising with 360 degree video: Capitalising on embodied perspectives in teacher education
Dr. Khadeeja Ibrahim-?Didi
Collaborative Research Network, Edith Cowan University Institute for Education Research
Dr Matt Byrne
School of Education, Edith Cowan University
Placing beginning teachers in an immersive setting to reflectively examine scenarios form a situated perspective allows them to increase their ability to ‘notice’ aspects of practice that have particular significance in educational settings.t can allow them to examine their own responses to difference educational settings and develop metacognitive control over their own responses, and – all within a safe environment. Immersive settings afford opportunities to develop a sense of body awareness and the ability to ‘read’ the information that is produced in the moment (Schon, 1987). They can also enable beginning teachers to complement the more intentional and cognitive aspects of reflection (Kinsell & Pitman, 2012) with their intuitive and tacit knowledge to inform action on the fly – much like what a teacher would do in a real classroom setting. This presentation describes two collaborative research projects that target teacher professional learning using immersive, 360-degree video. The first highlight pre-service teachers’ understanding of positive learning environments and the second aims to explore their social emotional competence.
Kadhy Ibrahim-Didi is a Collaborative Research Network research fellow at the ECU Institute for Education Research and a teacher educator. She engages in video-?based research and addresses multimodal approaches to teaching and learning in educational contexts. Her work has an increasing focus on the contribution of embodiment.
Matt Byrne is a Senior Lecturer for the School of Education at Edith Cowan University. He is involved in Aboriginal education and research and the development of cultural competency within the university, public and private sector. Matt is currently leading a number of research projects with Foodbank WA to support school age children from disadvantaged backgrounds. Recently he has partnered with Dr Ibrahim-?Didi to investigate ways of enhancing pre-?service teacher reflective capacities.
This seminar has been generously sponsored by the Teachers Mutual Bank.
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