Global Competencies Unit Plan on Climate Change, Poverty, and
Climate Justice
Authors:
Santosh Kumar Biswa, Maria Polukhina, Ae Kyoung Lee, Alicea Nelson, Julius
Naval, and Megan Navunisaravi
Introduction
As a working team group in the Medemer School,
namely Santosh Kumar Biswa (Bhutan), Maria Polukhina (US),
Ae Kyoung Lee (The Republic of Korea), Alicea Nelson (Guyana), Julius Naval
(Philippines) and Megan Navunisaravi (New Zealand), we have been asked to
develop a unit on global living and learning for its curriculum that would
develop global competence in the students attending the school. It is because
the school wants to pilot exploring global issues and tackling them through an
active, inquiry-based approach to teaching and learning that is also reflected
in the assessment of the learning outcomes of their students.
During the initial stage, the group met via the
Zoom meeting platform to discuss some of the major global issues. Subsequently,
one of the most important issues, along with the assessment plan to be included
in the school curriculum unit, was selected, coupled with climate change under
educational sustainability. Our choice of climate change for global living and
learning is so that students can acquire global competence through this unit
for their success through exploration and inquiry-based learning. Additionally,
the topic "Climate Change" was solely selected because, globally, our
environment is being affected slowly by human activity. As such, students must
be informed of their roles as global citizens in sustainable ways. In such a
case, education plays a vital role in the social transformation to influence
the change and the change we need to adopt to address the challenges we are
facing now (Jimenez, 2020). Further, it is known that carbon-dioxide emissions
are increasing every second, causing a change in the environment with increased
anthropogenic greenhouse emissions. Thus, as educators, we have a greater role
to play by changing our habits and behaviors toward the environment. All
efforts must be made to ensure the education students receive makes them
knowledgeable of climate change locally and globally as well as steps that can
be taken to reduce it. Such education must include the impacts of the climate
crisis and how to address them by infusing in them the knowledge, skills,
attitudes, values, etc. they need to work as agents of change in the future
(UNESCO, 2022).
In preparing this global competence unit plan,
the collaboration tools utilized are WhatsApp group forum, Zoom Meeting, and
Google Docs. This has aided in fruitful discussions for the accomplishment of
the given project objectives coupled with the integration of active,
inquiry-based approaches to teaching and learning. This was applied in the
Medemer School with a special focus on climate change, poverty, and climate
justice. This mode of communication kept the group flexible due to the vast
differences in time zones and worked effectively as it allowed the group to
discuss in real-time. In addition, tasks were divided and shared through Google
Docs for real-time feedback and suggestions.
Part 1 - Global Issues, Perspectives, Local Concerns
|
Identified Grade Level(S) The Unit Will Be Developed For: |
Grade 9-10 |
|
Identified Global Issue: |
Environmental Sustainability |
|
Identified Aspect of The Issue: |
Climate Change, Poverty, and Climate Justice |
Table 1
The table below shows some of the global
issues with perspectives and local concerns that are pertinent to the present
time that need immediate concerns and actions:
|
SN |
Global Issue |
Why is the Topic worthy of exploration? |
Perspectives and perceptions? |
Local Concerns |
|
1 |
Global Warming |
No one is exempt
from the effects of the phenomenon of global warming and climate change. |
The most
vulnerable populations are most affected and frequently do not have the means
to adapt to climate change. |
Fires in the
forest area: The first thing that happens is that a lot of CO2 is released.
In addition, fewer trees are being used to absorb carbon dioxide and produce
oxygen. Permafrost: Earth, which is
in the grip of permafrost, emits methane. Oceans: They release a
lot of vaporized water. Eruption: When it erupts,
enormous amounts of carbon dioxide are released. Living
organisms:
Since we all exhale the same amount of CO2, we all play a part in the
greenhouse effect's development. Solar Activity: The Sun's
activity has dramatically increased during the past few years, according to
satellite data. There are no conclusions since, it is true, scientists are
unable to provide precise data on this issue. |
|
2 |
Environmental
Problems |
All global environmental
issues stem from human activity that endangers the ecosystem. Multiple
environmental catastrophes started to materialize all at once in the second
half of the previous century: As a result of
increased greenhouse gas emissions into the atmosphere, The earth's
ecosystem is being destroyed, More and more
plant and animal species are going extinct, There is a
global climate change, and The ecological
balance of nature is being disturbed as more and more regions experience
disasters or are on the verge of disaster. |
Pollution of the
soil, ocean, and near-Earth space is detrimental. It threatens the health and
quality of life of all living things on the planet, including humans. The
impacted regions become inhospitable, and the damage's causes stop the
biosphere from recuperating and ultimately end it. |
· Russian
authorities have no control over deforestation, which is erasing hundreds of
hectares of forest area from the planet. Particularly impacted are the
country's north and west. The issue of deforestation is also starting to
affect Siberia and the Far East. Illegal logging has increased due to China's
rising demand for rare woods. Up to 1.5 million cubic meters of timber are
cut down each year only in Primorye. Deforestation is also happening in areas
like Vanuatu (from 2002 to 2021, it lost 34% of its forest cover and only saw
a 1.5% rise in primary forest) (Global Forest Watch, n.d.). · Since the leaves
of the trees produce a fertile layer, the fertility of the soil is
considerably reduced; · During rainfall,
moisture lingers longer, and as a result, a wasteland develops rather than
fresh plants; · Shade-loving
plants are protected by trees; if these plants don't survive, the level of
forest relief is further reduced; In the Pacific, mangroves provide a barrier
against hurricanes and a haven for small fish and crabs; · Trees keep the
soil open enough to prevent it from hardening or becoming non-resilient to
slipping caused by climatic conditions; · Without the
forest, the sun would dry out the land and transform it into a desert,
exposing it to the scorching sun's rays. |
|
3 |
World Food
Problem |
One of the most
serious issues facing the modern world is the global food crisis. It has to
do with the reality that there are still people who cannot fend for themselves
in the era of scientific and technical advancement. 47 countries in the world
will have an alarmingly high hunger index in 2021, according to data from the
GHI (Global Hunger Index) portal. Forecasts indicate that it won't be
feasible to achieve "zero hunger" by 2030. |
The cause of the
world's food crisis is tight economic relations between rich and developing
nations. Every year,
there is a wider disparity between them in terms of economic and cultural
progress. Because of this, several nations in Asia, Africa, and Latin America
cannot afford rapid development in a variety of industries, as well as
expensive goods and healthcare, which has an impact on their standard of
living. |
Countries like
Ethiopia, Sudan, and other regions south of the Sahara are some of the most
prominent examples of food insecurity and starvation. Many factors contribute
to hunger, including the environment, politics, the economy of the nation,
civil conflicts, and unequal food distribution. The Pacific (unable to grow
traditional foods due to soil salination or land loss), Guatemalan crop
failure (due to heat), the Philippines' food supply (due to post-typhoon
effects), South America (due to glacier melt), and India and Bangladesh (due
to extreme temperatures) are some other examples specifically related to
climate change (Paul, 2020). |
|
4 |
The Problem of
Poverty |
According to the
world portal Data, two-thirds of people in the globe spend up to $10 a day,
and one in ten people spends less than $2. This shows that many developing nations
are unable to safeguard their citizens from severe economic shocks or offer a
sufficient quality of living for their citizens. People in these states lack
access to high-quality medicines and many other items. As a result, the
world's health and educational issues become additional global threats. |
The COVID-19
economic crisis has made poverty and a host of other issues worse in emerging
nations. The problem gets worse if they lack access to resources like land or
money. |
Most people
today who are over the poverty line suffer from various physical and mental
illnesses, including those who have issues with learning and mental
development. Individuals and societal structures, especially those impacted
as environmental refugees, are significantly impacted by social displacement
and refugee status. |
|
5a |
Impact of
Climate Change on Food Security |
Famine, which is
brought on by climate change, is what leads to poverty - the inability to
produce own food. |
The
impact of agricultural changes on food production, as indicated by the
incidence of childhood malnutrition and the number of people who are hungry
or at risk of hunger, is another effect of climate change. Examples
include soil salinization, desertification, damage from flooding, illness,
and pest invasion. Additionally,
some food sources can be eliminated. For instance, coral bleaching reduces
the biodiversity of the reef, which in turn eliminates food supplies. |
Example:
there were three million hungry children in the Philippines in 2010. However,
70,000 additional children, or an increase of 4% in 2050, are projected to be
undernourished as a result of climate change. (Based on the four GCMs'
average results). According to
predictions, the number of people in danger of hunger will increase as a
result of climate change (Rosegrant, Perez, Pradesha, & Thomas, 2015). |
|
5b |
Impact
of Climate Change on Water Supply |
Climate
change-related water supply problems can exacerbate poverty. |
Water
shortage is already a result of climate change's reduction in both the quantity
and quality of available water. |
Around a fifth
of the Philippines' and Pacific Island Coastal districts' water quality
issues are anticipated to get worse as sea levels rise due to saltwater
intrusion into coastal aquifers. Excessive rainfall causes floods and
landslides, which worsen water quality, increase runoff, and harm water
delivery systems (FutureLearn, 2021). |
|
5c |
Impact
of Climate Change on Education |
Famine brought
on by climate change may make some families unable to pay for their
children's education. |
Lack of
education has an effect on communities as well as the future of the person.
Poverty can end with education. |
Climate change
is a problem for education globally, influencing things like student
attendance, school stability, and even access to facilities. According to
UNESCO, 420 million people's lives would be improved if all adults obtained a
secondary education. If only 171 million individuals had access to the
benefits of education, they could break the cycle of abject poverty (Concern
Worldwide, 2022). |
Part 2: Assessment of Core Concepts, Values and Attitudes, Skills,
and Behaviors
The below table discusses one chosen global
issue i.e. Environmental Sustainability (Climate Change) with the
identified aspect of the issue such as Climate Change, Poverty, and Climate
Justice with detailed examples of core concepts, values attitudes, behaviors,
and skills associated with the identified global issue and details clear
connections.
Table 2: Concepts, Values, Attitudes, Skills, Behavior, and
Technology (Climate Change, Poverty, Climate Justice).
|
SN |
Particular |
Detailed Example |
|
1 |
Core Concept |
There are many
causes of poverty globally, and it is one of the very worst problems that the
world faces today. Yearly, October 17th is celebrated as an International Day
for the Eradication of Poverty. Despite this declaration, poverty has seen a
steady increase. In 2021, it was estimated that some 698 million people
globally are living in extreme poverty (Suckling, Walton & Christensen,
2021). As a result, ending poverty is the first of the 17 Sustainable
Development Goals (SDGs) of the 2030 Agenda for Sustainable Development
(Ending Poverty, n.d.). Climate change
is a global phenomenon but has a greater impact on those who are living in
poverty as their vulnerability makes them unable to withstand major climatic
events or shocks (Paul, 2020). Some of the core
concepts include: •
A rising economy determines the level of government
support: larger economies are more politically and financially stable, and
can withstand climate "shock" events; smaller economies struggle to
support their populations before and after climate events and usually require
emergency assistance. •
Changes in family/societal structure and roles, as
responsibilities change: Critical changes to cultural perceptions and a sense
of home. A causal example is migration from areas threatened by climate
change (rural to urban and overseas). •
Equality and equity in education are impacted by
poverty. A climatic event can reduce equitable access to education even
further as infrastructure is impacted. •
Access to adequate medical care and health services:
Provision and access to adequate medical care and health services may be
inconsistent, including during and after a climate change-related climatic
event. •
Social inclusion and discrimination: Climate change
has caused land loss and has the potential to create climate refugees. •
Food security: Climate change causes changes to
biodiversity, impacting access and supply of traditional food sources that
many vulnerable people can access. Adapted from United Nations (n.d.) and
Hanna, 2013. |
|
2 |
Values and
Attitude |
For students to
develop the right values and attitudes needed to address global citizenship,
they must be exposed to an education that will build their understanding of
global issues while encouraging them to be responsible global citizens. When
students learn to appreciate the unique, local dimensions of an issue and
then compare these diverse realities, a more authentic and nuanced
understanding of global challenges can emerge. Thus, as
students comprehend local-global issues, they cannot only think globally but
act locally as a result of the linkages formed. Some of these
values and attitudes are: •
Empathy •
Respect •
Commitment to learning •
Compassionate •
Courageous •
Openness towards people from different cultures/perspectives •
Reflective •
Justice •
Equality Exhibit a willingness
to dialogue, make decisions, and be prepared to take action to address
inequity. Adapted from
Global Citizen Education (n.d.) and
OECD (n.d.) |
|
3 |
Skills |
We know students
have developed the skills needed to become globally competent by transforming
the educational curriculum to include an intentional global education
component. This component will focus on students’ skill development in four
key areas/ domains. These are •
communicating ideas, •
investigating the world, •
taking action and •
recognizing perspectives (Asia Society, n.d.). Skills include being able to •
frame research questions, analyze, and synthesize
relevant evidence, and draw reasonable conclusions that will lead to further
inquiry. •
Solve Problems •
Make Decisions •
Think critically •
Select and apply appropriate tools and strategies to
effectively communicate and collaborate Adapted from
Global Citizen Education (n.d.) |
|
4 |
Behavior |
This will be
based on the educator’s assessment strategy and may include •
classroom observations and discussions, other
formative assessments •
feedback and reflection, •
student demonstrating self-awareness and awareness
of others •
projects demonstrating an ability to take action. This can be
established through a variety of activities such as role plays and
storytelling, portfolios, individual or group projects, discussions, debates,
or other similar assessment methods. This should be
coupled with the teacher's teaching approach, preferably one of inquiry-based
learning using authentic examples. It is possible
to determine whether a student has developed the behaviors relevant to becoming
globally competitive as they would demonstrate behaviors such as •
sharing responsibility and taking action
cooperatively, •
a commitment to lifelong learning and reflection, •
being able to approach problem-solving and think and
work collaboratively, •
having the ability to draw conclusions and apply them
to understanding based on interaction and evidence garnered from discovery
and exploration. Adapted from
Educational Journeys (n.d.) |
|
5 |
Technology |
Our world is
rapidly changing and embracing technological advancements daily. This has
impacted poverty both positively and negatively. In some areas, technology
has resulted in job losses due to a decrease in demand for human labor.
Consequently, many countries struggle to sustain their country’s needs, resulting
in high rates of unemployment, greater financial and economic demands, and an
increase in inequalities. Additionally, poor or less developed countries'
inability to access technology and information can push their citizens
further into poverty and inequity. For some,
though, the introduction and use of technology have resulted in some
individuals living in poverty seeing an improvement in their living
conditions and accessing affordable and reliable food, health, education, and
other basic services. Further, technology can aid in eradicating poverty
positively in five areas: "access, opportunity, empowerment, security,
and sustainability" (Hanna, 2013). Hanna further
stated that "governments and their development partners, including aid
agencies, local businesses, and civil society, must make ICT a key part of
broader and smarter strategies to eradicate poverty and promote equitable and
sustainable development" (Hanna, 2013). In terms of climate change, this
may include using technology to link with world resources, agencies, warning
systems, and quicker global response in an emergency. It may provide a
greater opportunity for individual awareness, understanding, and gaining
help. Prodi
(2015) added, "Technology directly contributes to reducing poverty,
but it also tends to inspire individuals and promote social inclusion. In
doing so, technology supports the responsibility of the populace to lift
themselves out of poverty without relying on the government." |
Part 3: Assessment Plan
Unit:
Climate Change, Poverty, and Climate Justice
Although climate change is a worldwide concern,
students should learn that it affects communities in different ways. The fact
that the poorest people are more impacted than the wealthiest is of greatest
concern. Although the poorest nations are the ones most impacted by climate
change-related catastrophes like cyclones, they also contribute the least to
global carbon emissions (Paul, 2020).
Instructional Goal:
|
Students are expected to identify and present evidence of their grasp
of the social, environmental, and economic effects of climate change on
vulnerable groups. They must identify methods to act, especially on the topic
of climate justice, for themselves or others, both domestically and abroad,
to show how to live sustainably and therefore lessen the effects of climate
change. |
Issue: Environment -
Climate Change
Aspect: Climate Change,
Poverty, and Climate Justice:
There is a need to address the problem of
climate justice since those who live in economically vulnerable communities are
more likely to be impacted by climate change.
Reason:
Climate
change causes extreme weather events, which impacts
- biodiversity and traditional food sources may be food
insecurity if some types of plants or animals are affected (can’t get food
from a reef destroyed by climate change for example)
- infrastructure (hurricanes and severe weather cause
slips, flooding, and loss of homes, buildings, electricity supply, and water
supply)
- Economies - poor countries don’t have resources to
rebuild after a major event, don’t have resources to do prevention e.g.,
village seawalls to prevent the impact of the hurricane, struggle to
manage disaster relief, larger countries give Aid but may not make changes
that help reduce emissions e.g., China,
- Long-term impact on people - loss of land, migration,
people can be climate refugees if their country is very low-lying
(Kiribati), very dry in some areas of the world, and cannot grow crops.
- Migration may change the family structure, and ways to
earn money - no longer traditional methods of subsistence living
Boix, Mansilla, and
Jackson (2011) identify four areas where students should develop competency
(similar to that of the OECD, 2018). In discussing climate change, poverty, vulnerable
communities, and climate justice, they can be applied as follows:
Students investigate the
world beyond their immediate environment:
Students can identify
and engage with world issues beyond their usual community, as this is part of
being able to better understand the complexity of global engagement. Climate
change and the impact it has on poorer, more vulnerable communities is just
such an issue, and it is a means of helping students understand equity and
justice. The key area of understanding is that many of the larger, more stable
economies generate the majority of emissions that result in climate change (the
world’s richest 10% create around 50% of emissions), whilst the world’s poorest
people contribute less than 10% and have a share of only 8% of the world’s
income (Paul, 2020). It is evident that because those poorer countries are more
subject to shock through severe climate events, then their people are more
likely to have to survive through great adversity with limited resources, often
"stripped of basic freedoms and dignity" (Paul, 2020, paragraph 4).
Therefore, larger countries have to recognize the rights more vulnerable people
have to climate justice. These more stable economies have to reduce emissions
for climate justice to occur.
Students will understand
that living sustainably has an impact on those outside of their immediate
social circle, which encourages a sense of social responsibility and an ethical
way of living. A clever way to do this is to connect two schools, one of which
doesn't commonly experience climatic occurrences and the other which does.
Students will be more aware of the causes of climate change and the
significance of leading sustainable lives, as well as the impacts that a big
climatic event can have on people from various backgrounds. It is equally
important that they understand there should be a collective responsibility to
reduce factors causing climate change to help those most vulnerable due to
poverty. Thus, they learn about the local and global consequences of their
actions.
Students recognize the perspectives
of others and their own.
Global competence builds
on respectful interactions and cultural awareness and allows acceptance of
diversity (OECD, 2018). For students to reflect on climate change, how it
impacts vulnerable people, and the need for a sense of equity and justice, they
must engage in dialogue and exchange of ideas, and in turn, be able to express
their views. This helps them build skills and see themselves as individuals
capable of growth and development. They also learn about making conscious
decisions based on information and data and an understanding or consideration
of different perspectives and viewpoints. This interaction builds cultural
competence and a sense of the collective responsibility towards reducing causal
factors of climate change, its impacts on different communities, and therefore
the need for a sense of the ethical nature of living sustainably to attain
climate justice. Skill development will include critical thinking,
open-mindedness, problem-solving, social interaction and collaboration,
reflection, ethics, and a sense of justice. The topic is engaging and relevant,
as well as being an opportunity for authentic learning, which builds engagement
and a commitment to learning.
Students will be
expected to exchange ideas with others of different cultures and with experts
in the field of climate change. They can do this either face-to-face or by Zoom
or similar virtual meetings, with other students and a speaker from an aid
agency that deals with climate change and social justice. Aspects to discuss
maybe land loss, climate refugees, changes to biodiversity impacting food
security, impact on education and other similar institutions, infrastructure
damage and disaster recovery costs and needs, and the resultant changing social
structures. This will make them more aware that this topic is multi-faceted and
that a response is not as simple as it initially appears. Other ways of doing
this are to use videos and other forms of communication such as video clips,
newspaper articles, or written articles and discuss them openly.
Students communicate ideas
effectively with diverse audiences.
It is important to build
into the unit a way to challenge students, either with an extension of the
learning experience or an entirely new project that applies the skills learned.
Part of this should include being able to communicate ideas about the topic
with a diverse range of individuals in such a way that concepts are readily
understood. Tasking students to take action on their learning is important, and
multiple ways could allow them to express their ideas to diverse audiences. In
building an understanding of the concept of climate change and climate justice,
students learn about others, their concerns, and their needs. This builds
empathy and helps them be more passionate about communicating the need for
change with others.
Examples of ways to
communicate ideas are through taking action. This may be through managing an
assembly, developing educational materials that can be used by other students
or schools, running a public debate, or producing a position paper and
presenting it to an overseas agency engaged in climate change advocacy. The
language that is used has to be appropriate, readily understood, and at an
appropriate level for diverse groups to understand. Equally, establishing a
club, or maybe running a series of workshops and inviting other schools to
discuss the issue of climate justice, can raise awareness of how to live more
sustainably and the issues of poverty and climate justice. This tasks the
students with developing in multiple areas, including project planning,
communication, working collaboratively, critical thinking, and problem-solving,
as well as building attributes such as self-management.
Students take action to
improve conditions.
Students need to take
action on several levels:
Personal options may include looking into ways
to
·
Personally live more
sustainably, communicate this to family and others, and create a pledge to do
so.
·
Create a disaster
preparedness kit for home (if students live in communities vulnerable to
climate change events.
·
Develop a buddy system
with another student in a school different from their own to talk about climate
justice.
·
Join an organization
concerned with climate change and work on a project with them.
·
Take action to educate
others in the community about climate change.
At school or in the community, raise awareness
by
·
Find ways that the
school can operate more sustainably and work with management and teachers to
get this implemented.
·
Work to set up a sister
school link between a vulnerable school and the school
·
Arrange fundraising to
support disaster management and assistance for people living in vulnerable
situations.
·
Run an assembly that
raises awareness about the link between poverty and climate change, those most
vulnerable to climate change, and the importance of living sustainably in more
affluent societies.
·
Create an advocacy
packet that itemizes how to help others affected by climate change.
·
Create relevant service
projects.
·
Build a club that has
ongoing links with an Aid agency or can run separate projects to advocate for
climate justice.
Objectives
|
· Students can compare and contrast the
contribution that countries with larger, more stable economies have on
climate change as opposed to smaller, more vulnerable countries using
examples. · Students can determine reasons that may make a
country and its people more vulnerable to significant climatic events and
explain the potential relevant social, economic, and environmental impacts of
such events. · Students can explain the concept of climate
justice in detail using relevant examples. · Students can conceptualize and create an
appropriate strategy that enables them to take action to educate others about
the impact of climatic events in vulnerable nations and the concept of
climate justice. |
Application / Assessment
1. Pre-instruction
It is extremely
important to identify and assess each student's background knowledge about the
issues of climate change and climate justice. Pre-class activities help
students to engage with a topic, make direct links with previous knowledge and
understanding, and be prepared to engage at a higher level during class. It is
also a means for teachers to identify any misconceptions or misunderstandings
or any previous experience that could support further learning (WSU, 2019).
This could be done in several ways including:
·
Storytelling:
Students are given time to think about the
topics of climate change and climate justice. Identify what it means to them,
and stand up and talk for a maximum of two minutes to tell the class what they
know or understand about the subject. To prompt thought, they can be given
overarching guiding questions such as: "What is your understanding of the
effect of climate change?"; "Which countries do you think contribute
the most to climate change and why?"; and "Who do you think should be
responsible for making changes so the effects of climate change will be
reduced?" Everyone must talk so the teacher can gauge the level of
personal attachment, motivation, and interest. Facial expression, visual
expression, cognitive engagement, and language used help the teacher to better
understand each student.
·
Mind Map:
Use the information from the storytelling
to create a mind map—what are some factors that mean that they are more likely
to be affected than others, and in particular, if people are poor, why might
this be an issue?
·
Video:
It is essential to follow this up with a
short video depicting the impact of a major climatic event in a poorer country;
it would be good to show a video of a Pacific Islander discussing land loss and
the impact of rising sea levels on their land, and thus begin to introduce
ideas about equity and justice for all, as well as the need to protect against
climate refugees.
·
Final Concluding Discussion:
Students can have a final short
teacher-led class discussion, return to their mind map, and make any changes.
The pre-instructional activities allow the teacher to "explicitly state
the purpose, relevance, and benefit" of the topic (WSU, 2019). They help
the teacher understand the academic level of each student, the context in which
they might understand the topic and individual learning needs.
2. Instructional process
Where possible, the unit
should be taught using a student-led inquiry-based learning methodology. Students
must be taught in a culturally responsive manner; the process in class is one
of structured and controlled inquiry (Kuykendall, 2022). This enables students
to be responsible for their learning and models partnership and social exchange
through a process of questions and examination of resources. Students are
encouraged to ask questions, make judgments, and develop a position (Boix,
Mansilla, Jackson, 2011, OECD, 2018). This approach fosters an understanding
that dialogue helps build understanding and buy into equitable relationships,
justice, and transformational change, key aspects of the overarching topic of
climate justice.
The instructional content
chosen should focus on adopting an interdisciplinary approach to the concepts
of climate change. Instructional techniques need to emphasize the interplay of
social, economic, and environmental factors that impact vulnerable groups in
major climatic events due to climate change. An explicit link should be made
between the fact that addressing the climate crisis "gives us the mandate
to reorient our societies toward protecting our human rights and repairing
political, social, and economic inequities" (Paul, 2020, paragraph 14).
Authentic learning experiences support an inquiry approach and enable students
to build questioning skills and problem-solving techniques.
Teaching and learning
should also provide an opportunity to develop a greater cultural understanding,
typical of a global citizen. Attitudes that need to be developed are a sense of
empathy, courage, resilience, connection with others who may have different
languages or perspectives, open-mindedness, and social responsibility.
Practical skills that would be emphasized are research skills, communication
skills, working collaboratively, and critical thinking skills. These have to be
put into context as the type of behavior that students should exhibit as they
become more socially responsible and develop a mindset that promotes tackling
future problems and taking action without fear. Authentic learning experiences
should build such attitudes, values, and behaviors and foster a sense of
urgency about social consciousness and the value of justice and equity.
A supportive classroom
environment that promotes inclusivity, acceptance of varied learning needs and
styles, and student voice should be present to better assist teaching and
learning as well as the development of specific skills. The teacher should act
as a coach-like role model for the students, encouraging them to take risks. Both
the teacher and the student must appreciate reflective practices and be aware
of the procedures that enable helpful criticism. Peer-peer interaction is
encouraged and for students who are culturally and linguistically diverse
(CLD), opportunities should be given to look at the material in their language
where possible or to buddy with a peer who speaks the same language to build
confidence and provide support. In some cases, accommodations or adaptations of
materials may be necessary.
"Noticeable
teaching and learning take place," according to Boss (2014, para. 9),
"when there is deliberate practice targeted at mastering the objective
when feedback is offered and sought, and when there are active, enthusiastic,
and engaging individuals (teacher and students) participating in the act of
learning." The context of climate justice encourages cultural competency
as an aspect of global citizenship. Understanding that it takes commitment and
dialogue for transformational change and equitable relationships is an
important outcome of this unit.
Examples of instructional content are:
·
In-grade communication
between two schools, one of which is a school where students have not
experienced a climatic event, and the other which has experienced a major
climatic event. Forming a visual link allows students to talk to each other
about climate change and its impacts and provides a solid question-and-answer
session. This allows a peer-to-peer teaching process and an experience that
supports active learning.
·
Talk to a person who is
involved or connected with work within an NGO or an agency working in disaster
relief like the Red Cross or Save the Children Fund, an environmental agency
such as Greenpeace, or in a diplomatic capacity such as the UNDP. The focus of
this exchange should be to showcase their work and real-life experience during
a major climatic event, the issues that people face due to the climate crisis,
and potential problems and solutions they may experience in disaster relief.
This provides an authentic opportunity to discuss key issues facing vulnerable
groups.
·
Talk to an indigenous person
who is likely to lose land due to the climate crisis; for example, a person
from Kiribati who is currently facing having to migrate as the sea level rises;
the impact of changes on biodiversity and their food security; and changes to
social structure. Where it is not possible to have someone visit the school who
is in this situation, then the discussion could include looking at articles
about climate refugees, newspaper reports, short YouTube clips or videos, or
stories that explain this in an impactful manner.
·
As an extension,
hands-on practical communication between schools may be possible. Examples may
include fundraising events to send a sister school to prepare disaster
preparedness packages or other similar uses that can help or aid against future
shock from climatic events.
The activities are chosen
to allow students to process ideas, promote discussion, and engage in authentic
learning. It is expected that the teacher would be a facilitator but that
students can direct their learning, which would enhance their engagement in the
topic of climate justice. Where gaps are identified, the teacher can provide
additional support through their background knowledge, materials, and
expertise. Their role is a supporting one in terms of information and expertise.
3. Formative Assessment
Formative assessment is
an approach that allows a teacher to assess whether learners have understood or
built certain skills about learning, as well as check whether particular
learning outcomes have been sufficiently met. There are four different types of
formative assessment; clarifying learning, soliciting evidence, providing
feedback, and activating learning (NWEA, n.d., Beard, 20). Some examples of
formative assessment that can be used to check to understand are:
·
Thumbs up or thumbs down:
This can be used to ascertain a basic
understanding of initial information about climate change—when information is
provided by the teacher or another individual, then the teacher can check
understanding by asking students to do a thumbs up or down exercise. This is a quick
way to see whether students have understood a concept. To further discriminate,
the teacher can go on to ask those who showed a thumbs up to further rate their
understanding on a scale of 1-3 fingers (OK, good, excellent). Further checking
could be done using other methods, such as a quick quiz or a Kahoot game. There
are several ways to elicit evidence of learning (Beard, 2021).
·
Sticky Notes Question Wall:
Create a question wall before holding a
video conference with a different school. On Post-it notes, students can write
questions that they can then stick on the wall. These can stay up for the
remainder of the lesson, and as we progress into knowledge development,
students can answer on sticky notes of a different color. This allows them to
see what has been asked and answered, and they can move to a different location
on the board for finished questions. It is important to color code the
questions. One option could be to use a three-tier system of colors to link
them to social, economic, and environmental factors. Another way of using color
might be to relate the question to a quick question as opposed to one that has
a quick response. Alternatively, it may be to use color to distinguish
"burning questions.
·
Response (feedback): verbal, written, or drawn:
After the talk from the NGO/school
visitor, students are to use one page to draw or write their key impression of
what they have heard and how it impacted them. This allows them to express an understanding
of the viewpoints expressed. Some students may struggle with writing about or
drawing their perceptions, so these students could verbalize ideas and record
them. A review of student work would indicate whether they built new
perspectives on what others go through and demonstrated empathy and other
values. This is a good way to clarify learning, connect with cultural
perspectives, and provide feedback (Beard, 2021).
·
Think-Pair-Share:
This method can be used when learning
about another person’s story (indigenous stories). Students will be divided
into small groups, read or watch the source material, and then present their
findings to their classmates. This is an excellent form of peer-to-peer
learning as they are supporting and validating their learning as well as
teaching their peers (Beard, 2021). It also allows cultural exchange and
supports CLD learners.
·
Small Group Work Checklist Development and Exit
Ticket:
Looking at a case study for an extension
allows students to work in small groups, read the case study, work on a devised
problem question, and identify key areas of concern. Actions could be taken to
solve a problem. The goal would be to develop a checklist of points of concern
and give feedback to the group as a whole. Checklists could be developed with a
social, economic, and environmental focus. This is an excellent way to foster a
collaborative approach to learning and provide opportunities for developing
critical thinking. The feedback can be in the form of a class discussion. Exit
tickets can be used to identify the extent of engagement.
·
Kahoot Climate Justice Quiz:
This would be a fun way to establish an
overall understanding of climate justice. Students work in teams on a computer
and complete the quiz on climate justice, indicating their understanding of the
concepts.
4. Summative Assessment
Summative assessment
should require students to apply their learning to an unfamiliar context or
situation. Formative assessments shape learning and can be done to make changes
during the learning period. In contrast, summative assessment consists of evaluative
processes that establish learning, knowledge, or proficiency (Yale Poorvu
Center for Learning, n.d.). They define how successful the learning experience
has been.
A student-designed
presentation for the entire school to increase awareness of climate change and
climate justice might serve as the first summative evaluation. The expectation
for students is that they will organize, manage, and deliver information in a
way that makes for an interesting and educational assembly. They may perform
skits, role plays, poems, dance, music, or other visual displays as part of
their assembly. Small groups can work together to create a group activity. It
would be expected of student organizations to create exhibits like posters,
include pertinent audio or video, and include narratives of individuals from
various regions or cultures affected by climate change. As storytelling also
demonstrates how students interpret climate change and how it may differ from a
different culture, the stories they produced as part of the formative practice
might also be utilized to decorate the hall. Their separate parts could be
evaluated using a rubric, but the whole result serves as a way to get feedback
on how well the lesson plan worked. The length of the assembly should be at
least 30 minutes, taking into account the year levels for which it is being
held.
Another form of
summative assessment could be to prepare a formal position paper and present
concerns to an international agency as a whole. The agency chosen would be one
that would usually take action on a world stage, and the process could include
a formal meeting, allowing a question-and-answer session that could serve as
feedback. This enables students to work collaboratively, but the process would
be to focus on one of the social, economic, or environmental factors that have
to be considered in climate change and climate justice. Examples might be
environmental loss of biodiversity, encroaching sea level and land loss,
salination, or desertification. social-food insecurity, family structure
change, migration, creation of land loss, and subsequent climate refugees. The
economic impact of mega-events on small-country economies; the cost of
infrastructure replacement; technology; aid and independence; the economic
impact of migration. The overarching theme is equity and climate justice, but
each small group would have an opportunity to express ideas, values, attitudes,
and beliefs and demonstrate an understanding of different (cultural)
perspectives. The feedback from the agency would be invaluable in terms of
assisting students and teachers to seek further information or adopt different
actions.
OECD (2018, p8) notes
that "Global competence is the capacity to examine local, global, and
intercultural issues; to understand and appreciate the perspectives and world
views of others; to engage in open, appropriate, and effective interactions
with people from different cultures; and to act for collective well-being and
sustainable development." It is hoped this unit will enable this.
Assessment Rubric
|
Area |
Key outcomes |
Excellent (11-15 marks) |
Competent (6-10 marks) |
Needs Work (0-5 marks) |
Marks |
|
Global Competence |
Understands the interdependence of local and global context of
climate change and climate justice. Analysis of perspectives surrounding the issue. Understanding of the impact of climate change and climate
justice on future sustainable action. |
Evaluate and analyze the interdependence of local and global
contexts of climate change and climate justice Evaluate and synthesize different perspectives, understandings,
and interpretations of the issues of climate change and climate justice with
high levels of independence. Describes relationships such as the cause and effect of climate
justice on future sustainable action in an independent way. |
Explains the interdependence between local and global contexts
of climate change and climate justice Describes different perspectives understandings and
interpretations of the issues of climate change and climate justice mostly
independently and with some assistance Describes relationships such as the cause and effect of climate
justice of future sustainable action with little assistance. |
Identifies the significance but needs prompts and cues to link
local and global contexts of climate change and climate justice States some of the perspectives and understandings of the issues
related to climate change and climate justice with significant assistance or
direct instruction Describes relationships such as cause and effect of
climate justice on future sustainable action with repeated assistance or
direct instruction |
Self /15 Teacher / 15 |
|
Instructional Purpose |
Knowledge: Impact of country size and development on climate
change Knowledge: Impact of climate change on vulnerable groups in the
world locally and globally |
Critically analyzes the concept of climate change and climate
justice identifying patterns, trends, and connections. The group independently selects items to explain the effect of
climate change on vulnerable people and can identify, explain, and analyze
social, economic, and environmental impacts. |
Describes the concept of climate change and climate justice
identifying some patterns, trends, and connections. The group needs little assistance to select items that explain
the effect of climate change on vulnerable people and identify, explain and
social, economic, and environmental impacts. |
States the concept of climate change and climate justice but
identifies few or no patterns, trends, and connections. The group requires significant support to select items that
explain the effect of climate change on vulnerable people and can identify
aspects of analyzing social, economic, and environmental impacts. |
Self /15 Teacher / 15 |
|
Skills are: Critical thinking and research Collaboration Communication Creativity Self-management |
Applies research and critical thinking to creatively identify
appropriate methods to address the problem. The group collaborates in a highly effective constructive
manner. Ideas are communicated in a complex, creative, and
effective way with high levels of independence. The group efficiently and effectively self-manages the inquiry
process. |
Mostly applies research and critical thinking identifying some
correct methods to address the problem. The group mostly collaborates in an effective constructive
manner. Ideas are communicated in an effective way and somewhat creative
way with some levels of independence. The group somewhat effectively self-manages the inquiry
process. |
Applies little research or critical and few correct methods to
address the problem. The group requires support to collaborate constructively. Ideas are communicated with support and cues. The group requires prompts and teacher direction to
manage the inquiry process. |
Self /15 Teacher / 15 |
|
|
Authentic performance-based assessment |
· Selection of method to
present project findings · Communication of findings · Ways to take action · Reflection |
Select a highly effective method to present the group findings
and information that shows appropriate context with extensive links made
between cause, effect, and future impact. Communicates ideas appropriately with high levels of
independence. Demonstrates significant understanding of ways to use learning
to take action in the community. Shows deep reflection and insight into the impact of the project
both personally and in a global sense. |
Selecting the most effective method to present the group
findings and information shows some links between context, cause, effect, and
future impact. Communicates ideas appropriately mostly with independence. Demonstrates some understanding of ways to use learning to
take action in the community. Shows a significant level of reflection and insight into
the impact of the project both personally and in a global sense. |
Select a somewhat effective method to present the group findings
such that information shows context, but links may be weak between cause,
effect, and future impact. Communicates ideas appropriately after receiving cues or
direct instruction. Demonstrates little or no understanding of ways to use learning
to take action in the community. Requires support to show the impact of the project both
personally and in a global sense. |
Self / 15 Teacher / 15 |
|
Final comments |
Self: Teacher: |
Score Self (60) Teacher (60) |
|||
(Initial
source ACT BSSS, 2019; rubric adapted from the one posted for Discussion Unit 4)
Part 4 - Group Collaborative Reflection
From this group project,
we learned about the most pressing global issues and how to apply them to the
classroom environment so that our students can engage with and learn about them
using an active, inquiry-based methodology. Additionally, we discovered how
assessments in the classroom give the teaching and learning process its
purpose. Although developing supportive, loving, and responsive teaching and
learning presents many difficulties, we have found that these difficulties may
be overcome if we instill knowledge, skills, attitudes, and beliefs via
pluralism, educational equity, and social justice. Teaching pupils to think
critically and creatively will help them become global citizens who can make
sensible decisions in their immediate environment.
We are aware that the
majority of our curricula do not prepare students for a global workforce since
they are out-of-date and focused on administrative and political objectives
rather than demands around the world. Students today need to learn about global
issues through investigation, study, and discussion. Hence, it is vital to
include global living and learning in the curriculum. Through this activity, we
are also made aware of the steps we must take to create the finest curriculum
that enables students to become globally competent, as opposed to just showing
up with our heads down and offering our philosophical opinions. We have the
chance to examine the current state of our milieu thanks to this activity. We
had a brief period of reflection and thought. Additionally, we became aware of
the part we could play in the system to give the curriculum purpose and
authenticity.
We all agreed that
students and teachers should be the focal point of our curriculum unit design,
which would be built around a unit on global competency and global living and
learning, from the very beginning of our relationship. We learned a lot from
this group assignment and gained a deeper understanding of earlier lessons. It
is a challenging effort to combine our knowledge with these weekly tasks and
group projects. The team ran into some difficulties when we first got together
because we were from different parts of the world and had very different time
zones. Setting meeting schedules, network outages, and having to wait for
prompt text replies are just a few of the problems we've learned to accept and
overcome as a team. We created numerous write-ups during that process following
the research focus instructions, and we discussed them. We were aware that many
of us were facing difficulties in our educational environments concerning the
conversation themes (one of us experienced a major climatic event and went
through a typhoon).
We realized that we
utilize a lot of materials that may be out-of-date in some of the group
members' countries but that little has been done to assure that a better
substitute is used. We realized that creating a curriculum unit that emphasizes
global competencies is complex and difficult and requires more time, study,
effort, experience, etc. (Williams, 2019). It ought to be orderly and
process-oriented.
We had a ton of ideas
and opinions when we initially met on WhatsApp, and we later worked together.
We wrote and shared ideas in the form of comments and suggestions on how things
could be done better, as we were instructed to advise and assume the best
approaches to bring about some change through our team in the form of a project
report. In our nation, many things have become obsolete. However, it is now up
to us to make the required adjustments to our environment. A crucial issue to
take into account will be assembling diverse groupings that will contribute to
the accomplishment of educational progress in our environment. Even though we
collaborate, we must gain approval at every level of our plans (McKimm &
Jones, 2017), regardless of how big or small the project is. We concluded that
cooperation helps us identify the smallest gaps that can be quickly filled if
we act jointly through the advancement of ideas and knowledge after receiving
comments and suggestions from our peers. Additionally, we discovered what
constructive criticism is and its function as a source of knowledge for us
(Kunwongse, 2013).
Regarding the dynamics
of the group, we all demonstrated that we were open to providing and receiving
comments and suggestions, as well as being adaptable while working. We assisted
each other in reducing the scope of the project to adhere to the project prompts
while adding what we had discovered through our studies and professional
expertise while exchanging thoughts and comments during the discussion process.
Once we decided on a
framework, we started working on each component separately and ended up pairing
as group members joined. The opportunity to work alone initially and then
contribute ideas throughout the discussion phase was valuable and consolidated
thought processes. This improved the quality of the work and allowed the
contribution of ideas and open discussion. We set up a shared WhatsApp group,
pushed one another to work, and regularly checked in on each other's progress.
Sections were worked on and collaboration was achieved through meetings on
Zoom. We discovered other ways to communicate to make sure that we shared our
ideas and suggestions. Google Docs served as the platform for the finalization
of our group project, where we all collaborated to polish the whole thing. We
had no problems working together as a group because we all approached the
project enthusiastically and seriously as an opportunity to learn. Dealing with
the enormous disparity in time zones between where we live and where we work
was the only challenge we ran into. But we overcame it because of our open
minds and flexibility, as well as the fact that we used Google Docs to
effectively utilize our discussion time.
We thoughtfully
discussed how to provide the items well and on schedule, keeping in mind that
each member only wants to do their best. To add coherence to our text, we
searched for recurring themes as we read and discussed each other's work, such
as learner-centered approaches, active learning, incorporating existing
knowledge, and conceptual comprehension. We discovered that the educational
system cannot be excluded from the fact that the world is genuinely rotating.
However, most nations, like ours, have yet to adopt the new style, leaving us
behind on the global educational map in terms of current events. However, as
professionals, we have chosen to use this medium to flesh out different
concepts, influencing the advancement of education in our environments. We
realized that there is much work for us to do in our diverse environments as
teachers in the twenty-first century, with the focus of this work.
References
Asia Society. (n.d.) What is Global Competence?
https://asiasociety.org/education/what-global-competence
Australian Capital Territory Board of Senior Secondary
Studies (ACT BSSS). (2019) Global Studies A-T-M. Accredited 2021-2025. https://www.bsss.act.edu.au/__ data/assets/pdf_file/0008/544787/Global_Studies_A-T-M_21-25.pdf
Beard, E. (2021). What is formative assessment?
https://www.nwea.org/blog/2021/what-is-formative-assessment/
Boix Mansilla, V. & Jackson, A. (2011). Educating for
global competence: Preparing our youth to engage the world. New York: Asia
Society. Retrieved from https://asiasociety.org/files/book-globalcompetence.pdf
Boss, S. (2014, September 16). The Hattie Effect. What’s
Essential for Effective PBL? https://www.edutopia.org/blog/hattie-effect-whats-essential-effective-pbl-suzie-boss
Concern Worldwide. (2022, March 26). How the effects of
climate change keep people in poverty.
https://www.concern.net/news/climate-change-and-poverty
Educational Journeys. (n.d.). How to cultivate a sense of
Global citizenship in your students? https://educationaljourneys.com.au/how-to-cultivate-a-sense-of-global-citizenship-in-your-students/
Ending
Poverty. (n.d.) Global Extreme Poverty. https://ourworldindata.org/extreme-poverty
Elena
Suckling, Zach Christensen, Dan Walton. (2021). Poverty trends: global,
regional and national.
https://devinit.org/resources/poverty-trends-global-regional-and-national/#note-LdT0zfnCl
FutureLearn. (2021, August 18). Everything You Need to
Know About Climate Change in the Philippines. FutureLearn.
https://www.futurelearn.com/info/futurelearn-international/climate-change-philippines
Global citizen education (n.d.) Attitudes and
Values. https://www.worldwiseschools.ie/values-and-attitudes/
Global
Forest Watch. (n.d). Vanuatu. https://www.globalforestwatch.org
Hanna, N, (2013). Harnessing the Transformative Power of
Technology to End Poverty.
https://blogs.worldbank.org/sites/default/files/ICT%20for%20Poverty%20October%205.pdf
Jimenez, A. (2020). Education for Sustainable Development
is key to tackle Climate Change. https://earthcharter.org/education-for-sustainable-development-is-key-to-tackle-climate-change/?gclid=Cj0KCQjwnP-ZBhDiARIsAH3FSRcGl2EQ5QmillY0IKpTZeIH6pRruTwSctKjJ2qZBK0NMgSlhRcPnkIaAl50EALw_wcB
Kuykendall, M. (2022, May 26). Using Inquiry Based
Learning to Create a Culturally Responsive Classroom. https://www.edutopia.org/article/using-inquiry-based-learning-create-culturally-responsive-classroom
Kunwongse, S. (2013). Peer Feedback, Benefits and
Drawbacks.
https://sc01.tci-thaijo.org/index.php/tureview/article/download/40748/33762#:~:text=Peer%20feedback%20boosts%20confidence%20and,comparing%20to%20a%20teacher's%20feedback).
McKimm J., & Jones, P. K. (2017). Twelve tips for
applying change models to curriculum design, development and delivery.
https://doi.org/10.1080/0142159X.2017.1391377.
NWEA. (n.d.). Four Formative Assessment Practices that
Make a Difference in Classrooms.
https://files.eric.ed.gov/fulltext/ED567811.pdf
OECD. (n.d.). OECD Future of Education and Skills 2030
Conceptual learning framework: Attitudes and Values for 2030. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/attitudes-and-values/Attitudes_and_Values_for_2030_concept_note.pdf
OECD. (2018). PISA Preparing Our Youth for an Inclusive
and Sustainable World. The OECD PISA Global Competence Framework.
https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf
Paul, H. K. (2020). Climate Change Affects Rich and Poor
Unequally. Climate Justice Redresses the Balance.
https://www.greenpeace.org/aotearoa/story/climate-change-affects-rich-and-poor-unequally-climate-justice-redresses-the-balance/
Prodi, R. (2015) Poverty Alleviation: A Role for
Technology and Infrastructure?
http://www.fondazionepopoli.org/docs/conf15/concept_note_rid.pdf
Roundsquare (2021). Developing skills and attitude for
global citizenship.
https://www.roundsquare.org/articles/developing-skills-and-attitudes-for-global-citizenship/#:~:text=They%20will%20need%20to%20be,more%20so%20in%20adult%20life
Rosegrant, M. W., Perez, N., Pradesha, A., & Thomas, T.
S. (2015, September). The Economywide Impacts of Climate Change on
Philippine Agriculture. Washington DC; International Food Policy Research
Institute. http://www.ctc-n.org/files/129755.pdf
UNESCO. (2022). Climate Change Education.
https://www.unesco.org/en/education/sustainable-development/climate-change#:~:text=Education%20is%20crucial%20to%20promote,act%20as%20agents%20of%20change.
United Nations. (n.d.). Issues. https://www.un.org/development/desa/socialperspectiveondevelopment/issues.html
United Nations
Educational, Scientific, and Cultural Organization (UNESCO). (2012). Education
for sustainable development: Sourcebook. https://sustainabledevelopment.un.org/index.php?page=view&type=400&nr=926&menu=1515
WSU Global Campus. (2019, March 14). Pre-class Activities
and In-Class Peer Instruction Strategies.
https://li.wsu.edu/2019/03/14/pre-class-activities-and-in-class-peer-instruction-strategies/
Williams, M. (2019). Why is curriculum important? https://www.classcraft.com/blog/why-is-curriculum-important/
Yale Poorvu Center for Teaching and Learning. (n.d.) Formative
and Summative Assessments. https://poorvucenter.yale.edu/Formative-Summative-Assessments
No comments:
Post a Comment