626602 VO Multilingualism and Interculturality in the Educational System

summer semester 2022 | Last update: 25.01.2022 Place course on memo list
VO Multilingualism and Interculturality in the Educational System
VO 2
not applicable

This course is presented in ENGLISH.

Students who engage fully with the course material can expect the following learning outcomes and competencies:

· Raised awareness of the Sustainable Development Goals

· Elevated understandings of the role of teachers in ensuring sustainable quality education, poverty alleviation, intercultural sensitivity and reduced inequalities

· Improved skills for teaching in a global context

· Lesson plans on sustainability that can be used in their own teaching

This course will explore the Sustainable Development Goals (SDGs) and the role of teachers in sustainability.  The Sustainable Development Goals are Global Goals that are intended to create a better world by 2030, by ending poverty, fighting inequality and addressing the urgency of climate change.

Teachers are critical role players to reach the Sustainable Development Goals.  Yet, teacher education programmes seldom include curricula on the SDGs.  This course will explore the SDGs broadly, introduce the current challenges of the SDGs and explain Education for Sustainable Development (ESD).  The SDGs will be connected to the future of teaching.  It will create pathways to infuse sustainability into teaching for learners of all ages.

The course and lectures are presented online. 

The course can be completed synchronously (by attending lectures in real time) or asynchronously (by working through recorded lectures and presentations in own time).  In-person attendance of the full first day of lectures is strongly recommended.  Peer-to-peer support and study groups are also recommended.

It will utilise the flipped classroom approach for learning.  A Flipped Classroom is a “pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network, 2014).  The four pillars of a Flipped Classroom is:

· Flexible environment

· Learning culture

· Intentional content

· Professional educator

Students will be provided with learning opportunities and tasks to complete at their own time.  The lecture time can then be used to engage with these assignments according to the upper end of Bloom’s Taxonomy of learning, e.g. analysing, evaluating and creating new knowledge on the Sustainable Development Goals, and sustainability.

Submission of portfolio: Learning outcomes will be assessed by the submission of a portfolio of four lesson plans on the Sustainable Development Goals for students of any age.  The lessons can focus on any one, or even multiple, SDGs.  The lesson plans should consider the following aspects:

· Developmentally appropriate learning strategies

· Flexible for implementation across a variety of cultural contexts

· The potential to contribute towards Education for Sustainable Development (ESD)

The structure for the lesson plans can be designed by students according to a template of their own choice.  The lessons plans should, however, indicate the age and grade levels of the students for which the lesson is planned, a short description of the cultural context in which the lesson will be presented, the learning strategies, the learning materials and the learning outcomes.  The use of online platforms and innovative teaching strategies are encouraged.  Sensitivity towards marginalised children will be required.

The lesson plans will be assessed for applicability of Sustainable Development content, Cultural sensitivity, Innovative learning strategies, Technical aspects (formatting, language etc.), and comprehensiveness.

UNESCO (2020) Humanistic futures of learning. Paris: UNESCO.

United Nations (2015) Transforming our world: the 2030 Agenda for Sustainable development A/RES/70/1. New York: United Nations.

Walter Leal Filho, Ulisses Azeiteiro, Fátima Alves, Paul Pace, Mark Mifsud, Luciana Brandli, Sandra S. Caeiro & Antje Disterheft (2018) Reinvigorating the sustainable development research agenda: the role of the sustainable development goals (SDG), International Journal of Sustainable Development & World Ecology, 25:2, 131-142, DOI: 10.1080/13504509.2017.1342103

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