Education for Sustainable Development Workshop 1 – Awareness
Education for Sustainable Development Workshop 2 – A 4-steps model for implementing ESD
Following the successful Millennium development program between 2000-2015, more than 140 world leaders in the United Nations established 17 goals in 2015 to be achieved in 2030 and called them 2030 agenda (Sustainable Development Goals). These goals by nature, are inter and/or multidisciplinary. Coventry University signed the SDG (Sustainable Development Goals) accord in 2017, and that means our university is now officially committed to helping to achieve these goals in every single activity of the university – academic, professional services, etc. The goal of workshop 1 is to make our academic staff aware of the goals and showing them how they can be brought down to the classroom level. Workshop 2 focuses on implementation level and introduces a 4-step model to integrate the goals into the curriculum.
Creativity in the Classroom
Creativity is as important as literacy. 21st Century and the nature of the problems that the world is dealing with needs something more than the traditional approach towards teaching, learning and assessment. In this workshop, I discuss Creativity in education and how we can bring liveliness and space for thinking to encourage and promote students creativity. I also discuss some pedagogic approaches to enhance
SOLO Taxonomy and Formative Assessment
It is vitally important for educators to design and apply methods and techniques in their lesson planning to ensure that the learning is actually taking place.
Formative activities are the best tools for this purpose. One of the methods of designing formative assessments/activities in the classroom is asking questions. Our workshop on Formative Assessments will provide the opportunity for the educators to explore more on SOLO taxonomy stages.
SOLO stages allow educators to design meaningful and purposeful questions to see if students are able to define and identify the concepts, their inter-relations, and if they could use them in completely new problem-solving situations.
Formative Assessments – What, Why, How?
In the previous version of this workshop as it can be seen in my previous post, I used SOLO taxonomy for rich questioning in the lecture.
In this new version of this workshop I developed our Cognitive perspective to design sustainable assessment and bring authenticity into assessment in format of formative activities. Here is the link: Formative Assessment What, Why & How?