Giving the students the values of connecting creativity and pedagogical thinking while exploring and learning about the Sustainable Development Global Goals (#teachSDGs). The Grade 6 students focused on designing conceptions representing SDGs and bringing awareness, impacting the Grade 5 students daily actions.
As mentioned in the 10 reasons to pursue Sustainable Development Goals as educators it is our mission to have students take a lead. This year's Grade 6 students developed conceptions applying sensors (Hummingbird) and coding (ScratchX) to share their learning of SDGs with the grade 5 students. This year's focus of taking national action by building water filters for the Frist Nation communities with mercury-polluted water.
This blog post will focus on having students to advocate their own learning by deciding how best to reach their audience, to observe audiences' reactions during the presentation and to get feedback if the Grade 5 students were impacted.
Students' samples of the planned audio that were recorded for preparing the coding of the sensors. The planning was prepared to be presented bilingually.
A sample of a conception
There are many ideas to bring the Sustainable Development Goals to the classroom.
Dear supporters: RT this & the movement grows. Dear #globalgoals enthusiasts: Use #TeachSDGs verb & help us showcase great tweets4teachers. pic.twitter.com/rx29R5uNPo
— #TeachSDGs (@TeachSDGs) May 27, 2017
From visualizing the ideas of the conceptions to the actual design. The students reflected on the process by using Life of a Project. Many students persevered with the programming of the sensors and became experts in guiding others as a learning communities. A reflection sample of the design process.
The links of students' Blog posts explaining the process of the Sustainable Development of Global Goals.
The students always reflect on the competencies throughout the process. I am sharing 2 samples of students' reflections on the 6C's http://npdl.global/ Their reflections are written at students' French level of expressing their lesrning.
When we focus on a process of learning owned by the students, they make a difference in their own learning and among their community of learners too. When sharing the Grade 6 students also collected data if they have impacted the Grade 5 students. It was very powerful for students to reflect on the collected data after presenting the causes, factors, and reasons of the Sustainable Goals. They interpreted the data by using the ladder of inference in order to analyze and conclude if they have impacted and empowered the Grade 5 students.
Many schools from around the world have taken actions by connecting with others for problems solving and making a difference. By following #teachSDGs on Twitter you will discover many projects from around the world. This is an example by Sean Robinson High School Students.
Lasting change has never been achieved through legislation but by one courageous act after another.#lightpoverty #CanadaKenya #teachSDGs pic.twitter.com/pzMLOJWQrL— Sean Robinson (@sr_tutor) June 2, 2017
As educators, we must continue to inspire students' creativity with lasting impacts from around the world by reflecting on how other nations endure many difficulties for survival. It is building compassion for taking actions by impacting their own lives and the life of others. Harnessing and encouraging Global perspectives for investigating, recognizing perspectives, communicating and taking actions in becoming global citizens.
What learning opportunities are we creating for students to take risks and take actions toward local and Global communities?