Ken D
I am a secondary teacher. I teach humanities and have a deep interest in development and humanitarian issues. Being able to make an advance in those issues is a necessity.
Location Canberra Australia
Activity
-
Ken D made a comment
So glad I did. Excellent Professional Learning for me. Thank you. Thanks for the resources and links to papers for future reading. As a Futurelearn learner, thanks to my fellow students for their enthusiasm and helpful suggestions and to the Lead Educator Nicole, thank you for the encouragement and your input. It makes this Futurelearn course much more...
-
Ken D made a comment
I am impressed with the quality of this course and the resources and papers cited for further reading. Here are a few of mine. A Framework for Global Education is most excellent for including global ed in primary, secondary and across all classes.
https://globaldevelopmentgroup.org/au/about/
https://acfid.asn.au/
(Australian council for international... -
Ken D made a comment
I have not had my review yet, but from reading others we seem to be on ethe same page so to speak. Very similar reflections regarding pedagogy and the sheer vastness of the interconnected topic that is Global Ed.
-
Ken D made a comment
'We can’t expect learners to become critical, open minded, and capable of seeing the value in others’ opinions if we ourselves as educators are not firstly critical, open minded, and appreciative of difference...' Couldn't agree more with Jack's quote. Of course for all teachers of GE, students in this subject (as in all other subjects) come to school with...
-
Ken D made a comment
I am having trouble getting this on to the padlet in the appropriate form. I will get back to it on this page although less detail.
-
Ken D made a comment
A good template. A lot to cover in one lesson. The objectives are clear. although looking at an airpollution index for three places gives no historic scientific or rationale for airpollution in the first place. While finding air pollution from a number of different places is a start, the objectives for the lesson are IMHO more appropriate to a weeks enquiry....
-
Ken D made a comment
OK
-
Ken D made a comment
The Global Schools education activities tries to make up for perceived shortfalls in the task of equipping children with the necessary competences to be citizens of today’s global world, the level of integration of GCE varies greatly among the 10 education systems in question. For this reason, activities were devised to respond to country-specific needs and...
-
Ken D made a comment
The Oxfam document is a great resource for teachers, and provides evidence for resources in the classroom from photographic interpretation to issue discussion. I liked the Why, why, why chain and the consequence wheel which included the importance of mind mapping. This entry into metacognition where students find out their own preference for learning and how...
-
Ken D made a comment
The HEADSUP is a 140+ page guide to an exhaustive list of Global Development topics
HEADSUP
HEADSUP serves as a jumping off point for teachers and students to engage in ethical global issues pedagogy. Educators can adapt and adjust the suggestions we have compiled in this resource to suit their particular context. Global issues are complex and we need... -
Ken D made a comment
Integrating the whole class in the topic is a good way to include every student and provide a chance for growth. Taking the foor waste example provide opportunity of enlisting the family and primary research on waste. It also allows school co-operation and community participation. Some vital life skills for their future.
-
Ken D made a comment
Integrating global development in the classroom has to be planned and implemented as a complete package. Is seems in some cases that using say 'diversity day' or some other public ceremony event celebration seems a bit gratuitous. If it is embedded in the curriculum it would be taught across all year levels. If the country in which the teacher lives has great...
-
Ken D made a comment
Involvement of students in junior years can be so rewarding to them and the staff. Finding out about the world, whether food or plastics provides two excellent examples. In senior years this can be followed on with more indepth investigations using primary and secondary research. The eare familiar scenes of inquisitive investigation, presentation collaborative...
-
Ken D made a comment
I haven't put a tick associated with 'leading' in any of the 10 points in the table. Yes to 'developing' alongside most of the others. A 'no experience yet alongside actively engaging with colleagues to support global development initiatives. While I do engage its usually not specifically for this.
I find number 7 about 'helping students develop positive... -
Ken D made a comment
let's go!
-
Ken D made a comment
Adora Hoppers references in Thinkpiece about cognitive justive and the depths of bandit colonialism is an excellent resourcesi\. Especially the quote that .
'Development education must be seen as a transformative pedagogy in our times. It draws ethical benchmarks for norm change. It addresses cognitive reversals and searches for new... -
Ken D made a comment
For seniors, stimulus material whether oral (guest speaker) or written as in a case study can not only generate debate and further enquiry, but also act as a way of assessment of students whatever that may consist of. Student centred learning and co-operative learning has many advantages. Visual resources via video clips, photographs are incorporated as need...
-
Ken D made a comment
Challenging stereotypes is IMHO a good and sometimes controversial way to instigate wonder and further research, critical thinking and use of resources.. I started a class by posing some questions. Where was the first iron smelted? Where was the first city to have street lights?, Where was the first windmill located? Where was the first university located? Of...
-
Ken D made a comment
Active , participatory and often student initiated, often from a range of topics they have decided. Of course it does depend on the school or educational system that supports encourages or practice differnt styles. More often than not student initiating their projects tend to be well done and if students know the assessment criteria (as in our system)...
-
Ken D made a comment
The dominant narrative of European exploration and colonisation is a major burden still felt by most of the world's countries, and many indigenous people in those countries. The TED talk puts this into context regarding early readings from and about a foreign culture. This cultural imperialism is not dead. It is played out in geopolitical manouverings by those...
-
Ken D made a comment
This really is the nitty gritty when mentioning Education for social change.The Russian academic Vygotsky talked of development too, but in this case was the development of the learning of the student, and the challenge for the teacher to understand the zone of proximal development of knowledge must be built or scaffolded based on previous learning.
I know in... -
Ken D made a comment
So important. However it is not isolated to GE. The skills that are useful such as research, critical thinking, application, analysis, working in groups, communication and many others are all the fundamentals of pedagogy and skills necessary. Going from the individual to the collective, from the local to the universal and stepping outside oneself sometimes for...
-
Ken D made a comment
I think the fourth element that of Actions might be the most difficult. Unless the class can actually go the Nepal and helpbuild houses or repair water channels (for example), Global development might just theory. So while in class it is relatively easy to decide (after much deliberation and study) of what has to be done to ameliorate a development issue for...
-
Ken D made a comment
Clearly the more aware the teacher is of the interconnectedness of the issues of Global development the better able they are to guide their students. Of course many things in GD are related. Inequality of income within a country or in the world(for example) leads on to so many other areas. Occupation, skill, access to technology, transport infrastructure,...
-
Ken D made a comment
Agree on these
-
Ken D made a comment
1.Areas prioritised are in PISA Model; Skills Attitude, Values and Knowledge. In Asian Society model; Investigation, Recognise Perspectives, Communicate Ideas, Take Action.
UK Global Learning Programme; Values, and Skills through Global learning.
The I.B model; Organise ourselves, sharing the planet, Who are we, Where are we in Place and Time, How we... -
Ken D made a comment
I think the views of Dr Clare Bentall seem most relevent to our school and also in a national context.
It is the case for her, because she most clearly enunciates the connection between the theory and understanding of global development as an educational curriculum subject to that of students understanding the issues(s), and engaging a sense of responsibility... -
Ken D made a comment
I found Douglas Bourne an interesting speaker, identifying the importance of the knowledge of global studies and education but also the imprtance of research leading to policy decisions by individuals and governments. This then influences practitioners and for me must include outcomes. This resonated.
Prof Tarozzi, while I am sure what he thought what he had... -
Ken D made a comment
Interesting that at this early stage 17% is the common choice for 6 different terms. Global competencies and Social Justice education and Global learning are all valid though, although SJE is a bit of a mouthful.
-
Ken D made a comment
Looking forward to the teaching practice area in particular
-
Ken D made a comment
Thanks.Will keep it in mind depending on commitments coming up.
-
Ken D made a comment
Great introduction and week one, especially the reference sources.
-
Ken D made a comment
As a relief teacher who at times has to cover for almost any subject (apart from specialist and compulsory safety requirement subjects) I think the main challenge I will face is bringing Global ed into all subjects I cover. Eva Monica makes the point that up to this time Global Ed.(GE) seems to have been an 'add on' stand alone subject. So the challenge and it...
-
Eva, I love your optimism.
-
Ken D made a comment
My view on the world of inequalities was shaped at a young age when I went to an 18th birthday party and the Mum brought out a washing basket (clean) full of cooked chickens as the food for the guests. This example of excess (twice or three times as many chickens as there were people) at the party was in my experience of the times the essence of extravagence...
-
Ken D made a comment
Development education is not values free. Teachers are not value free either, so our gender, where and how we live and what our views are on anything can add up to what our preferences will be on anything. We all have our idiosyncracies feelings and thoughts and abilities and interests. That is why there are some teachers who don't have their Maths glasses and...
-
Ken D made a comment
Hard to make a number one in this list of important teacher roles. They are all so valuable.
-
Ken D made a comment
Agree with all the roles displayed in the video. Of course the role of the teacher is strongly tied to the object of the lesson. Having training in Global ed is not enough. The teacher/school/Education Department must have a plan for the curriculum stating outcomes or objectives. This is 'translated' and put into operation by the teacher using the most...
-
Matthew, couldn't agree more.
-
Ken D made a comment
Always have been interested in global development and as a young teacher had an interest in teaching it. Community Aid Abroad in Australia was a starting point for obtaining resources. Like Oxfam and the magazine New Internationalist they were often used in class. It is of benefit to the students first and foremost. In that setting students could (apart from...
-
Ken D made a comment
The UNESCO document section 3.2 does provide some basic information on what skills teachers should have, and approaches needed before embarking on teaching development education, although suggests that 'in many contexts educators have limited experiences of such approaches. In some situations that could be true, so the suggestion of ongoing PD is a major...
-
Ken D made a comment
I think they are all important, except possibly the last one.
-
Ken D made a comment
The obvious one is the global nature of today's world, which is vastly different than centuries past. Binnie provides an ultimate reason as to the importance of good demeanour and manners, not just in society generally, but I think also when examining and justifying ones beliefs about topics such as development issues that can in class be so controversial....
-
Ken D made a comment
The list contained in the UNESCO document is far reaching and a challenge for many education systems and teachers to adequately cover them all. I believe that they must be covered through Primary School and Secondary School. It is impossible to cover all of them in great depth however. In senior years many issues such as water resources, development, trade,...
-
Ken D made a comment
The Oxfam publication above ( Oxfam (2015) Global Citizenship in the Classroom: A guide for teachers. Oxford: Oxfam GB.) is by far the most useful and though provoking help for this topic. Having students think of the issues and engaging with them in problem solving is surely the greatest gift a teacher can bring to the classroom. Involving the UN sustainable...
-
Ken D made a comment
I haven't read all the articles but two were interesting for teaching global education. Douglas Bourne's Theory and Practice of Global Education gave an excellent broad view of some historical reasons of the emergence of global ed as a response to decolonisation in the 1950's and 60's, as an addition to NGO policies of the 80's and 90's, and also debt concerns...
-
Ken D made a comment
There is no right or wrong way, but Binnie's is most admirable. As for stressed students that is a problem more broadly not just in development education. One factor in the ACT is that students choose the courses or units they they want to learn about. Having an inherent desire to study on their part overcomes some of these issues of stress or finding the...
-
Ken D made a comment
Global education could stand on its own as a curriculum choice, but it does sound a bit dry. In Canberra , Australian Capital Territory(ACT), the Board of Secondary School Studies https://www.bsss.act.edu.au/asset_lists/atmcv_courses
approves curriculum devised and taught by teachers. Students then choose the courses they wish to study. As a Tourism teacher... -
Ken D made a comment
It really is such a broad topic. I would think that most teachers have an understanding of the need to 'global citizenry' in many aspects of their educational endeavours. The perspectives shown in the video also exempify the broad range of understanding as to what global education means. Of course many teachers are in a position that can draw on the cultural...
-
Ken D made a comment
?
-
Ken D made a comment
I am an experienced teacher in Canberra Australia. Now a relief teacher but currently due to Covid not available. As a geography/social science teacher, I have often taught development education in junior High School covering intercultura studies, leconomic and development 'issues'. covering peace, land, refugees, sustainable development, universality of...
-
Ken D made a comment
Looking forward to the course.
-
Ken D made a comment
Interested to learn more of this important topic.
-
Ken D replied to Olga Lopez
OLga it is usually and almost always the teacher
-
Ken D made a comment
In the next week, to enjoy the end of lockdown. When back at school, prepare for end of year activities tests, marking, assessment moderation and so on. IN the next 6 months, see if I can incorporate some of the ESA resources when examining land use/climate, especially as an assessment item. I would consider another course such as this one for professional...
-
Ken D made a comment
The part of my teaching practice that I have developed the most is using datasets from the ESA website to access information such as, for example, land clearing changes using photo resources from satellite observation. One area to further develop is to use the resources to devise assessment tasks for student research. This would comprise aquisition tasks ,...
-
Ken D made a comment
The ESA Teachers Guide provides a good outline on the programmme and links to the website and other resources. It is not too prosciptive and allows teachers and students to follow a lead and use ESA resources and other resources as they think fit. This is good. It is well developed and some teachers need this level of detail. More experienced teachers will...
-
I like how the resources for each of the subject areas (like T level Science) for example provide discrete areas where STEM can be used. It makes it easy to follow. In Australia there is a National Curriculum that also has a resources link see https://www.australiancurriculum.edu.au/resources/stem/ It concentrates on a number of areas and has exemplars for...
-
Ken D made a comment
Some great resouces here for student based learning and as an adjunct to the curriculum. Using lego mindstorm, astronaut lesson, rocket technology or in our school UAV design building and use, can take students into many different fields. One thing that is often lacking and where the ESA and ESERO resources are useful is providing the teacher and thus...
-
Ken D made a comment
Wow I think Anna Hogg is very optimistic if our students 10 years from now can be standing on the Greenland or any other ice sheet. However she is optimistic in the ability of teachers to use STEM as the stimulus and underpinning knowledge for employment in many spheres that might actually make that ice sheet standing possible. It often depends on the ability...
-
Ken D made a comment
Linking careers to the STEM curriculum, or linking the STEM curriculum to careers are two very important concepts. It really depends which takes priority in the minds and curriculum of the education planners. For the classroom teacher and industry generally there seems to be much more confluence than ever before especially as science and technology and...
-
Ken D made a comment
I like Canva, especially the Pink and Blue Collage Scrapbook Data Infographic. It can provide clear and crisp identification of data that is easily understood. I found the Information is Beautiful' example of CO2 cpnfusing as there were too many sub groups that didn't seem to add up to the larger number for the area such as transport or Industry. This is a...
-
Ken D made a comment
I like Jaclyn's example using money.
A geometric progression graph can also do the same. THe information in the video is good for the scientifically minded. I have tried it out with grains of rice, adding some coloured grains to represent the amount of CO2 in the air at any one time, and tried it our with drops of lemon juice per 250ml water. I guess the same... -
Ken D made a comment
The data tracker using electricity as an example and the percent generated by coal could be used by students to compare two countries with different climate policies. as well, combining it with a comparison to another country that uses less coal compared to more solar/wind/renewables could be a comparison that the students could hypothesise regarding the...
-
Ken D made a comment
Many resources here from the ESA website for students to investigate. From what I have seen the resource is used as a way of presenting information on topics of interest to do with climate change. It challenges the students to present the information in a number of different ways. Using video clips that show the topic is one good way to get information across....
-
Ken D made a comment
seeing what humans do and how much of a footprint can be a salutary esson as to what to do about reducing it. Of course if (as in my city ) humans have a footpring 8 times what they should, one of the objects is for students to come u with suggestions as to what should or better still could be done to reduce their carbon footprint.
-
Ken D made a comment
This timeline is an excellent idea. Sadly Australia has had about 20 climate policies only to be debated until they have reached no consensus. Now we have no climate policy, as of October 2021. Our emissions are going up and the government is still haggling about what to say at Glasgow. Even net zero by 20250 has not been agreed to by our government. However...
-
Ken D made a comment
Good data selection and analysis is very important to show to the intended audience information that they can make sense out of. A good set of questions for all researchers.
-
Ken D made a comment
This element is for many people the most important. Having years of being exposed to the elements of climate change that have been most detrimental, and having felt the need to change, here could be the hope and the practical solutions. An important element in the teaching and learning process
-
Ken D made a comment
Good use of actual and real time observations ising satellite imagery. I provides a different tool to the teaching of the subject. Sadly this is not a 'live' course so there has been no interaction with a course leader or moderator
-
Ken D made a comment
Interesting use of data to show the difference due to less industrial activity during lockdown and less traffic. Another useful set of data was that of bushfires and the difference pre sept. 2019 and say 6 months later. Air pollution during that time showed very high as well.
-
Ken D made a comment
An excellent resource tool. Detailed to show every type of vegetation/soil in our area including Barren Soil Visualization.
The Barren Soil Visualization can be useful for soil mapping, to investigate the location of landslides or the extent of erosion in non-vegetated areas. This visualization shows all vegetation in green and the barren ground in red.... -
Ken D made a comment
While all of these are good, and students can learn lots from using them the one I found most interesting was the tealtool https://tealtool.earth/ the interactive globe from the World Energy and Meteorological Council. This is excellent instruction to identify a country's change in temperature wind or other variables etc over time and see a graph showing...
-
Ken D made a comment
Using this type of technology students can determine whether glacial activity over time is increasing or decreasing leading to the glaciers retreat. This may over time be the evidence of higher than usual tempertures or alternatively less snow activity in winter. It is a good video for demonstrating this.
-
Ken D made a comment
Examples like this are good to see students' response. It is a valuable tool for some students to investigate the effect with different colours and especially for presentation of data where colours are used.
-
Ken D made a comment
Sadly when I logged on the SeDAS website was closed for extended maintenance.However satellite imagery can be used for a large number of observation on earth. It was invaluable in covering the size, ferocity and extent of bushfires in the summer of 2019/2020 in Australia. 18 million hectares (46 million acres) in extent. Responsible for 34 deaths directly and...
-
Ken D made a comment
Visual cues like this are invaluable for student learning. The experiment for them and then the useof infra red mapping showing vegetation allows them an opportunity in graphing mapping and analysing techniques.
-
Ken D made a comment
Not keen on this experiment. The observant student will suggest that (unlike beaker 1 with the 'floating' land), the actual land under the polar ice cap, at least in the Southern hemisphere does not float, certainly not on water anyway. In the Northern hemisphere there is no floating land either, only floating polar ice cap. Am I missing something more obvious...
-
Ken D made a comment
The correlation between temperature incrase and CO2 is undeniable. The following shows the Bureau of Meteorology in Australia temperature graph for the world 1850 to 2019.
http://www.bom.gov.au/climate/change/index.shtml#tabs=Tracker&tracker=global-timeseries
It is in the Tracker section 5th graph (Global timeseries) of Annual mean Temperature anomaly. Blue... -
Ken D made a comment
LOnger term data trends are more realistic. The short term trends could be misinterpreted, even showing reduced CO2 levels in later years using different
month analyses eg April 1958 with feb 1960. Using the longer term data a simple line graph is the most useful showing a geometric progression of atmospheric co2. The most useful graphs of thos type also... -
Ken D made a comment
I have seen this done with grains of rice in order to get a comparison. One area that needs to be addressed, or countered is the incredibly small amout of CO2 naturally occuring in the atmosphere, so when dealing with parts per million many people cannot grasp the importance or indeed the urgency that this entails when the co2 in the atmosphere rises. Often...
-
Ken D made a comment
Yes satellites provide us with mountains of data collected over the last 30 years or so. And we can use them with our students to show changes in the planet BUT that does not provide all students with an understanding of the why of climate change. Of course if temperature is rising and we see ice cover retreating that is obvious. It is a good starting point....
-
Ken D made a comment
Clearly this can be used in the classroom setting. Collecting data from the screen may be valuable to see what is involved, but over time interest wains, especially as there is real time data collected by the Bureau of Meteorology that does exactly the same. To keep uo their interest it can include graphing the collection of data or recording it in some other...
-
Ken D made a comment
What data can be collected to monitor climate change and influencing factors and effects. To start with it would be for most students identifying the factors, before then looking at what data can be collected. In Australia with a largeish land mass the influence of oceans and their effects on the land can be a good predictor of rain/temperature over the...
-
Ken D made a comment
Looking at the climate projects showed that students can take the facts regarding any aspect of climate science and investigate further and then prepare an assignment for others to read. Of course the aim is to confirm (by research) the science behind climate change. The climate projects were the best part of this week. The experiments, while I could see the...
-
Ken D made a comment
The climate projects were the best part of this week. The experiments, while I could see the relevence in Tertiary settngs seem to be a bit advanced in most secondary or primary school settings. The ESA data and geographic infrmation can be used for student research and this is commendable.
-
Ken D made a comment
All of them are great. My favourite is the Sinking in the Rain from Italy The Emilia-Romagna region, where students were to investigate extreme weather events from 2014 to 2020 in that area and link these events to climate change Mainly flooding, but also rainstorms and extreme temperature events and atmospheric pollution. Dividing the class of 25 students...
-
Ken D made a comment
Good demonstration. possibly could be used for any age but the explainer did not specifically say what the light was for (I assume it is the sun). Also thelead shot to stabilise the bottles and to absorb heat (why?). The reasons need to be fully explained to students before such an experiment. Of course there is a lot of (to me) relatively high tech. Do...
-
Ken D made a comment
Good video from the Royal Society. An effective introduction to the topic for students of any age.
-
Ken D made a comment
A good experiment Covid notwithstanding. The obvious question is how much CO2 does 'natural' water absorb without it being blown into. ie in nature there is no blowing of CO2 into the water, there is simply wind surface interaction. Do plants in streams ponds or lakes benefit or hinder the absorbtion of CO2?
-
Ken D made a comment
Usually the carbon cycle is easy to teach and for the students to understand. The difficulty for teaching climate change using the carbon cycle exclusively is the difficulty in accepting that it is carbon and CO2 alone that is the cause of climate change. While the readings of co2 in ppm and global temperature is in lockstep and widely understood, many...
-
Ken D made a comment
I am not with students at the moment but my experience in the past has been that most students have a good understanding of climate change, as they have been studying it one way or another since primary school. However, separating fact from often widely accepted fiction, like the climate is always changing and can often only be addressed in a factual way by...
-
Ken D made a comment
All students know of today's weather. ie the short term or daily range of factors (rain sunshine etc) Climate is more longer term. In class I have often used my made up acronym, or at least CLIMATE is the acronym for Closeness to the sea, Latitude, Incidence of the sun's rays, Mountains, Altitude, Temperature, Extras. I use this for find Climatic types like...
-
Ken D made a comment
Goal is to see growth in students' understanding of climate change as it affects their future (and that of the planet). As well finding any new techniques or resources that I can use would be most helpful.
-
Ken D made a comment
Hi Ken here. Climate change is by far the greatest moral issue of our time. My students in High School are interested, and as it involves the natural environment there are ample opportunities for students to investigate, explore, identify, calculate and hypothesise regarding causes, effects, and the need for change.
-
Ken D made a comment
Some really useful information and resources in this lesson. For the resources,
Peachey looks really useful. Graded lessons on many topics.Film English looks a little staid by the way the website is set out. I much prefer something like https://education.abc.net.au/home#!/home
Lesson stream too American so culturally inappropriate for my liking.
-
Ken D made a comment
Thanks you for great resources and ideas.
-
Ken D made a comment
Thanks for the great ideas. I will do this task a little later.
-
Ken D made a comment
Colleague feedback is good but student feedback is better. They know whether what the teacher is doing is working. Teachers too can analyse whether they are getting the desired results from their students.
It comes down to planning and lesson prep. What are the elements of the lesson? What is the aim of the lesson? At the end of the lesson is the teacher's...
-
Ken D made a comment
I agree with Dave's ESL cafe. Carolina. A very good place to get tips and lessons and things that work and contact with other teachers. In fact contact with other teachers in the field, whether online teachers or classroom teachers can be invaluable. It is just as important to get some feedback from the students. Just as a teacher might interview students...
