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Our school can take a proactive approach by initiating various programs and activities that foster an inclusive and supportive environment. First, we could establish a “Buddy System” where existing students are paired with refugee students to help them navigate the school environment, make friends, and feel more comfortable. Language support classes can be organized to help refugees improve their English skills, enhancing their ability to integrate and succeed academically. We could also hold cultural exchange events where refugee students share aspects of their culture, such as food, music, and traditions, with the school community. This not only promotes mutual understanding and respect but also enriches the cultural fabric of our school. Additionally, creating awareness campaigns about the refugee crisis and organizing fundraisers to support local refugee organizations can educate students on global issues and encourage them to take meaningful action.
After watching the video Home I learned many facts including how life on earth has excisted for nearly 4 billion years with humans appearing only 200,000 years ago. Introducing climate change facts to students requires a blend of clear information, engaging activities, and relatable examples. I would start with an introductory discussion that explains the basic concepts of climate change and its human causes, using simple language and visual aids such as charts and images to illustrate key points. Visual aids could include graphs showing temperature changes over the last 200 years, highlighting the correlation with increased greenhouse gas emissions. Short, engaging videos like the Paxi video on greenhouse gases can visually demonstrate the science behind climate change. Hands-on activities could include using an interactive climate model tool to show the impact of different human activities on future temperatures and conducting simple classroom experiments, such as using jars, thermometers, and heat lamps, to demonstrate the greenhouse effect. Discussing local climate changes and relating them to broader climate trends, as well as sharing personal stories of how climate change affects people globally, can make the issue more relatable. Facilitating classroom discussions on how students can help combat climate change through everyday actions like reducing waste, conserving energy, and supporting sustainable practices encourages active participation and reflection.
I thought activity 3 was a valuable educational tool for fostering understanding of climate change dynamics among students. By watching the video, students grasp the role of greenhouse gases in global warming and its potential consequences on future temperatures. To enhance this activity in my classroom, I would integrate hands-on components where students use simulations or climate modeling tools to predict future temperature scenarios based on different emission scenarios. This practical application helps students connect theoretical knowledge to real-world implications, fostering critical thinking and problem-solving skills. I would als provide opportunities for students to present their findings or propose solutions based on their predictions can encourage collaborative learning and empower them to take proactive roles in tackling environmental challenges.
In Liston’s (2018) paper, the concept of STEM education extends beyond its acronym, emphasizing interdisciplinary learning, problem-solving skills, and real-world applications. In my classroom, STEM education integrates these principles through hands-on activities. For instance, we engage in robotics projects where students design, build, and program robots to solve specific challenges, fostering collaboration and critical thinking. I would love to set up my own weather station with my class next year which would be used throughout the entire year. Overall, by continuously evolving and refining these activities based on student feedback and educational research, I aim to cultivate a classroom environment where STEM education not only prepares students for future careers but also nurtures their curiosity and problem-solving skills for lifelong learning.
Hi Enda I appreciate your approach to engaging students through awareness campaigns, workshops, and hands-on projects, its so important especially considering the disparities that exist both locally in Ireland and globally
One pressing Sustainable Development Goal (SDG) is Goal 13: Climate Action. Children are affected locally by extreme weather events, changing landscapes, and air pollution, which impact their health, education, and overall well-being. Globally, rising sea levels and climate-induced migration threaten vulnerable communities. To inspire action among students in Ireland, I would initiate a project-based learning approach. Firstly, students would explore local environmental issues through field trips and guest speakers. Secondly, I would encourage collaborative problem-solving by forming eco-teams to propose solutions for their school community, such as reducing waste or promoting sustainable transportation. Thirdly, linking with global initiatives, I would foster partnerships with schools abroad to exchange ideas and experiences. Additionally, promoting student leadership through eco-clubs or sustainability committees can sustain engagement and build momentum. Celebrating successes and sharing stories locally and globally would showcase the impact of their actions. Through these efforts, students can become active participants in achieving SDG 13 and fostering a culture of sustainability in their local community.
In my classroom, I’ve observed instances where gender stereotypes subtly influence student interactions. One notable scenario was during a group activity where students were assigned roles for a science project. Immediately, some boys gravitated towards tasks involving building and engineering, while girls often took on roles perceived as nurturing or administrative, such as note-taking or organizing materials. These tendencies reflect ingrained societal expectations about gender roles, even among young children. incorporating project-based learning that encourages mixed-gender teams to collaborate on diverse tasks can break down stereotypes by showcasing each individual’s unique skills and interests, regardless of gender. Additionally, using diverse resources and examples that highlight achievements of women and men in various fields can broaden students’ perspectives and challenge stereotypes.
Ehigie’s (2021) paper on the role of global citizens underscores the necessity of equipping students to tackle global challenges such as climate change, inequality, and conflict. The paper emphasizes that education is crucial in developing individuals who are informed, empathetic, and proactive in contributing to a sustainable world. This aligns closely with the principles of Development Education, which fosters awareness, critical thinking, empathy, and action.
Incorporating Development Education into my teaching involves integrating global themes across various subjects, encouraging project-based learning, and utilizing diverse resources. For instance, I plan to introduce projects that address real-world issues and facilitate cross-cultural exchanges through virtual collaborations. Reflective practices, such as discussions and journals, will be employed to help students critically analyze global issues and their roles as global citizens.
To encourage colleagues, I will organize professional development workshops focused on Development Education, showcasing successful initiatives to inspire them. Collaborative planning sessions will be fostered to design interdisciplinary units addressing global issues. Advocating for supportive school policies and promoting a school-wide culture of global citizenship through events and campaigns will also be key strategies.
By adopting these approaches, we can collectively nurture a generation of students who are not only aware of global issues but also equipped and motivated to make a positive impact.
