ESD & Service Learning: An ISKL Primer

ESD & Service Learning An ISKL Primer

by

Laurence Myers

Sustainability & Service Learning Coordinator International School of Kuala Lumpur

Table of Contents

Welcome to ISKL! Now what?

The “Why”: A Portrait of an ISKL Student The “What”: Education for Sustainable Development ESD Diagram ESD Standards What Characterizes an ESD Standard?

The “How”: Service Learning The Service Learning Process How you fit in.

Planning for Service Learning at ISKL Self‐Check Rubric for Service Learning More information…

People to chat with…

Online sites to browse…

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Welcome to ISKL! Now what?

Welcome home. ISKL is a special kind of place. It’s not because it’s the world’s most sustainable campus (though that might be coming soon). Not because it’s the world’s highest paying job (don’t hold your breath). But quite possibly it’s because it has a great balance of people (both young and younger) and that special “chemistry” that makes great places what they are. It’s the little things: The laughter, the chatter, the smiles, the positive conversations and the support.

It’s a whole bunch of different things that make it special, really.

But one thing - a bit more explicit - that makes ISKL somewhat special is it’s growing awareness of sustainability as an educational necessity and that service learning is an excellent tool to instill global citizenship in all our community members, whether they wear uniforms or not.

Starting from humble beginnings in 2000 with the creation of the Green Team, ISKL has grown in eco-stature to become the first Eco-Schools Green Flag recipient in Malaysia, a distinction we are particularly proud of. We are also members of the Green Schools Alliance so we’re in pretty good company!

This “Primer” is a short introduction to all things Education for Sustainable Development (ESD) and Service Learning at ISKL. It won’t give you everything, but then again you probably don’t need everything just yet. Besides, there’s A LOT and you just got started! So, first things first.

Let’s sit down and try to figure out why ESD and service learning are part and parcel of ISKL’s educational program, what it is and how, exactly, it fits into the bigger picture of an ISKL education.

The “Why”: A Portrait of an ISKL Student

By now you’ve probably heard of the ISKL mission and vision statements. Perhaps you’ve internalized our Schoolwide Learning Results (SLRs, as we call them) which are common vocabulary in these parts. Their essence is simple. We expect ISKL students to think critically, communicate effectively, collaborate constructively, think creatively, learn enthusiastically and, perhaps most importantly, live ethically. If these characteristics don’t define our students when they walk through the door, we consider it our duty to build it into what they know and do. This is a tall order but, at ISKL, we are consciously working on those SLRs on a daily basis.

But how do we get there? Well, there are a number of ways, but one is through Education for Sustainable Development (ESD). The “big two” of ISKL’s Sustainability and Service Learning programs are the “what” and the “how” of preparing today’s leaders to make change now (and tomorrow). After all, why wait until they graduate to ask them to change the world and make a difference? Now is as good a time as any.

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The “What”: Education for Sustainable Development

So, what is this ESD thing anyway? Simply put it is the recognition (from the United Nations on down… all the way to good old ISKL) that there is growing importance in balancing our present in search of a better tomorrow. At ISKL we have an image for this, and it looks like this…

ESD Diagram

At it’s center is the worthy goal of sustainable development. At ISKL we perceive this to mean that, for the world to steadily move forward, we need to ensure balance between all the Earth’s systems. ISKL’s ESD Diagram is based on the UNESCO ‘dimensions of sustainable development’ which highlight the interaction between ecological, social, economic and political sustainability. The outside circle, comprised of the UN’s current list of “global issues”, is a reminder that our circumstances are interrelated and, by default, addressing one will have a positive and simultaneous impact on others. Those arrows running this way and that, of course, symbolize the dynamic nature of these systems at play, the interconnections between them and the synergistic relationship that is necessary to keep this system of systems going forward.

You will notice from the diagram that ESD encompasses a whole bunch of different things - from governance to global citizenship, public health to personal well being, from biodiversity to green(ing) economies. It also supports our school’s green vision statement:

"At ISKL educating for sustainability, nurturing nature and helping others are essential in the construction of a sustainable future; one that involves a balanced interaction with nature, engagement in stewardship for the Earth and its people, adapting to ecological limits and embracing the opportunities offered by a sustainable world."

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We recognize that things as varied as personal wellbeing, carbon emissions, political structures, deforestation and consumption are, in fact, all related. The relationship between all these elements, and our ability to recognize them and work within and between them, are essential to a sustainable world. With this in mind we have developed a set of standards that we expect our students to have reached by the time they graduate.

ESD Standards

1. ECOLOGICAL SUSTAINABILITY: Students recognize the importance of protecting the environment and the role of individuals, communities and governments in doing so.

2. SOCIAL SUSTAINABILITY: Students understand that personal, social and cultural well being are important elements of sustainable development

3. ECONOMIC SUSTAINABILITY: Students recognize the benefits and challenges of economic development (growth) as well as its implications on ecological, social and political systems.

4. POLITICAL SUSTAINABILITY: Students understand the function of individuals, governments and other organizations in promoting sustainable development.

5. SUSTAINABLE SYNERGIES: Students understand the dynamic and interconnected nature of human & ecological systems and engage with the world in ways that foster a sustainable future.

More information related to ESD standards, what it might look like in a classroom and a host of other resources can be found at this link.

What Characterizes an ESD Standard?

When differentiating ESD from your more traditional disciplines, we have identified a few descriptors to enable teachers to identify if something is considered “ESD”. Though not all characteristics need to be present in every situation, the overarching characteristics of ESD are the following:

1. Direct engagement in natural spaces & environments 2. Addressing issues from multiple perspectives a. Ecological (e.g. environment, nature) b. Social (e.g. culture, health, well‐being, gender equity) c. Economic (e.g. finance, employment) d. Political (e.g. governance, organizations, citizenship) 3. Utilizing systemic thinking in analysing issues and identifying solutions, and 4. Involving active “changemaking” or evidence of global citizenship 5. Future orientation (“affecting and inventing the future”)

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The “How”: Service Learning

Okay, so we have our essential element of “what” to teach, and we know the basics of “why” we teach it but there are a variety of ways to get there, right? Indeed there are, and we celebrate them all. But as ESD has taken shape we have recognized the need for a framework - tried and tested - that will enable our students to become changemakers here and now?

Enter service learning. At ISKL we define service learning as follows:

Service Learning is an experiential learning process that provides students with authentic opportunities to utilize effective collaboration and critical problem solving while engaging positively in their community.

At ISKL service learning is utilized both in the classroom and in out-of-class experiences.

Though ESD is not a requirement for service learning, it provides an excellent foundation upon which to identify issues that have global importance, but which are addressed locally. It’s the ultimate “Think global, act local” experience! It represents a natural bridge between global issues, ESD, the SLRs.

Much like ESD has defining characteristics, so too does service learning. At ISKL we classify service learning as something that adheres to the service learning process and includes curricular connections, student voice and choice, community partnerships and all the elements in the process below. Service learning utilizes this process to ensure that students are engaged in authentic opportunities to become socially and environmentally responsible global citizens.

The Service Learning Process

Used extensively through the school, service learning has a different 'look' in different learning contexts. It could be a Prep Junior class collecting newspaper to donate to the SPCA or the Middle School Student Council advocating better environmental practices on campus, or a High School service team supporting literacy in refugee communities. For more information on service learning at ISKL, feel free to follow this link.

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How you fit in.

At ISKL we believe that for the culture of global citizenship to grow it is important to invite everyone to the table. So it is with you…. we would love for you to get to know about it, to consider it, to ask questions, to try it, to develop it, to perfect it and to share it! No matter where you are on the ESD and/or service learning continuum there’s a place for you to be involved.

Which brings us to the more practical elements of ESD and service learning integration.

If you’re a teacher who is considering initiating a service­related unit of study and/or activities…

For those with little or no experience in service learning, and for those who might be interested but don’t quite know how it’s done, the Planning for Service Learning at ISKL document on the next page identifies the aspects of a curricular or co-curricular program that have been identified as best practices in engaging students in solution-oriented experiential learning.

These are based on research and serve as a great starting point to moving forward with a service learning platform, program or unit.

If you’re a teacher already engaged in service­related instruction and/or activities…

As ISKL moves toward empowering students and allowing students to participate – here and now – in making the world a better place, service learning will become a more important part of our daily dealings.

A good deal of data already indicates that service learning is a powerful tool in developing 21st century skills in students. Decision-making, collaboration, effective communication; all these things are important elements that are supported and developed through service learning. For those teachers who have already recognized the potential of such programming, this guide provides a self-assessment of sorts.

As ISKL slowly establishes best practices and moves toward them, teachers who are already engaged in such activities can identify elements that their current program is lacking, or can ensure that their current program is following a course of action that is supported by research across education. The Self Check Rubric for ISKL Best Practices in Service Learning in the following pages allows teachers to determine whether their teaching/advising is in line with the principles we use at ISKL

So there you have it. ESD and service learning in a nutshell. Welcome to it all!

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Planning for Service Learning at ISKL (if you’re new to service learning)

Teacher Name(s)

Class/Group

Brief Description of Learning Experience

Category Achieves Curricular Objectives

Evidence

Resources

Reflection

Includes

Student Voice & Choice

Inventory & Investigation of a community need

Preparation & Planning

Action through Service Learning

Reflection is consistently utilized throughout the process

Demonstration & Sharing

Holistic Comments/Feedback

Rubrics based on information collected from the following sources: The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum & Social Action by Cathryn Berger Kaye Youth Development Branch, Maryland State Department of Education

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Self­Check Rubric for Service Learning (if you’re already on your way with service learning!)

Category

Optimal

Developing

Needs Improvement

Achieves curricular objectives

Strong link(s) made to curricular objectives, standards, schoolwide learning results or ESD

Demonstrable link made to curricular objectives

Implied link make to curricular objectives but not intentionally developed Experience is largely teacher-defined and has little student voice or choice.

Includes Student Voice & Choice

Students have a great deal of (developmentally appropriate) decision-making capacity.

Students have some voice & choice of the direction of the experience.

Inventory & Investigation of a community need

Recognized need is identified through research or a needs assessment

Need and its relevance identified and focused upon throughout the project

Need identified but its relevance to community is not explored in depth

Preparation & Planning

Extensive planning evident to focus the service-learning project on meeting the need and curricular goals (e.g. multidisciplinary initiatives, school-wide awareness, etc.)

Adequate planning evident to meet the community need and curricular goals.

Minimal planning evident

Action through Service Learning

Students responsible for project creation, organization and implementation.

Students share responsibility with educator for project development and implementation.

Student given some choice in project development.

Reflection is consistently utilized throughout the process

Reflection completed throughout the project addressing various learning styles and exploring causes or need, project impact, and personal and academic growth

Reflection completed periodically throughout the project addressing root causes of issues.

Brief reflection evident at conclusion of project.

Demonstration & Sharing

Service-learning practices and policies featured routinely (5 or more times per year) through a variety of communication mediums.

Periodic communication on service learning conducted (2-4 times per year) though a variety of communication mediums.

An annual communication on service learning is conducted.

Establishes Community Partnerships

Students and community partners collaborate as an action team on project

Student interact/meet with community partner(s)

Limited contact with community partner(s) for information and resources

Holistic Assessment Comments

Rubrics based on information collected from the following sources: The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum & Social Action by Cathryn Berger Kaye Youth Development Branch, Maryland State Department of Education

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More information…

People to chat with…

● ● ● ● ● ● ● ● ● ● ●

Laurence Myers , Sustainability & Service Learning Coordinator.

Gretchen McNulty , MS/HS Curriculum Coordinator Azra Pathan , ES Curriculum Coordinator Lynne Smith , MS Service Learning Coordinator Suji Dehart , ES Service Learning Coordinator Dave Herbert , ES Service Learning Coordinator Julie James , HS Community Service Coordinator Chika Wilms , HS IB CAS Coordinator Christine Freitas , MS Student Council Advisor Heidi Laws , Service Learning aficionado!

Jenny Snively , MS Service Learning Facilitator

Online sites to browse…

● ● ● ● ● ● ●

Sustainable ISKL website Sustainable ISKL Facebook page Sustainable ISKL blog Service Learning @ ISKL Sustainability & Service Learning @ International Schools Eco-Schools Malaysia Green Schools Alliance

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