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LO6 Students can evaluate the sustainable impact of new and existing business
LEARNING OUTCOME LO6 Students can evaluate the sustainable impact of new and existing business LEVEL
Understanding
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SPECIFIC LEARNING OUTCOME
6.1 Students can evaluate a product, process or strategy taking into account sustainability
PERSON IN CHARGE (NAME and EMAIL)
Maria Cristina Galeasso (m.galeasso@aproformazione.it)
DESCRIPTION OF THE LEARNING MATERIALS
The didactic material is made up of sheet in which the topic is addressed The pupils can follow it alone, in group or with the teacher. The form consists of a theoretical part in which activities with different methodological approaches for in-depth analysis, reflection and verification are inserted. The topics in the material are: THEORY: Content:
• Definition of impact • Total impact of business: economic, environmental, social impact • Examples of sustainable impact in business
GOAL 1:
• Understand the idea of impact related to business’ products, processes or strategies • Understand how business can make their products, processes or strategies more sustainable
BUSINESS CASE: How is my smartphone made? GOAL 2:
• Understand how the production of a smartphone is done • Understand how the production of a smartphone affects environment and society Identify if sustainability can be improved in the production of a smartphone
HOW TO USE?
The teacher can use the material as a tool to use in class to introduce the the topic of sustainable development. In particular, the teacher can deliver the document to the students, in paper format or better in digital format, and decide how to use it according to their needs. It offers the possibility to be used in multiple teaching methods: from simple frontal lessons to cooperative learning, to the flipped classroom. The teacher can decide whether to let some parts of the material develop independently, either individually to each student or in a group. He can propose insights by watching the recommended videos and provide, together with the class, to the calculation of the ecological footprint of each student. There are also some interesting activity linked to the path that can be done with interdisciplinary approach with the collaboration of other teachers. Each part of the path can be accompanied by brain storming in relation to the observations that emerged. In the paper there are some questions to evaluate to evaluate the knowledge learned and their opinions on the topics covered.
ADDITIONAL TEACHING MATERIALS AND METHODS FOR TRAINERS
Theory: Assess total impact of business: https://www.pwc.co.uk/services/sustainability-climatechange/total-impact.html Business case (smartphone), provided by HOGENT: https://hogentmy.sharepoint.com/:p:/g/personal/joeri_brusselle_hogent_be/EUVb5xPyCvNJnWbMwtl1xuEBgN1LHWVRb lNEfTDGbWCXRQ?rtime=4Q1_hrOz2Eg Video on smartphone production: Video on fairphone: https://www.youtube.com/watch?v=S0fbZerTUjY
METHODS FOR TRAINERS -Discussion: consists of a confrontation of ideas between two or more people (trainer-student and between students). During the discussion the role of the trainer essentially becomes that of an assistant, helping the student in his learning. -Frontal lesson: the teacher presents the topics in a unidirectional manner; the transmission of concepts is linked to the communicative ability of the teacher. - Case study: it is a methodological strategy based on reflections in relation to a real or likely situation, on which hypotheses and possible solutions can be advanced. - Cooperative learning: this strategy seeks to optimize collaboration and mutual support between students through group work in which each student deals with a specific aspect of the work. - Problem solving: is based on the analysis of the problem in order to identify the solution using discovery or intuition. - Brainstorming: pupils can express himself in a completely free way and without the risk of receiving criticism, in relation to a specific topic. - Flipped classroom: the lesson becomes homework while the time in the classroom is used for collaborative activities, experiences, debates and workshops. For this metodology we can have materials to use at home and the teacher does not take on the role of leading actor, but rather becomes a sort of facilitator, the director of the didactic action.
