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30.11.2022 Template for written feedback from Poul and Dorte

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To a certain degree.
We obtained the skills to explain and evaluate about theoretical sustainabilty and we gained knowledge ourselves about educational sustainability.

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Poul and Dorte definetly showed us different ways to percieve conflicts of interest in this subject. An example here could be the excursion to Stige ø, where we pondered about the various ways of critical thinking about sustainability.

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We talked briefly about some theories but we didn't deepened it. We had some theoretical inputs by the teachers but we did not really work with the presented theories.

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Yes. We created learning materials for the 17 goals regarding the UNDG and saw parallells with local and global issues.

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Vi har fået knyttet nogle teorier til problemstillinger i forhold til klima, og vi har fået kendskab til nogle begreber

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To some extend. We have worked with different sustainable theories throughout the course. fx the knowledge platform.

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To a certain degree.
We created teaching courses in relation to ecological sustainability and made sure to include local environments that ensured relevancy.

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Vi har knyttet teori til vores opgave og derigennem arbejdet med det.

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Vi syntes vi har fået set tingene i et perspektiv, i forhold til Stige Ø og energi fyn

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We explained some theories of education, but we didn't use any theories related to gender.

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The teachers talked about the conflict of interest in this subject and help us to understand it better with excursions. But we think that the potential conflict of interest is a really important thing to talk about because there is a high chance that it will happen and thats why it would have been interesting to talk about it more.

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Vi har opnået meget viden omkring forskellige interessers indflydelse på bæredygtig udvikling. Fx turen til Energi Fyn og ekskursionen til Stige Ø.

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We have talked about different theories but maybe we should have go deeper in some of them

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Yes, we did work a lot with the UNSDG's and used them in different contexts. But the theme about regional and global issues was not dealt with enough (or at all). It would have been very interesting to learn about it.

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In class, Poul and Dorte, talked about different theories related to sustainability that make us achieve more skills in the topic and gain more knowledge.

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We developed an interdisciplinary teaching course that explored futuristic scenarios while making sure that students would be self-aware of their own climate footprint.

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Actually we didn’t deepen some theories.

However, we managed to implement a little element of theories shown into our didactic design presentation. (e.g. John Dewey)

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Vi har fået undervisning i UNDG og gjort brug af dem i forskellige undervisningssituation

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They have showed us that we have to think critical about sustainable topics. For example in the excursions that we did.

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Vi har arbejdet med internettet som klima-synder. Herigennem er der også konflikten med at vi bliver mere og mere digitaliseret, hvilket der i sig selv er mange fordele ved. Det er dog en stor klimasynder og det ser kun ud til at blive værre de næste par år.

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To a smaller degree.
We feel that our didactic thoughts were more focused on motivation towards learning about sustainability than actual competence to act. Although it was a part of our problem statement, we feel like our planning-agenda was leaning towards other thoughts.

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We created some didactic design regarding sustainability but not necessarily about the future scenarios.

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vi har arbejdet med miniprojekt hvor vi har skulle bruge det lærte i et didaktisk design osv. samt i vores modul godkendelse

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Vi er blevet præsenteret FN's 2030 mål i relation til mange af fagets underemner. Målene er ofte blev hevet frem som analyse- og diskussionspunkt, og vi har derfor opnået et godt kendskab til disse. Det er der har været udvekslingstuderende som en del af faget, har gjort perspektiveringen lettere og mere interessant. Der har været mange gode inputs og forskellige udgangspunkter på baggrund af holdets nationale sammensætning.

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Both of them talked about some conflicts that we have nowadays. We think that the most important is how politicians use this topic for their own interest and the changes that they make in the different countries are for their own benefit.

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We have talked about the UNSDG's goals and the differences between other countries taking advantage of the presence of international students

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Vi har lavet en undervisningsplan med henblik på at undervise i flere af FN verdensmål. Vi har hørt og læst om problematikker mellem lokale miljøproblemer og globale miljøproblemer

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In project 3, we researched and described current situation of sustainable development, especially gender problem in Japan. We assessed those situations in our presentation.

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Der har manglet lidt fokus på dette. Der har ikke været så meget fokus på løsninger af fremtidige og nutidig problemer som vi havde håbet. "Ecological footprint" har vi arbejdet med, vi har dog savnet et fremtidsperspektiv i denne sammenhæng.

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We did it because we chose the theme "food waste" for our final module product but otherwise we would not have focused on sustainable food production and consumption. We did an excursion about it but it was voluntary so not everyone attended.

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Vi har læst om climate footprints, og vi har haft dialog omkring hvordan elever kan blive mere bevidste om dette. Herunder var der det med at spise lokalt...

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The future wwas always something that we thought about and we remember that one day with Poul we calculated our ecological footprint.

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Vi har hørt om fremtiden og klimakonsekvenser mht. hvad der sker hvis ikke vi ændre vores co2-udslip. Vi har også arbejdet med forskellige landes ecological footprint.

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In class we talked a lot about the UN's goals, in the different task and also in the theory that Poul and Dorte explained us in class. For this reason, we have developed a lot of skills according to the UN's goals and nowadays are very internalized in our lives and in our projects.

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Vores projekt blev udmundet i at eleverne skulle gøres bevidste om hvor deres tøj kom fra for, at motiver eleverne til at finde viden om hvordan deres tøj bliver produceret mm.

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Vi har arbejdet med madproduktion ift. at det kan gøres på mange måder og at forskellige madvarer har forskellige footprint.

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Ærgerligt at fokus på dette, primært har foregået i en fuld undervisningsgang - nemlig LOMA i Svendborg. Dog har vi i forbindelse med fremlæggelser også stødt på bærerdygtig fødevarerproduktion, men efter vores erindring var dette et selvvalgt emne.

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I vores afsluttende opgave, var det primært projektorienteret arbejde. I undervisningsplanen blev eleverne også sat til at arbejde projektorienteret.

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During the lessons we created a lot of projects that made us think in the future and focalize our attention in the world sustainable problems that could appear in the future. It is our resonsability to change this and don't let it happen.

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We have talked about food consumption and the impact in some lessons. Also the teachers provided information about it and we did an excursion to LOMA- lokal mad that we personally found a really interesting thing.

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Paul and Dorte show us the conflicts of interest in sustainable development by explaining many topics through various perspectives. That makes us think one issues from different views and expand our thinking and ideas for solving it . However, as our presentation, we could only mention partially the national plastic problem.

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We were able to apply Relationships and conflicts between the local and the global environmental issues to our didactic design. With our research question, students are expected to think globally and act locally for the UN's 2030 goal.

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We talked about it in a rather superficial way. It was mentioned that is it important that the students work in a project-oriented way but the theories were limited and it would have been really nice to work more with it and especially in a more interactive and attractive way.

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Der har altid været en rød tråd mellem projekt orienteret undervisning og fagets øvrige indholdsområder.
Fokus har ligeledes særligt været på dette gennem vores arbejde med den afsluttende opgave.

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We made didactic design with UN goal No.5 which sets "major challenge remain" in Japan. We definitely believe that UNSDGs are not only about global, but also about Japan, so we focused on Japan for this didactic design.

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In class we developed this topic and we search information about how to be more sustainable with food consumption. Although, we did an excursion related to the topic and was very interesting to see how they work and the way they have interiorized to be sustainable with food.

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We did not focus on action but more on getting knowledge.

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In our didactic design, no.
However, we learned from other groups' presentations.

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Our didactic design was not related to food production.
But for our theme, gender inequality, we struggled how to teach them to pupils, and created our way.
We also realized the importance to develop learning materials by ourselves.

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We talked in a general way and it would have been interesting to delve depper into  the topic. We focused more in theory rather than in interaction.

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We design didactic product with 2 different subjects and explain the teacher guideline on the surface. Also we set the task that could think future senario.  Although we did not touch food production and food consumption in our presentation,we might have mentioned the package of food

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Our didactic design was not related to sustainable resources, but we devised activities to engage the students into the class.

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We achieved the goal.

By watching documentaries, students understand the background of plastic issues.

(the factors and expected consequences) In addition, students can research and explore what issue plastic waste will cause globally or locally and how they can solve it in their final task.

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In our didactic lesson, we set the task on project based learning but the criteria mentioned that students show their ideas and the way to solve reducing plastic waste. That may not acheive that student could develop the action competence even when they just show the result of their research.
We try to connect our lesson plan related to human interaction with nature and technology, but may be that not enough