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Üye Girişi / Kayıt Ol

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1.Bölüm
Başlık

Exploring the 17 Global Goals in the Classroom

Çalışmanız daha önce Eğitimde İyi Örnekler Konferansı’nda sunuldu mu?
  • Hayır
Çalışmanız aşağıdaki alanlardan hangilerini içermektedir?
1. Çalışma alanı
  • Krizler Çağında Eğitim
2. Çalışma alanı
  • Öğretmen Gelişimi
3. Çalışma alanı
  • Disiplinlerarası Çalışmalar
Çalışmanızı özetleyiniz:
  • In this presentation, we will show how the 17 UN Sustainable Development Goals (SDGs) can be brought into everyday classroom activities through simple, meaningful, and action-based projects. As IB PYP teachers in Gaziantep, Turkey, we will share real-life examples such as an integrated farming and bioenergy model (SDG2), recycling campaigns (SDG12), a greenhouse project (SDG13), and equity-focused discussions (SDG5)—making each goal tangible and relevant to students’ lives. Our classroom includes Turkish and Syrian students, and students with Special Educational Needs and Disabilities (SEND), and our projects help build inclusion, empathy, and cooperation. The SDGs offer a shared language for students to explore challenges that affect everyone—locally and globally. Our core message is that impactful teaching doesn’t require large budgets—just creativity and intention. These hands-on projects are student-led, age-appropriate, and aligned with the PYP framework. For each goal, we will present adaptable activities created by us or our colleagues. This work empowers students to become problem-solvers, while helping teachers grow through collaboration, interdisciplinary planning, and access to tools like the Global Schools Program, ESD resources, and webinars such as Ages of Globalization. It also promotes a culture of sustainability and active citizenship across our school. We hope to inspire others to view the SDGs not as extra work, but as a powerful tool for building meaningful, inclusive, and future-focused learning—one classroom at a time.
2.Bölüm
Ad Soyad
  • Azadeh
  • Vahabzadeh
Doğum Tarihi
  • 07/09/1987
Telefon
  • 0 (535) 925 40 88
E-Posta
  • azadeh.vahabzadeh@sanko.k12.tr
Kurum
  • Sanko Schools
Uygulamanın Gerçekleştirildiği Kurum
  • Sanko Schools
Okul Türü
  • Sivil toplum örgütü
Görev
  • PYP English teacher
Şehir
  • Gaziantep
Başvurunuzun kabul edilmesi halinde konferans kitapçığında ve konferans internet sitesinde e-posta adresiniz paylaşılabilir mi?
  • Evet
Uygulamanızı/materyalinizi birlikte geliştirdiğiniz ekip arkadaşlarınız var mı ?
  • Evet
3.Bölüm
Çalışmanızı geliştirirken tespit ettiğiniz ihtiyaç nedir?
  • Our school follows the IB PYP curriculum and is part of the Global Schools network, which has strengthened our commitment to integrating the SDGs meaningfully into education. In our diverse Gaziantep community—home to both Turkish and Syrian students—we noticed a strong need to raise awareness of global issues like poverty, climate change, and inequality. Many students viewed these problems as distant or unconnected to their own lives. These topics can also feel overwhelming, so it becomes essential for educators to make them relatable and manageable. To meet this need, our teachers designed classroom projects that build empathy, curiosity, and action. We created inclusive learning spaces where all students—including those with SEND—feel seen, heard, and valued. Through hands-on activities and real-world connections, students developed a deeper understanding of the SDGs and began to see themselves as capable changemakers within their schools and communities.
Çalışmanızın uygulandığı tarih aralığı:
  • 05/09/2022
  • 20/06/2025
Çalışmanız nerede hayata geçti?
Çalışmanız kaç defa uygulandı?
  • We ensured that any subject linked to a UN goal resulted in a classroom project. We also worked on projects with schools across the globe.
Çalışmanızı uyguladığınız hedef kitleyi seçiniz:
Hedef kitlenizin özelliklerini yazınız.
  • Our target audience includes preschool and primary school students (ages 3–11) at a school in Gaziantep, Turkey. Most students are Turkish, with some coming from Syria. At this age, children are concrete thinkers who learn best through hands-on, engaging, and simple activities. They benefit from group work, role-play, visuals, and clear instructions. We also work with Turkish teachers, alongside native/international English and Spanish speakers—who support inquiry-based, inclusive learning. This multicultural and multilingual environment encourages respect, creativity, and collaboration. It’s the perfect setting for teaching the SDGs through real-life, age-appropriate projects that help children become problem-solvers and understand global issues.
Çalışmanızı geliştirirken ve uygularken katılımcı bir süreç izlediniz mi? Hedef kitlenizin süreçte nasıl yer aldığını ve sürece nasıl dahil olduğunu detaylandırınız.
  • Yes, we followed a participatory process by involving students at every stage. As part of the PYP program, the central idea of each unit was pre-defined, but students had the freedom to choose how they wanted to explore it through hands-on projects connected to the SDGs. At the start of each unit, we introduced the theme and linked it to global issues like clean water (SDG 6) and life on land (SDG 15). Students brainstormed in groups, chose projects they were passionate about, planned the steps, gathered materials, and divided roles. Reflection sessions were held throughout, where students shared their experiences, challenges, and ideas for improvement. This allowed them to take ownership of their learning and work collaboratively. Teachers worked across grades, sharing resources and adjusting activities based on student needs and interests. This collaborative, inclusive approach ensured all students, including those from diverse cultural backgrounds, had a voice in the process. Additionally, our school has collaborated with sister schools from America, Slovenia and India. These international partnerships allow students to work on joint projects, connect with peers from different cultures, and understand global perspectives on sustainability. By giving students choice, voice, and the opportunity to collaborate, we built a student-centered learning environment that encourages global citizenship, critical thinking, and action on real-world issues.
Çalışmanızın etkisini nasıl ölçtünüz, nasıl geribildirim aldınız?
  • To measure our impact, we used a variety of simple yet effective tools, many inspired by Susan Powers’ student-led PYP methods. Students designed parts of their own projects, giving us insight into their understanding, creativity, and confidence. We observed their collaboration and engagement through checklists, and students used smiley-face rubrics and exit tickets to reflect on what they learned. Peer feedback was gathered through gallery walks, where students gave each other kind and helpful comments. After each project, we held class reflections where students shared challenges, successes, and next steps—ensuring their voices shaped future planning. Teachers kept brief journals, noting observations, cross-subject links, and areas to improve. Parents and colleagues also completed surveys, providing valuable feedback on how projects influenced student behavior and attitudes both at home and school. We also noticed long-term effects: students showed more interest in global issues and took initiative beyond the classroom. This mixed-method approach gave us a clear picture of growth—academically, socially, and emotionally.
Farklı disiplinden veya uzmanlıktan kişilerden/kurumlardan destek aldınız mı, birlikte çalıştınız mı?
  • Evet
Kimlerle çalıştınız? Çalışmanıza nasıl destek oldular?
  • We worked closely with our preschool and primary PYP teaching team to plan, carry out, and reflect on our SDG-based projects. Our school leadership encouraged innovation and gave us time and flexibility to explore student-led learning connected to global goals. Subject teachers from art, science, and languages also supported the work by helping integrate SDG themes across different areas. As part of the Global Schools Network, we received guidance and inspiration from Global Schools Advocates, including one of the speakers on this panel. Mentors from this UN initiative provided helpful resources, feedback, and networking that strengthened our work and deepened our understanding of the SDGs. Our school’s diverse team—including native/international English and Spanish-speaking teachers—brought global perspectives into the classroom. For SDG 17, we collaborated with sister schools from America, Slovenia and India, which allowed our students to experience international teamwork and cultural exchange. Another strength is our professional learning culture. Whenever a teacher attends a conference or training, they return to school and lead a presentation or workshop to share what they’ve learned with the whole staff. This supports continuous growth and helps spread new ideas throughout the school. We also welcomed small parent contributions, like helping collect recycled materials or sharing related experiences at home. These small actions helped connect the classroom with the wider community. Together, this strong collaboration made our work more inclusive, creative, and impactful—for both students and educators.
Çalışmanızı geliştirirken hangi kaynaklardan yararlandınız?
  • To develop and implement our SDG projects, we worked closely with our school supervisor, PYP coordinator, and fellow teachers. Our leadership team supported innovation, encouraged experimentation, and helped us align the projects with the IB PYP framework. Teachers across grade levels co-planned lessons, shared resources, and supported interdisciplinary projects that fostered a school-wide culture of global citizenship. We were deeply inspired by Prof. Jeffrey Sachs, whose work on the SDGs helped us better understand global challenges and how to translate them into student-friendly, action-based projects. His “Ages of Globalization” platform, along with the ESD (Education for Sustainable Development) toolkit, offered practical classroom materials and webinars that shaped our planning and professional development. These tools were especially helpful in making global issues meaningful for our students in Gaziantep, including both Turkish and Syrian learners and students with SEND. Susan Powers’ student-centered PYP strategies also guided our work. Her approach to agency and inquiry helped us design participatory learning experiences where students took ownership and led their own projects. Importantly, whenever a teacher from our team attends an external workshop or international conference, they return and lead a presentation or mini-workshop for colleagues. This practice strengthens our shared learning culture and keeps our strategies fresh and research-based. Altogether, these resources and collaborations helped us adapt global goals to our local context, promote inclusion, and support both student and teacher growth through meaningful, hands-on learning experiences.
4.Bölüm
Çalışmanızı nasıl geliştirdiğinizi ve uyguladığınızı adım adım detaylandırınız.
  • Step 1: Learning About the SDGs and Planning the Curriculum We started by learning about the 17 Sustainable Development Goals (SDGs) and why they matter. Our aim was to connect them to real-life topics in our PYP curriculum, like food, health, energy, and equity. For example, the PYP theme is "Who We Are" and the central idea is "Our choices and habits affect our health", we linked this to SDG 2 (Zero Hunger) and SDG 3 (Good Health and Well-being). This made global issues more understandable and meaningful for our students. With the help of our PYP coordinator and supervisor, we planned how to bring the SDGs into each unit. We followed Susan Powers’ approach, focusing on student-led learning and inquiry. Step 2: Designing the Projects Together Next, we designed hands-on, age-appropriate projects that connected SDGs to classroom topics. We worked with teachers from different subjects like English, science, and social studies to make the projects interdisciplinary. We also used resources from platforms like TeachSDGs, ESD Toolkit, and Global Dimension to create simple, engaging activities. All projects used everyday materials and followed a clear structure so they could be finished in a short time while still being impactful. Our supervisor supported us by giving us the freedom to try new ideas and offering feedback. Step 3: Giving Students Voice and Choice At the beginning of each unit, we introduced the SDG using child-friendly videos, posters, and stories. Then, we presented two or three project ideas related to that goal. Students could choose their favourite or suggest their own ideas—like turning plastic bottles into pencil cases or growing plants in reused containers. This helped students feel more connected to their learning and gave them ownership. They also worked in diverse groups, supporting each other across language levels and backgrounds. Step 4: Putting the Projects into Action Once the students chose their projects, they worked individually or in small teams to plan, research, and build. Some built models (like greenhouses), others designed campaigns (like recycling posters), and some even created videos or performances. Teachers guided them by helping with vocabulary, managing time, and asking questions to deepen their thinking. The classroom became a busy, happy, and active space, with lots of collaboration and excitement. We made sure activities were inclusive by offering different ways to learn—visuals, group work, and flexible tasks. This supported students with different learning styles and language skills, especially our Syrian students and students with SEND. Step 5: Reflecting and Getting Feedback Reflection was a big part of the process. Throughout the project, students used simple tools like smiley-face rubrics and exit tickets to share how they felt about their learning. We also held group reflection talks, where students shared what went well, what was hard, and what they would change. We did gallery walks, where students displayed their work and gave kind, helpful feedback to their classmates using sticky notes. Teachers also observed and wrote short notes after each project to track learning and areas to improve. Step 6: Teacher Reflection and Improvement After each unit, we held a team meeting to talk about what worked well and what could be better next time. We made changes based on student feedback and our own reflections. This helped us keep improving and made each project stronger and more meaningful. We also encouraged teachers who attended outside workshops or conferences to share what they learned in small in-school training sessions. This created a culture of ongoing learning and collaboration within our school. Step 7: Sharing the Impact Across the School and Beyond To celebrate the students’ efforts, we displayed projects around the school and invited families to see them. Some students even presented their projects at school events. This boosted their confidence and helped spread awareness to the wider school community. We also connected with partner schools from America, Slovenia and India through our Global Schools Network. Students exchanged videos and ideas with their international peers, learning how others are solving similar global problems. These connections helped students see the power of teamwork beyond borders, supporting SDG 17 (Partnerships for the Goals). Step 8: Seeing the Results and Impact We saw big changes in how students think and act. They began asking deeper questions, suggesting solutions, and even making changes at home—like saving water or reusing materials. In reflections, most students said they now believe they can make a difference in the world. Teachers also felt more confident using the SDGs in class and enjoyed working together across subjects. The projects brought new energy and meaning to our teaching. Our school culture became more focused on values like fairness, sustainability, and active citizenship.
Çalışmanız sizce neden iyi bir örnek?
  • Our SDG projects are a good example because they connect school learning with real-world problems. By linking lessons to the United Nations Sustainable Development Goals (SDGs), students understand that what they learn can help make the world better. We let students choose and design their own projects, which helps them feel more involved and excited to learn. The projects include different subjects like science, reading, art, and math. Students work in groups, do hands-on activities, and use their creativity to explore global issues. This makes learning more fun and meaningful. After each project, students reflect on their learning using simple tools like gallery walks, self-assessments, and peer feedback. These activities help them understand what they did well and how they can improve. We also work closely with other teachers, our PYP coordinator, and school leaders. Together, we plan projects that match our school goals and the IB PYP curriculum. This teamwork helps us create a strong school culture focused on sustainability and global thinking. Our school is part of the Global School Network, a United Nations initiative. One of our speakers is also a Global School Advocate, which gives us extra support, ideas, and chances to connect with other schools in Turkey and around the world. Our work is easy to follow, fun for students, and helps them become more caring, curious, and active. It’s a strong model for other schools who want to bring SDGs into their classrooms in simple and powerful ways.
Çalışmanızın iyileştirilebilir olduğunu düşündüğünüz yönlerini detaylandırınız.
  • While our SDG projects have gone well, there are still areas we want to improve. One key area is time management—some projects take longer than planned. We aim to help students complete their work at a steady and relaxed pace, without feeling rushed. We also want to offer more task choices that suit different learning levels. Every student is unique—some may need extra support, while others want more challenge. By giving more options, we can help all students learn in a way that fits them best. Another goal is to involve parents earlier in the process, not just at the end. This will help connect school learning with home life and show families how they can support the SDGs in daily routines. We also want to grow our international collaborations. We have started working with sister schools from America, Slovenia and India, but we hope to expand this network to learn from more cultures and ideas. In the future, we plan to track long-term student impact more clearly. For example, do students continue showing care for the environment after a project ends? Do they take more action? Reflection check-ins months later may help us see this better. We’d also like to create student leadership roles, like “SDG Ambassadors,” and explore how to build SDG work into the school’s yearly plan. These steps can make our work more lasting and student-led.
Başvuru Dosyaları
Dosyalar
Başlık

Exploring the 17 Global Goals in the Classroom

Çalışmanız daha önce Eğitimde İyi Örnekler Konferansı’nda sunuldu mu?
  • Hayır
Çalışmanız aşağıdaki alanlardan hangilerini içermektedir?
1. Çalışma alanı
  • Krizler Çağında Eğitim
2. Çalışma alanı
  • Öğretmen Gelişimi
3. Çalışma alanı
  • Disiplinlerarası Çalışmalar
Çalışmanızı özetleyiniz:
  • In this presentation, we will show how the 17 UN Sustainable Development Goals (SDGs) can be brought into everyday classroom activities through simple, meaningful, and action-based projects. As IB PYP teachers in Gaziantep, Turkey, we will share real-life examples such as an integrated farming and bioenergy model (SDG2), recycling campaigns (SDG12), a greenhouse project (SDG13), and equity-focused discussions (SDG5)—making each goal tangible and relevant to students’ lives. Our classroom includes Turkish and Syrian students, and students with Special Educational Needs and Disabilities (SEND), and our projects help build inclusion, empathy, and cooperation. The SDGs offer a shared language for students to explore challenges that affect everyone—locally and globally. Our core message is that impactful teaching doesn’t require large budgets—just creativity and intention. These hands-on projects are student-led, age-appropriate, and aligned with the PYP framework. For each goal, we will present adaptable activities created by us or our colleagues. This work empowers students to become problem-solvers, while helping teachers grow through collaboration, interdisciplinary planning, and access to tools like the Global Schools Program, ESD resources, and webinars such as Ages of Globalization. It also promotes a culture of sustainability and active citizenship across our school. We hope to inspire others to view the SDGs not as extra work, but as a powerful tool for building meaningful, inclusive, and future-focused learning—one classroom at a time.
Ad Soyad
  • Azadeh
  • Vahabzadeh
Doğum Tarihi
  • 07/09/1987
Telefon
  • 0 (535) 925 40 88
E-Posta
  • azadeh.vahabzadeh@sanko.k12.tr
Kurum
  • Sanko Schools
Uygulamanın Gerçekleştirildiği Kurum
  • Sanko Schools
Okul Türü
  • Sivil toplum örgütü
Görev
  • PYP English teacher
Şehir
  • Gaziantep
Başvurunuzun kabul edilmesi halinde konferans kitapçığında ve konferans internet sitesinde e-posta adresiniz paylaşılabilir mi?
  • Evet
Uygulamanızı/materyalinizi birlikte geliştirdiğiniz ekip arkadaşlarınız var mı ?
  • Evet
Çalışmanızı geliştirirken tespit ettiğiniz ihtiyaç nedir?
  • Our school follows the IB PYP curriculum and is part of the Global Schools network, which has strengthened our commitment to integrating the SDGs meaningfully into education. In our diverse Gaziantep community—home to both Turkish and Syrian students—we noticed a strong need to raise awareness of global issues like poverty, climate change, and inequality. Many students viewed these problems as distant or unconnected to their own lives. These topics can also feel overwhelming, so it becomes essential for educators to make them relatable and manageable. To meet this need, our teachers designed classroom projects that build empathy, curiosity, and action. We created inclusive learning spaces where all students—including those with SEND—feel seen, heard, and valued. Through hands-on activities and real-world connections, students developed a deeper understanding of the SDGs and began to see themselves as capable changemakers within their schools and communities.
Çalışmanızın uygulandığı tarih aralığı:
  • 05/09/2022
  • 20/06/2025
Çalışmanız nerede hayata geçti?
Çalışmanız kaç defa uygulandı?
  • We ensured that any subject linked to a UN goal resulted in a classroom project. We also worked on projects with schools across the globe.
Çalışmanızı uyguladığınız hedef kitleyi seçiniz:
Hedef kitlenizin özelliklerini yazınız.
  • Our target audience includes preschool and primary school students (ages 3–11) at a school in Gaziantep, Turkey. Most students are Turkish, with some coming from Syria. At this age, children are concrete thinkers who learn best through hands-on, engaging, and simple activities. They benefit from group work, role-play, visuals, and clear instructions. We also work with Turkish teachers, alongside native/international English and Spanish speakers—who support inquiry-based, inclusive learning. This multicultural and multilingual environment encourages respect, creativity, and collaboration. It’s the perfect setting for teaching the SDGs through real-life, age-appropriate projects that help children become problem-solvers and understand global issues.
Çalışmanızı geliştirirken ve uygularken katılımcı bir süreç izlediniz mi? Hedef kitlenizin süreçte nasıl yer aldığını ve sürece nasıl dahil olduğunu detaylandırınız.
  • Yes, we followed a participatory process by involving students at every stage. As part of the PYP program, the central idea of each unit was pre-defined, but students had the freedom to choose how they wanted to explore it through hands-on projects connected to the SDGs. At the start of each unit, we introduced the theme and linked it to global issues like clean water (SDG 6) and life on land (SDG 15). Students brainstormed in groups, chose projects they were passionate about, planned the steps, gathered materials, and divided roles. Reflection sessions were held throughout, where students shared their experiences, challenges, and ideas for improvement. This allowed them to take ownership of their learning and work collaboratively. Teachers worked across grades, sharing resources and adjusting activities based on student needs and interests. This collaborative, inclusive approach ensured all students, including those from diverse cultural backgrounds, had a voice in the process. Additionally, our school has collaborated with sister schools from America, Slovenia and India. These international partnerships allow students to work on joint projects, connect with peers from different cultures, and understand global perspectives on sustainability. By giving students choice, voice, and the opportunity to collaborate, we built a student-centered learning environment that encourages global citizenship, critical thinking, and action on real-world issues.
Çalışmanızın etkisini nasıl ölçtünüz, nasıl geribildirim aldınız?
  • To measure our impact, we used a variety of simple yet effective tools, many inspired by Susan Powers’ student-led PYP methods. Students designed parts of their own projects, giving us insight into their understanding, creativity, and confidence. We observed their collaboration and engagement through checklists, and students used smiley-face rubrics and exit tickets to reflect on what they learned. Peer feedback was gathered through gallery walks, where students gave each other kind and helpful comments. After each project, we held class reflections where students shared challenges, successes, and next steps—ensuring their voices shaped future planning. Teachers kept brief journals, noting observations, cross-subject links, and areas to improve. Parents and colleagues also completed surveys, providing valuable feedback on how projects influenced student behavior and attitudes both at home and school. We also noticed long-term effects: students showed more interest in global issues and took initiative beyond the classroom. This mixed-method approach gave us a clear picture of growth—academically, socially, and emotionally.
Farklı disiplinden veya uzmanlıktan kişilerden/kurumlardan destek aldınız mı, birlikte çalıştınız mı?
  • Evet
Kimlerle çalıştınız? Çalışmanıza nasıl destek oldular?
  • We worked closely with our preschool and primary PYP teaching team to plan, carry out, and reflect on our SDG-based projects. Our school leadership encouraged innovation and gave us time and flexibility to explore student-led learning connected to global goals. Subject teachers from art, science, and languages also supported the work by helping integrate SDG themes across different areas. As part of the Global Schools Network, we received guidance and inspiration from Global Schools Advocates, including one of the speakers on this panel. Mentors from this UN initiative provided helpful resources, feedback, and networking that strengthened our work and deepened our understanding of the SDGs. Our school’s diverse team—including native/international English and Spanish-speaking teachers—brought global perspectives into the classroom. For SDG 17, we collaborated with sister schools from America, Slovenia and India, which allowed our students to experience international teamwork and cultural exchange. Another strength is our professional learning culture. Whenever a teacher attends a conference or training, they return to school and lead a presentation or workshop to share what they’ve learned with the whole staff. This supports continuous growth and helps spread new ideas throughout the school. We also welcomed small parent contributions, like helping collect recycled materials or sharing related experiences at home. These small actions helped connect the classroom with the wider community. Together, this strong collaboration made our work more inclusive, creative, and impactful—for both students and educators.
Çalışmanızı geliştirirken hangi kaynaklardan yararlandınız?
  • To develop and implement our SDG projects, we worked closely with our school supervisor, PYP coordinator, and fellow teachers. Our leadership team supported innovation, encouraged experimentation, and helped us align the projects with the IB PYP framework. Teachers across grade levels co-planned lessons, shared resources, and supported interdisciplinary projects that fostered a school-wide culture of global citizenship. We were deeply inspired by Prof. Jeffrey Sachs, whose work on the SDGs helped us better understand global challenges and how to translate them into student-friendly, action-based projects. His “Ages of Globalization” platform, along with the ESD (Education for Sustainable Development) toolkit, offered practical classroom materials and webinars that shaped our planning and professional development. These tools were especially helpful in making global issues meaningful for our students in Gaziantep, including both Turkish and Syrian learners and students with SEND. Susan Powers’ student-centered PYP strategies also guided our work. Her approach to agency and inquiry helped us design participatory learning experiences where students took ownership and led their own projects. Importantly, whenever a teacher from our team attends an external workshop or international conference, they return and lead a presentation or mini-workshop for colleagues. This practice strengthens our shared learning culture and keeps our strategies fresh and research-based. Altogether, these resources and collaborations helped us adapt global goals to our local context, promote inclusion, and support both student and teacher growth through meaningful, hands-on learning experiences.
Çalışmanızı nasıl geliştirdiğinizi ve uyguladığınızı adım adım detaylandırınız.
  • Step 1: Learning About the SDGs and Planning the Curriculum We started by learning about the 17 Sustainable Development Goals (SDGs) and why they matter. Our aim was to connect them to real-life topics in our PYP curriculum, like food, health, energy, and equity. For example, the PYP theme is "Who We Are" and the central idea is "Our choices and habits affect our health", we linked this to SDG 2 (Zero Hunger) and SDG 3 (Good Health and Well-being). This made global issues more understandable and meaningful for our students. With the help of our PYP coordinator and supervisor, we planned how to bring the SDGs into each unit. We followed Susan Powers’ approach, focusing on student-led learning and inquiry. Step 2: Designing the Projects Together Next, we designed hands-on, age-appropriate projects that connected SDGs to classroom topics. We worked with teachers from different subjects like English, science, and social studies to make the projects interdisciplinary. We also used resources from platforms like TeachSDGs, ESD Toolkit, and Global Dimension to create simple, engaging activities. All projects used everyday materials and followed a clear structure so they could be finished in a short time while still being impactful. Our supervisor supported us by giving us the freedom to try new ideas and offering feedback. Step 3: Giving Students Voice and Choice At the beginning of each unit, we introduced the SDG using child-friendly videos, posters, and stories. Then, we presented two or three project ideas related to that goal. Students could choose their favourite or suggest their own ideas—like turning plastic bottles into pencil cases or growing plants in reused containers. This helped students feel more connected to their learning and gave them ownership. They also worked in diverse groups, supporting each other across language levels and backgrounds. Step 4: Putting the Projects into Action Once the students chose their projects, they worked individually or in small teams to plan, research, and build. Some built models (like greenhouses), others designed campaigns (like recycling posters), and some even created videos or performances. Teachers guided them by helping with vocabulary, managing time, and asking questions to deepen their thinking. The classroom became a busy, happy, and active space, with lots of collaboration and excitement. We made sure activities were inclusive by offering different ways to learn—visuals, group work, and flexible tasks. This supported students with different learning styles and language skills, especially our Syrian students and students with SEND. Step 5: Reflecting and Getting Feedback Reflection was a big part of the process. Throughout the project, students used simple tools like smiley-face rubrics and exit tickets to share how they felt about their learning. We also held group reflection talks, where students shared what went well, what was hard, and what they would change. We did gallery walks, where students displayed their work and gave kind, helpful feedback to their classmates using sticky notes. Teachers also observed and wrote short notes after each project to track learning and areas to improve. Step 6: Teacher Reflection and Improvement After each unit, we held a team meeting to talk about what worked well and what could be better next time. We made changes based on student feedback and our own reflections. This helped us keep improving and made each project stronger and more meaningful. We also encouraged teachers who attended outside workshops or conferences to share what they learned in small in-school training sessions. This created a culture of ongoing learning and collaboration within our school. Step 7: Sharing the Impact Across the School and Beyond To celebrate the students’ efforts, we displayed projects around the school and invited families to see them. Some students even presented their projects at school events. This boosted their confidence and helped spread awareness to the wider school community. We also connected with partner schools from America, Slovenia and India through our Global Schools Network. Students exchanged videos and ideas with their international peers, learning how others are solving similar global problems. These connections helped students see the power of teamwork beyond borders, supporting SDG 17 (Partnerships for the Goals). Step 8: Seeing the Results and Impact We saw big changes in how students think and act. They began asking deeper questions, suggesting solutions, and even making changes at home—like saving water or reusing materials. In reflections, most students said they now believe they can make a difference in the world. Teachers also felt more confident using the SDGs in class and enjoyed working together across subjects. The projects brought new energy and meaning to our teaching. Our school culture became more focused on values like fairness, sustainability, and active citizenship.
Çalışmanız sizce neden iyi bir örnek?
  • Our SDG projects are a good example because they connect school learning with real-world problems. By linking lessons to the United Nations Sustainable Development Goals (SDGs), students understand that what they learn can help make the world better. We let students choose and design their own projects, which helps them feel more involved and excited to learn. The projects include different subjects like science, reading, art, and math. Students work in groups, do hands-on activities, and use their creativity to explore global issues. This makes learning more fun and meaningful. After each project, students reflect on their learning using simple tools like gallery walks, self-assessments, and peer feedback. These activities help them understand what they did well and how they can improve. We also work closely with other teachers, our PYP coordinator, and school leaders. Together, we plan projects that match our school goals and the IB PYP curriculum. This teamwork helps us create a strong school culture focused on sustainability and global thinking. Our school is part of the Global School Network, a United Nations initiative. One of our speakers is also a Global School Advocate, which gives us extra support, ideas, and chances to connect with other schools in Turkey and around the world. Our work is easy to follow, fun for students, and helps them become more caring, curious, and active. It’s a strong model for other schools who want to bring SDGs into their classrooms in simple and powerful ways.
Çalışmanızın iyileştirilebilir olduğunu düşündüğünüz yönlerini detaylandırınız.
  • While our SDG projects have gone well, there are still areas we want to improve. One key area is time management—some projects take longer than planned. We aim to help students complete their work at a steady and relaxed pace, without feeling rushed. We also want to offer more task choices that suit different learning levels. Every student is unique—some may need extra support, while others want more challenge. By giving more options, we can help all students learn in a way that fits them best. Another goal is to involve parents earlier in the process, not just at the end. This will help connect school learning with home life and show families how they can support the SDGs in daily routines. We also want to grow our international collaborations. We have started working with sister schools from America, Slovenia and India, but we hope to expand this network to learn from more cultures and ideas. In the future, we plan to track long-term student impact more clearly. For example, do students continue showing care for the environment after a project ends? Do they take more action? Reflection check-ins months later may help us see this better. We’d also like to create student leadership roles, like “SDG Ambassadors,” and explore how to build SDG work into the school’s yearly plan. These steps can make our work more lasting and student-led.
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