SDGs in Wellness

Plan your sustainability training session

In this section we will explain the initial requirements plus a short explanation of the 4 activities proposed and the 4 learning approaches envisaged with the exercises and tools proposed:

REQUIREMENTS:

• Comfortable room and all needed material should be available
• Facilitate communication and establish conditions of mutual respect, listening and mutual assistance
• Make sure all participants feel comfortable and engaged from the beginning: start from the real-life experiences of participants

ACTIVITIES PROPOSED

1.      Presentation and quiz Icebreaker –SDGs and wellbeing. Duration: 40-50 minutes.

 
The icebreaker activity involves showing a video (2.23’): https://www.youtube.com/watch?v=z_jjX-i45hU, a presentation and a final quiz.
The trainer presents himself and the aims of the session: each participant presents him/herself. They watch a video and a short presentation, and 5 quiz questions are introduced using online devices (for example, Kahoot!) to warm up
Short general debate about the results of the quiz.

2.      Readings and Debate. Duration: 60 minutes.

 
Trainer will ask learners to read Medical Evidence for Wellness Approaches, select 3 approaches from the list of 30 to debate in groups, identify the 3 most voted and organise 3 small groups discussions (selecting 1 spokesperson per group) on their impact on SDGs.
Presentation of results and debate.

3. Advocacy SDG#3 “Good health and well-being” in companies

The trainer presents a list of actions that companies could do:

WORKPLACE HEALTH AND SAFETY SYSTEM at work, to comply with the legislation and reduce accidents and occupational diseases.
PROMOTE A PREVENTIVE CULTURE in relation to health.
PERIODIC TRAINING on occupational health and safety at all employees and throughout the supply chain.
PRECAUTIONS AND SPECIAL ACTIONS regarding occupational health and safety for pregnant women, employees with disabilities and other vulnerable groups.
SAFETY AND HYGIENE MEASURES adequate in the products and services of the company, so that the health of clients, employees and other groups of interest.
PROMOTE A HEALTHY LIFESTYLE among the employees and value chain, implementing, for example, a proper diet in the organization's dining room or creating sports facilities accessible to all.
PROMOTE HABITS AGAINST SEDENTARY LIFESTYLE, such as access to offices by bicycle or other physical activities and sports.
PROVIDE DIGNIFICANT WORK CONDITIONS to the suppliers in countries with weak legislation.
REDUCE THE ENVIRONMENTAL IMPACT on company operations and the use of dangerous chemical products, to avoid polluting the air, water and soil.
ENSURE that those who make up the supply chain they are not exposed to health hazards.

Then, 2 groups are formed: one group summarizes the benefits of the actions and another one what would happen if these actions were not undertaken.
The groups are asked to do some research to find pro and contra arguments regarding each SDG#3 list of actions using facts, figures… They can use pen and paper or online devices (google docs of GSlides). Each group spokesperson presents the results and this is followed by a general debate and summary of conclusions.

4. Inquiry-based project, ‘Is living longer a good thing?

The trainer presents the question “Is living longer a good thing? » and explains learners they must implement an enquiry-based project investigating the proposed question and researching how living longer may be good or bad, depending on the views, selecting (voting)ca spokesperson.
They can use computers or mobile phones and are encouraged to take notes and identify the sources (reliable bibliography).

Learners have to present what they’ve learned (culminating “something”: develop a website using “Weebly”, or perhaps a slideshow using Google Slides).
Consider using a rubric.

Step 1. Learners must develop questions that they are “hungry to answer” (also so called “fat questions”). Have them develop a problem statement that requires them to pitch their question using a constructed response, further inquiry, and citation.

Example for SDG 3: «Is living longer a good thing? » Develop an enquiry-based project investigating “how living longer may be good or bad, depending on the views”

Step 2. Research the topic using time in class. It’s crucial to have some of this be classwork so learners have access to the head researcher in the room—the facilitator. You aren’t going to do the work for them, but you are going to guide them and model methods of researching reliably. Encourage them to take notes and identify the sources (reliable bibliography) to the key answers to our question “Is living longer a good thing?”.

Step 3. Have learners present what they’ve learned. Learners should create and present a culminating “something”. Learners can develop a website using “Weebly”, or perhaps a slideshow using Google Slides.
Consider using a rubric.

LEARNING APPROACHES

1.      Learning by Playing:

The practice of the game (playing) is widespread in training of adults, obviously much more than in the schools and Universities. The pedagogy of the game promotes the development of autonomy, the expression of creativity and adaptability among young people. It also allows trainers to easily conduct training in groups. The game can be performed in a conventional classroom-based format (role-playing game, quiz, trivial pursuits...) or online (Serious games, Apps, augmented reality, social media...). In the context of training, games can meet various needs. The thematic content of a game can be used to inform, illuminate, illustrate, react, do understand, share opinions, argue, and look for solutions.

2.      Small-Group Discussions

These provide students the opportunity to share ideas or opinions without having to address the entire class.  Small-group discussions range in levels of structure. A simple small-group discussion asks students to divide into small groups and democratically discuss a prompt provided by the trainer. Groups often nominate a member to report highlights (spokesperson) from their discussion to the entire class and designate roles (see below). Facilitating a highly-structured small-group discussion may take more planning but may also provide a richer and more inclusive experience for students.

3.      Panel Debate with Q&A:

Once participants are familiar with SDGs in a specific sector or area and were active in the introductory activities, we could implement a panel (group) debate with Q&A.
The exercise has 4 stages:
1.      Preparation
2.      Argumentation line
3.      Debate
4.      Change of perspective

4.      Inquiry-based learning

It is an approach to learning that emphasizes the student's role in the learning process. Rather than the teacher telling learners what they need to know, learners are encouraged to explore the material, ask questions, and share ideas