What you said you wanted…

1. How to Move Learners to ActionGareth ThomsonAlberta Council for Environmental EducationGareth@abcee.org; 403-678-0079

2. What you said you wanted… • As an informal educator and having at most a couple hours with people, spurring people onto action is hard, but is one of the reasons I got into environmental education. So, ideas to move programs from awareness to action for informal educators (park interps, etc) appreciated. • Effective ways/activities to engage youth in environmental presentations • various techniques to get different specific learner age groups to take action • How can we engage learners in a pilot project to encourage a successful outcome? • Gather information that can be applied to the School Programs at the Calgary Zoo. • How follow up with teachers as to whether they took on action initiatives. • Are there liability issues involved with follow up with individual students, how can these be mitigated? • I am most interested in learning how to identify, narrow down and focus on key actions • Greater understanding of research/profiles of strategies/approaches that lead to action! • A chance to learn new ways to implement EE in schools • Tools for measuring success of environmental programs, and monitor long term benefits • I'm developing programs for elementary schools about local wildlife and species at risk, and would like to engage more colleagues to help (move into action!)

3. Support for more emphasis on action…

4. ACEE Polls: 2009 (adults); 2010 (youth) http://abcee.org/about-us/polling

5. What do you PREDICT Albertans answered to the following questions? A: What % of Albertans answered ‘confident’ or ‘very confident’ to the following: Q8.“How confident are you that your personal actions to protect the environment actually make a difference? Would you say very confident, somewhat confident, not very confident or not at all confident?”

6. What do you PREDICT Albertans answered to the following questions? • B. What % of Albertans disagreed with the following: • “Schools in Alberta should give top priority to providing students with opportunities to do environmental action projects.”

7. What do you PREDICT Albertans answered to the following questions? • C: What % of Albertans gave a 4 or 5 when asked the following: • Q13: To what degree do you feel you actually DO the following? Please use a five-point scale where 1 means you don’t do it at all and 5 means you do it as much as you possibly can. • Reduce water consumption in and around your home • Write an effective letter to the editor about an environmental issue

8. What do you PREDICT Albertans answered to the following questions? • A: What % of Albertans answered ‘confident’or ‘very confident’ to the following: • Q8.“How confident are you that your personal actions to protect the environment actually make a difference? Would you say very confident, somewhat confident, not very confident or not at all confident?” ---> 80% • B: What % of Albertans disagreed with the following: • “Schools in Alberta should give top priority to providing students with opportunities to do environmental action projects.” ---> Just 8% • C: What % of Albertans gave a 4 or 5 when asked the following: • Q13: To what degree do you feel you actually DO the following? Please use a five-point scale where 1 means you don’t do it at all and 5 means you do it as much as you possibly can. • Reduce water consumption in and around your home ---> 65% • Write an effective letter to the editor about an environmental issue ---> 9%

9. Why should we move learners to action?

10. Why should we move learners to action?Some reasons… • David Orr said: “Hope is a verb with its sleeves rolled up;” taking meaningful action provides an antidote to hopelessness • Action is about meaning, and engaging in meaningful acts is motivational • Action requires active citizenship – and society likes citizenship! • Environmental action helps the planet • ‘Without action, environmental education is just talking, talking, talking….” (Dr. WangariMaathai)

11. What moves learners to action? • Awareness?

12. What are the essential elements of an excellent EE program? • Awareness? • Understanding?

13. What are the essential elements of an excellent EE program? • Awareness? • Understanding? • Critical thinking skills?

14. What are the essential elements of an excellent EE program? • Awareness? • Understanding? • Critical thinking skills? • Training about action skills?

15. What are the essential elements of an excellent EE program? • Awareness? • Understanding? • Critical thinking skills? • Training about action skills? • Opportunities for personal action?

16. What are the essential elements of an excellent EE program? • Awareness? • Understanding? • Critical thinking skills? • Training about action skills? • Opportunities for personal action? • Opportunities for public action?

17. We walk with giants…. “Men rise and fall like the winter wheat, but these names will never die. Let them say I lived in the time of Hector, tamer of horses. Let them say I lived in the time of Achilles… “If they ever tell my story let them say that I walked with giants.” - Odysseus

18. My approach re: current research on Action… “Do not try to satisfy your vanity byteaching a great many things. Awaken people’s curiosity. It is enough toopen minds; do not overload them.Just put there a spark. If there issome good inflammable stuff, itwill catch fire.” - AnatoleFrance

19. On-line: ‘Educating for Action’ (Bill Hammond, Green Teacher)

20. On-line: ‘Educating for Action’ (Bill Hammond, Green Teacher)

21. Learning About Action Behavioral & Environmental Change Issues Investigation - Hungerford & Volk Environmental Literacy - Roth & Disinger

22. Learning Through Action Community Problem-Solving - Stapp Social Learning - Wals Earth Education - Van Matre Ecological Education - Caduto, Gough Bioregional & Place-based Education - Smith & Williams

23. Learning From Action Community Action Research - Hammond, Wals & Stapp, Robottom Action Competence - Jensen & Schnack Sustainability Education - Fien, Huckle, Sterling

24. How do learners ‘get to’ responsible environmental behaviours? Knowledge --> awareness --> behaviour… DEBUNKED!

25. How do learners ‘get to’ responsible environmental behaviours? Key variables: Environmental sensitivity Knowledge of action strategies Skill in using action strategies Individual and group locus of control From “Predictors of Responsible Environmental Behaviour: A Review.” Marcinkowski, 1991

26. How do learners ‘get to’ responsible environmental behaviours?

27. Different levels of action… Level I: Environmental Sensitivity, and Ecological Foundations Level II: Conceptual awareness of issues and values Level III: the Investigation and Evaluation level Level IV: Action skills level - training and application From “Curriculum Development in Environmental Education for the Primary School.” Hungerford and Volk, 1991.

28. Q: Which of these levels should be emphasized for a Grade 3 student? Level I: Environmental Sensitivity, and Ecological Foundations Level II: Conceptual awareness of issues and values Level III: the Investigation and Evaluation level Level IV: Action skills level - training and application

29. Q: Which of these levels should be emphasized for an ADULT learner? Level I: Environmental Sensitivity, and Ecological Foundations Level II: Conceptual awareness of issues and values Level III: the Investigation and Evaluation level Level IV: Action skills level - training and application

30. Progression…

31. Work of Tanner, Chawla, Palmer… • Emphasize the importance of early experiences in creating ‘environmental sensitivity:’ “children should spend time in nature, in the company of a trusted adult” • environmental leaders tend to have had these powerful experiences

32. Role of modeling At the 2010 Symposium ‘Creating a Legacy Together:’ Glyn Hughes, Dustin Saxton, Sabrina Niesman

33. Norms Norms are the demonstration of what society expects citizens to do. Social norms can facilitate pro-environmental behavior… • What are our society’s environmental norms? • What should our norms be? • How can we create norms in a school?

34. Teacher activity guide for ACTION…

35. Leap into Action - OUTLINE Section 1: Background on Action Education Why Do Action Education? What Motivates People to Take Action The Teacher’s Role in an Action Project Action for All Ages Action Project Trouble-shooting Tips Teaching Controversial Issues: A Framework for Educators Evaluating Action Projects: Ways to Measure Success

36. Leap into Action - OUTLINE Section 2: Student Action Activities (Step by Step Project Planning) Activity 1: Action Projects Gallery Activity 2: Get On The Case Activity 3: Let’s Choose Our Issue! Activity 4: Issue Detectives! Activity 5: Goals, Teams and Maps! Activity 6: Reflecting on Action: Swimming Upstream Activity 7: Reflecting on Action: How Are You Doing?

37. Leap into Action - OUTLINE Section 3: Action Project Tool Kit (Skills building) Action Sheet 1: Write a Letter! Action Sheet 2: Pick Up the Phone Action Sheet 3: Build Support with a Petition Action Sheet 4: Just Ask! Do a Survey Action Sheet 5: Use the Media Action Sheet 6: Fund Raising Action Projects Action Sheet 7: Annual Environmental Celebrations Section 4 (Student): Case Studies 1 - Bow Valley Wildlife Crossing

38. Moving learners to action is not straightforward – but it is necessary! As educators, we can… • create opportunities for action • model actions we value and talk about them with others • encourage gaining knowledge • teach skills for effective action • encourage emotional connections to nature • help people develop intrinsic motivation • expect action through expressed norms and creating a culture of stewardship and citizenship

39. Thanks to our Sponsor!

40. Some relevant on-line resources… • Action Education resources: http://www.abcee.org/actioneducation/

41. Some relevant on-line resources… How to Evaluate the success of your EE program – AND two relevant presentations by Rick Kool: http://www.abcee.org/resource-centre/resources-for-ee-professionals/

42. What you said you wanted… • As an informal educator and having at most a couple hours with people, spurring people onto action is hard, but is one of the reasons I got into environmental education. So, ideas to move programs from awareness to action for informal educators (park interps, etc) appreciated. • Effective ways/activities to engage youth in environmental presentations • various techniques to get different specific learner age groups to take action • How can we engage learners in a pilot project to encourage a successful outcome? • Gather information that can be applied to the School Programs at the Calgary Zoo. • How follow up with teachers as to whether they took on action initiatives. • Are there liability issues involved with follow up with individual students, how can these be mitigated? • I am most interested in learning how to identify, narrow down and focus on key actions • Greater understanding of research/profiles of strategies/approaches that lead to action! • A chance to learn new ways to implement EE in schools • Tools for measuring success of environmental programs, and monitor long term benefits • I'm developing programs for elementary schools about local wildlife and species at risk, and would like to engage more colleagues to help (move into action!)