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Jaimie P. Cloud, President cloudinstitute

Inspiring young people to think about the world, their relationship to it, and their ability to influence it in an entirely new way. Jaimie P. Cloud, President www.cloudinstitute.org. Workshop Outcomes. Participants will:

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Jaimie P. Cloud, President cloudinstitute

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  1. Inspiring young people to think about the world, their relationship to it, and their ability to influence it in an entirely new way. Jaimie P. Cloud, President www.cloudinstitute.org

  2. Workshop Outcomes Participants will: Develop a shared understanding and vocabulary of Sustainability and Education for Sustainability (EfS) Become inspired and hopeful about contributing to the shift toward a sustainable future through education

  3. What is a simulation?

  4. Fish Game Guide We are going to run a swordfish fishing industry! Each person in the group will be fishing for swordfish in the same ocean. Assign the envelope of fish to a banker (“nature”) in the group of players. The banker will put 20 fish in the middle of the table. Twenty fish is this ocean’s carrying capacity for swordfish. In each round, each person can fish for a certain number of swordfish. Traditionally, people fish for swordfish in the three following ways: 1) Harpoon fishing: take one fish 2) Long-line fishing: take two fish 3) Free-for-all long-line fishing: take three fish Each turn, each person can take up to three fish, depending on the instructions for that game.

  5. Fish Instructions (cont’d) After each round when all players have taken their fish, the banker (“nature”) will count the number of swordfish left and add 25% to the pot, up to, but not exceeding, 20 fish (round up if you need to). Example: If there are 12 fish left, 3 fish (25% of 12) will be added to the pot, bringing the total up to 15. (In real life, swordfish produce far fewer than 25% new offspring each year—they are like humans in that they have few children over the course of their lifetimes.) The added fish represent the number of baby swordfish made by the swordfish that were left after everyone has taken their fish (the ones that were left in the ocean to reproduce). The object of each game: To have as many fish as possible after playing all 10 rounds.

  6. Game Instructions We will play the game four times, each a different way: Game 1: Everyone chooses a fishing technique at the beginning of the game and sticks with it until the end of the game Game 2: Everyone chooses a fishing technique, but can change technique each turn during the game

  7. Fish GameGame Recorder

  8. What can be learned from playing the Fish Game?De-Briefing the Experience

  9. What were you thinking?Thinking Drives BehaviorandBehavior Causes Results

  10. How Many of You Made it through all 10 rounds in every game you played?

  11. What happened? If your group ran out of fish before you were able to play 10 rounds, then the number of Fisher folk fishing the way you did resulted in more fish taken from the ocean faster than the ocean was able to replenish them. We call that unsustainable.

  12. We wouldn’t need Education for Sustainability if there was no such thing as un-sustainable

  13. Whatwere you thinking? Now that you know that something you did or didn’t do contributed to “crashing the system,” Why did you do it?

  14. I take ACTIONS based on my beliefs The Ladder of Inference “THE BOX” Schema Habit of Mind Mental Model Mindset Mental Map Hardwiring Frame Paradigm I adopt BELIEFS about the world I draw CONCLUSIONS I make ASSUMPTIONS based on the meaning I added “Our prior experiences with the world inform what we can perceive” -Lisa Feldman I add MEANINGS(cultural & personal) I select “DATA” from what I observe Source: The Fifth Discipline (Peter Senge) OBSERVABLE “DATA” and EXPERIENCES (as a video camera might capture it)

  15. How Do Mental Models Affect Us and the World Around Us? “Everything that happens is reported to the brain as absolute fact.” (Langer) “Most people make sense to themselves.” (Jones)

  16. The Results of These Classic Mental Models • We often operate without the information we need • We ignore/can’t see the feedback (believing is seeing) • “If we cannot hear or see feedback, • we cannot perceive relevant data for • our brains to filter” - Ochsner • We exhibit characteristics of insanity • Our “fixes” backfire on us or we shift the burden

  17. Fix that Backfires Archetype Delay FIX/Action… Number of Fish I Catch Gap Unintended Consequence… Level Fish Stock Depleted Current State… Number of Fish I Have 0 Desired State…. To have as many fish as possible by the end of 10 rounds

  18. Behavior Over Time 40 Total # of Fish 0 Time (Rounds) 10 Indiv Accumulation Fish Stock Group Accumulation

  19. Behavior Over Time Unsustainable Example SustainableExample Total # Fish 36 32 28 24 20 16 12 8 4 0 Total # Fish 36 32 28 24 20 16 12 8 4 0 0 1 2 3 4 5 6 7 8 9 10 Time (Rounds) 0 1 2 3 4 5 6 7 8 9 10 Time (Rounds) Individual Accumulation Fish Stock Group Accumulation

  20. www.footprintnetwork.org/download.php?id=7654

  21. “All systems are perfectly designed to get the results they get.” (Richmond)

  22. “It is worth noting that this is not the work of ignorant people.” (Orr)

  23. It all begins with a change in thinking

  24. Closing the Gap Brainstorm Activity In small groups, brainstorm the mental models, behaviors, and strategies required to make the shift toward sustainability.

  25. Mental Models for a Sustainable Future Practical Idealist A healthy and sustainable future is possible.

  26. Mental Models for a Sustainable Future We Are All In This Together We are all interdependent on each other and on the natural systems upon which all life depends.

  27. Mental Models for a Sustainable Future Live by the Natural Laws We must operate within natural “laws” and principles rather than attempt to overcome them. It’s non-negotiable.

  28. Mental Models for a Sustainable Future Healthy Systems Have Limits Tap the power of limits Note: Please do not confuse the mental model of scarcity with the reality of limits.

  29. Mental Models for a Sustainable Future Reciprocity Rules In the context of interdependence, self interests are best served through mutually beneficial relationships.

  30. Mental Models for a Sustainable Future We Are All Responsible Everything we do, and everything we don’t do, makes a difference.

  31. Shifting Mental Models Mental models shift with experience, by askingdifferent questions,through story telling,with the creative process, and more... Some mental models are easier to shift than others. (Ask Copernicus.) The mental models of children and young people change over time with new knowledge and applied insight. Do the mental models of adults change over time with new knowledge and applied insight?

  32. Sustainability • “The possibility that human and other life • will flourish on the planet forever”  • John R. Ehrenfeld

  33. Sustainability "A sustainable society is one that is far-seeing enough, flexible enough, and wise enough not to undermineeither its physical or its social systems of support.” Donella Meadows

  34. Enduring Understandings

  35. Education for Sustainability (EfS) The Cloud Institute’s Framework

  36. Why Educate for Sustainability? We have to learn how to live well in our places without undermining their ability to sustain us over time. The foundations of our knowledge, skills, and habits of mind are cultivated in our schools.

  37. Leveraging Systemic Change Events Trends/ Patterns Structures/ Behaviors Mental Models/ Worldview React Respond Design Transform Source: The Fifth Discipline (Peter Senge)

  38. Questions to Consider What are we already doing? What might we want to change? What do we need to stop doing? What do we need to start doing?

  39. The Learning Self

  40. The Learning Self Core Attitudes Ethics Mindfulness Compassion Multiple Intelligences Brain & Mind Potential & Purpose Personal Story Sense of Self Learning Styles Motivation Empathy

  41. The Learning Self Core Processes and Skills Applied Systems Thinking Participation & Leadership Visioning, Lateral Thinking & Creativity Deep Learning & Deep Thinking Engaging Diversity

  42. The Learning SelfCore Knowledge Cultural Preservation and Transformation Responsible Local/ Global Citizenship Strong Sense of Place Dynamics of Systems and Change Multiple Perspectives Sustainable Economics Inventing and Affecting the Future Healthy Commons Natural Laws and Ecological Principles

  43. The Learning Classroom Class as a Learning Community Constructivist Approach to Teaching Technology Integration Authentic Instruction & Assessment Place-Based Learner-Centered Standards Based Inquiry-based Interdisciplinary Project-Based Reflective Practice Differentiated Cooperative Learning Writing Process Applied Learning Service Learning Assessment-Driven Understanding by Design

  44. Schools that Learn for EfS In schools that learn, everyone is encouraged to keep thinking, innovating, collaborating, talking candidly, improving their capabilities, self-correcting, and making personal commitments to a shared future…

  45. Physical Plant, Procurement, and Investmentsfor EfS Green buildings, regenerative designs, green rooftops, no waste, energy efficiency, use of regional materials, healthiness, cost savings, recycled materials, social and environmental responsibility…

  46. The U Theory of Learning and Change Tap Prior Knowledge Read the Feedback, Revise & Continuously Improve Immediately Apply New Learning to Make it “Stick” Learn Something New Re-Appraise/ Re-Frame (Otto Scharmer) Reflect and Gain Insight

  47. Innovation Adoption Curve

  48. Contact Information www.cloudinstitute.org/contact-us

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