The Affect and the Albatross

1. The Affect and the Albatross Source: James Preston, Flickr

2. What is the One World Centre? The One World Centre implements the Global Education Project, a professional learning initiative, for educators in WA. We offer professional development workshops on a range of global and development issues at the centre, in schools and at universities for teachers and pre-service teachers. Education Officers work with teachers and schools on programmes and resources, and to take a whole school approach to global education. The OWC library provides a wide range of global education teaching and learning resources suitable for teachers and students. Check out the OWC at: www.oneworldcentre.org.au

3. What’s Global Education? “Enabling young people to participate in a better shared future for all is at the heart of global education. Global education promotes open-mindedness leading to new thinking about the world and a predisposition to take action for change. Students learn to take responsibility for their actions, respect and value diversity, and see themselves as global citizens who can contribute to a more peaceful, just and sustainable world” Global Perspectives: A framework for global education in Australian Schools Commonwealth of Australia, 2008

5. Source: USFWS, Flickr

6. “Most global education materials seem to presume that appropriate enquiry followed by action for change will naturally lead to students feeling more empowered. But this is not necessarily the case. What is often missing is the affective dimension. Whilst this is true for much of the curriculum, it matters most when we want students to explore major issues that actually threaten the human condition.” Source: David Hicks ‘The Challenge of Teaching Controversial Issues’, 2007

7. How do we recognise affective learning? • Krathwohl’s Taxonomy • Receiving: listens and pays attention • Responding: shows interest and active participation • Valuing: joins in and takes responsibility • Organisation: brings together different values to build an internally consistent value system • Characterisation: consistently behaves according to a value system

8. HOPESANDFEARS

9. ‘unveil opportunities for hope, no matter what the obstacles might be’PaûloFreire

10. Williams Taxonomy A taxonomy of creative thinking skills that combines cognitive and affective domains

11. Cognitive Thinking Skills Image Source: marttj, Flickr

12. Fluency…a way to think of a large quantity of responses to a stimulus Write a list of things that can be found in the ocean, including as many as you can think of in 2 minutes.

13. Flexibility…a way to take different approaches to stimulus or seek variety and shift in categories. Make a case for which things ‘belong’ and which ‘don’t belong’ in the ocean.

14. Originality…way to think of novel or unique ways or to produce clever, unobvious responses. Describe the most unique method you can think of for keeping land rubbish out of oceans?

15. Elaboration…a way to add on to responses or expand on simple ideas Rachel Carson suggests that a child can learn about the night sky with an adult “even if you don’t know the name of a single star”. What do you think can be learnt by simply experiencing and sharing nature? Source: NPCA Photos, Flickr

16. Affective Thinking Skills Image Source: CHRISTOPHER MACSURAK, Flickr

17. Risk taking…a way to think with courage by exposing oneself to failure or criticism The person next to you has just dropped their bottle cap on the foot path in front of you and kept walking. What do you say to them?

18. Complexity…thinking in a way that brings order to chaos and delves into complex ideas Plastic is a convenience, a lifesaver and a death-trap. Discuss.

19. Curiosity…the willingness to follow a hunch, ponder a mystery or toy with an idea. How could plastic end up being consumed by people?

20. Imagination… having the power to build on mental images or wonder about things that have never happened. You have a laser that will transform all examples of any object it is fired at, rendering them biodegradable. What 3 objects do you aim it at, and how does life on Earth change?

22. Ms. Wallace's 4th grade students are learning about ecology and the environment. They are reading about the damage that pollution can cause to fragile ecosystems. During the week that they are studying this topic, nothing in her class is thrown away. Each student has a bag by his or her desk in which they place the things they would normally toss into the trash can. By the end of the week, the room is becoming a cluttered and somewhat smelly place. Ms. Wallace wants her students to be able to explain how plants, animals, and the environment interrelate. She also wants them to understand their own role in changing the environment and to become more thoughtful citizens of the planet.In Ms. Wallace's ecology class, students are gradually forced to confront the accumulating consequences of their trash production. They research alternatives to disposable packaging and create a display of environmentally conscious choices. The overflowing trash bags create cognitive dissonance, and their research helps them develop attractive dissonance-reducing choices. By creating the display, they have publicly advocated and modelled positive attitudes and behaviours, thus becoming more likely to internalize them.

23. Emotional Engagement Techniques • Self disclosure • Modelling emotions • Empowerment • Suspense – curiosity, uncertainty or anticipation • Surprise • Telling stories • Humour • Fostering wonder and imagination • Provoking short term negative emotions eg disgust, fear

25. ‘Education is not the filling of a bucket but the starting of a fire’WB Yeats