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Support for more emphasis on action

How to Move Learners to Action Gareth Thomson Alberta Council for Environmental Education Gareth@abcee.org; 403-678-0079. Support for more emphasis on action. From our 2008 and 2009 Needs assessment of over 70 EE organizations in Alberta:

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Support for more emphasis on action

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

  2. Support for more emphasis on action From our 2008 and 2009 Needs assessment of over 70 EE organizations in Alberta: • Top-ranked workshop: “Getting to action: how to optimize your program to maximize environmentally responsible behaviour.” • “We are considering making this this a theme that would be consistently found in many of our professional development offerings. Would you support this?” (over 90% agreement)

  3. What do you PREDICT Albertans answered to the following questions? 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?” From www.abcee.org/about-us/polling

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

  5. What do you PREDICT Albertans answered to the following questions? • 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

  6. What do you PREDICT Albertans answered to the following questions? • 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% • 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% • 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%

  7. Why should we move learners to action?

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

  9. 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 • Environmental action helps the planet • ‘Without action, environmental education is just talking, talking, talking….” (Dr. Wangari Maathai)

  10. What are the essential elements of an excellent EE program? • Or…What moves learners to action?

  11. What are the essential elements of an excellent EE program? • 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. “I walked 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. 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.”Anatole France

  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: the Ecological Foundations level Level II: Conceptual awareness of issues and values Level III: the Investigation and Evaluation level Level IV: Action skills level - training and application Notes: For Levels III and IV: Develop knowledge and skills in learners; and provide them with relevant opportunities to participate From “Curriculum Development in Environmental Education for the Primary School.” Hungerford and Volk, 1991.

  28. Q: Which of these levels should be emphasized for Grade 3 learner? Level I: the Ecological Foundations level 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: the Ecological Foundations level 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 Sponsors!

  40. Activity… • Worksheet #1: What type of action project are you hoping for? • Worksheet #2: What are your organizations’ action goals? • Worksheet #3: Rank the elements of environmental education programs that help move learners to action

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