NAAEE 2015 San DiegoThe 3 Things I am Here For:
1. How can my school's community support and embrace the OES learning model for integrating EE into our program?
2. How do we develop a relationship and connection to post-secondary institutions, giving credibility to our program?
3. Where are existing resources to teach every mandatory curriculum outcomes outside of the classroom?
So as I discover answers to these questions I am going to organize information accordingly. I will also include a 4th category called things I learned that I wasn't expecting.
4. Things I learned, that I wasn't expecting.
San Diego Zoo
I have a lot of trouble with zoo's. I wanted to to go with an open mind and to have the opportunity to share this conversation with the other Environmental Educators. All of the NAAEE participants that I had the chance to speak with felt the same, and some were uncomfortable admitting this.
I actually found a compromise that might work for me, I am OK if we have zoo's as long as they don't have any mammals and the birds can fly in a very large area, and that all species are indigenous to the continent. I believe that the mammalian brain suffers more than any other phylum, that birds are meant to fly and that it is unnatural for an equatorial species to live in a temperate climate.
This is a qualitative case study of participant’s engagement with features of the natural world during a unique residential environmental education program. Three stances emerged: (a) engaging deeply with the place, (b) visitor/viewing of the place, and (c) socializing in spite of the place. Identity and interest influenced these stances.
Bell, 2009 Inteterst and identify are two of six strands of learning science in informal settings "never-ending dialogue between the individual and their social-cultural environment. Falk & Dieking 2001
Non-linear relationship btw knowledge attitude behaviour (hungerford & Volk, 1990).
(Kollmuss & Agyeman 2002) (Internal and external that lead to Pro environmental behaviour.
Experience helps being in Castonguay & Jutras 2009, Bixler 2002, Van Veslor & Nilon 2006 increased exposure does lead to increased comfort with the natural world "being in nature is not natural"
Prior knowledge and experience
Ethnographic research : qualitative participant observation, video journal analysis
3 distinct types of interactions Engaging , Viewing "they were going to go and view nature" Socializing - natural world served as a setting for socializing
They took 50 photos and asked to pick one for why we should protect Yellowstone NP.
Hindi Renninger 2006 well developed individual interest in engaging and learning about natural world
recognize what the culture of our EE experience is creating.
Saffolding multiple positive
Earth Force
EE & Social Movements: How can we connect the dots?
Maryland Case Study Demonstrating an Innovative and Integrated Approach to Environmental Literacy
Maryland school systems and nonprofit providers have forged an innovative partnership to support high school environmental literacy and issues investigations. The resulting Framework and method can be applied to any subject as a means to fostering in-depth understanding of complex ecological and social relationships needed for effective problem solving.
Aleeza OshryIntegrated environmental literacy program using local curriculum. Curriculum Anchor : Curr driving questions context setting activity. Issues Investigation: ask questions, plan conduct invest, analyize & interpret data, construct explanationsStudent action: develop a claim, design a solution, evaluate action.
What do you see, what do you want to know, what do we need to know in order to answer your questions .
What do you see, what do you want to know, what do we need to know in order to answer your questions .
H2O to Go! Connecting Youth to Research in Environmental Issues
A dynamic residential model, H2O to Go! is a new way to study. High School students are immersed in a summer institute of learning that is a nationally replicable model. Learn about accessing research practices and field based scientific data collection opportunities required to address current and future environmental issues. FAU
from a student visited centre to a residential program.
Andy Goodman
Change the story, change the world:
Lower your expectations
My story: The single most powerful tool that you can ever use.
EMA : http://www.green4ema.org/
The Goodman Centre: http://www.thegoodmancenter.com/resources/
When people tell your story thats when you have the most effective old school social media
Why narrative so powerful: memory
Images matching 1 hr later
1/21
Sentences 8/21
Question 16/21 they start the rudiments of a story
Stories have the influence
DEBROAH SMALL PAUL SLOVIC "THE IMPACT OF LEARNING ABIOUT IDENTIITES VICTIM EFFECT ON SYMPATHY" UNIV OF PENN 2004
1.14 statistical story 2.38
Stories make us give
Richard Nisbett Univ Mich Why narrative is so important Women on Welfare in NY city, story of a woman on Welfare Queen, then gives data explaining that the woman's story is atypical then asked a question How are do you think people on welfare work at finding a job The average was 1/5
Our minds will always side with the story over the facts.
We have to start with changing the stories in peoples heads : we have to give people new storiesThe story factor: your goal is to introduce a new story that will let your facts in" Annette Simmons
https://vimeo.com/59346263
How to tell a story
https://www.youtube.com/watch?v=u5WV51pXBh0
Who is it about
what does he want
what does he do
what does it mean
everything/one needs a purpose
Journalism: inverted pyramid everything in first paragraph (who what where when)
This is not the right model.
Start with a few facts, and then deepen the story until emotional investment
If we don't feel we don't do.
"When I was teaching at Forest Lawn High School, a school with 51 first languages spoken in one the lowest social-economic communities in Calgary, as an Environmental Educator I wasn't able to convince students to care about the environment, when they hadn't eaten, or were suffering from abuse, or dealing with health issues. Go figure. What a student taught me, was that she not only understood the importance of health she also valued education as a privilege, so she was willing to learn about what wellness was even though it wouldn't be on her test. She helped me realize that this was how I was going to be able to help students like her realize the importance of our environment, and this is how she helped me realize our theme of our program." Mr. Cox.
HEALTHY PEOPLE COME FROM HEALTHY FOOD THAT COMES HEALTHY PLACES
Green Design Lab: Inspiring students in STEM, Emerging Clean Technologies and Green Careers.
How can we prepare our students to build a more energy-efficient and sustainable future? This session presents Green Design Lab, an innovative K-12 curricular guide that uses hands-on, NGSS-aligned activities to strengthen STEM skills, while exploring emerging green technologies. Conduct an energy audit, design wind turbines, build batteries and more.
Watt meter with infra-red gun $15 on amazon
3 bulbs led, incandescent
Multi meters
Aluminum Air battery make the motor run
http://www.thegreendesignlab.org/programming/curriculum/
Tesla the power wall http://www.teslamotors.com/powerwall
http://www.aiche.org/
Wind Turbine blade design:
Verner
No comments:
Post a Comment