Alan Gould <agould@berkeley.edu>Global Systems Science ProjectLawrence Hall of Science, University of California Berkeley

Lifelines for High School Climate Change

Education

• Establish high school teacher professional learning communities (PLCs) to share ideas & identify best ways to include climate change education in existing courses.

• Identify best strategies for distance-meetings.

• Connect teachers with climate scientists.

Goals:

1

globalsystemsscience.org A NASA Innovations

in Climate Education

(NICE) Project

Original plan called for 3 tiers: • LHS organizers • PLC Leaders • PLC Members

2

Google Site for PLC Leaders,with meeting notes, a page for each leader, and links each PLC website.

Photo name tag page helpful for seeing what everyone looks like during telecons.

http://www.globalsystemsscience.org/lifelines

3

Separate Google Site for PLC teachers nationwide to post course outlines

https://sites.google.com/a/

globalsystemsscience.org/courses-lifelines/

4

“Resources” section of Courses site has 3 categories:

• Activities • Information • Multimedia

1. Tried and true teacher-tested resources

2. Resources under consideration, but not yet used by PLC teachers.

5

National Lifelines given by scientists or educators…4 most recent:

• SatCam by Margaret Mooney, U of WI 2013 Jan 29

• Marcellus Shale by Don Duggan-Haas, 2012 Dec 13

• Picture Post by Annette Schloss 2012 Nov 20

• Movie Tracker Software by John Pickle 2012 Sep 25.

6

Resource for high school climate change education: Global Systems Science student books online with

• Investigations—Lab or Home• Issues of Science and Society• History• Recent Science• Field Trip

www.globalsystemsscience.org

7

PLC leader interview findings 1

Successes

• being able to bring together colleagues interested in the topic of Climate Change Science.

• they were able to meet by telecon, so the leaders were not limited by their geographical location.

• members did not have to drive; this especially benefited participants who live long distances from each other.

8

Cartoon from Global

Systems Science

Climate Change book chapter 10• leaders felt they were able to benefit in some way from

interacting with PLC members, either by learning about additional resources, exchanging their experiences with classroom lessons, or discussing publications such as reports and books addressing issues related to Climate Change Science.

Interview findings 2

Recruitment challenges

Most PLCs had fewer than 10 participants, and only a subset of participants consistently took part in the meetings.

Many teacher applicants expressed interest in learning about Climate Change Science, but did not actually show up for the telecon meetings.

9

Cartoon from

Global Systems Science

Climate Change book chapter 10

EXCEPT: one PLC started for a pre-existing grant in need of a communication platform, which Lifelines provided.

"If we didn’t have a PLC, we’d be really weak as a project because we would’ve lost communication. We send out emails, but voice is far better. I don’t know what we would have done with out the Lifelines PLC. Maybe something else, but it was the perfect piece that we needed."

Interview findings 3Reasons teachers cannot attend meetings:Scheduling difficulties—finding time to meet.

"Meeting first in person and then meeting online would work better. If I know the people first, then I’ll be more willing or able to talk with them online once we’ve met in person.”

10

“Seems like teachers have teaching materials--they have what they need. But they’re so busy and trying to teach it and do it well. They are involved in so many things. Climate change is only one topic, and it comes up once a year for 2 weeks.”

“I really liked the online platform & thought it had great potential, but it’s still scary for other folks. It’s an idea whose time has come, but…the tech level of teachers is not there. They say having teleconferences is a nice idea, but they’re thinking, “Another meeting with technology that I’m not comfy with? With strangers? …Sharing stuff? No, I’ve got better things to do.”

2012 Survey11

ENVIRON SCI BIOLOGY EARTH SCI OTHER CHEM PHYSICS PHYSICAL SCI

MATH SOCIAL SCI0%

5%

10%

15%

20%

25%

30%

35%

40%

Courses in which climate change is being taught

2012 Survey12

9th 10th 11th 12th Other0%

10%

20%

30%

40%

50%

60%

70%

What grade level(s) do you currently teach? (Check all that apply)

2011

2012

2012 Survey

• How much time can you actually spend on the topic of Global Climate Change in your course(s)?

13

Not at all 1 week or less Up to 2 weeks Up to 3 weeks Up to 4 weeks Other0%

5%

10%

15%

20%

25%

30%

How much time do you spend on the topic of Global Climate Change in your course?

2011

2012

2012 Survey14

Useful resources Learn technology Lessons, activities, teaching strategies

Exchange ideas Network with teachers

Current research0%

5%

10%

15%

20%

25%

30%

35%

What have you gained from your PLC?

2011

2012

2012 Survey

• What are the best ways to participate in a PLC?

15

Teleconference meetings Email discussions Website or message boards Other0%

10%

20%

30%

40%

50%

60%

70%

80%

In what ways are you most likely to participate in your PLC? (Check all that apply)

2011

2012

2012 Survey

• Should PLCs be school- based, district -based, statewide, nation-side, interdisciplinary, or discipline focused?

16

Course- or discipline-focused

School-based Interdisciplinary District-based Statewide0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

5.0

An ideal PLC would meet which of the following conditions, in your opin-ion?

2012

2012 Survey

• Is it better to have a PLC that is topic-specific, like climate change, or one that addresses a broader topic?

17

Address specific topic Address broader topic Both0%

10%

20%

30%

40%

50%

60%

Would you prefer to participate in a PLC that addresses a specific topic, like Climate Change, or a broader topic of which Climate Change is just one part?

2012 Survey

• When the Lifelines grant ends, who or what should host a PLC: school, district, state, or national organization?

18

School District County Regional State National GSS Online University0%

5%

10%

15%

20%

25%

After the Lifelines grant project ends, who do you think should host a PLC that would serve you?

2012 Survey19

Very important Factored in somewhat Not very important Not at all important0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

How important was the stipendto your decision to participate in the PLC?

What do you think?20

Should LHS projects work to establish PLCs • With remote meetings?

• With e-mail discussions?

• With websites featuring participants’ contributions?