Support for more emphasis on action
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Transcript of Support for more emphasis on action
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How to Move Learners to Action
Gareth ThomsonAlberta Council for Environmental [email protected]; 403-678-0079
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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)
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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
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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.”
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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
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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%
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Why should we move learners to action?
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ACEE Polls: 2009 (adults); 2010 (youth)
http://abcee.org/about-us/polling
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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)
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What are the essential elements of an excellent EE program?
• Or…What moves learners to action?
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What are the essential elements of an excellent EE program?
• Awareness?
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What are the essential elements of an excellent EE program?
• Awareness?• Understanding?
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What are the essential elements of an excellent EE program?
• Awareness?• Understanding?• Critical thinking skills?
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What are the essential elements of an excellent EE program?
• Awareness?• Understanding?• Critical thinking skills?• Training about action skills?
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What are the essential elements of an excellent EE program?
• Awareness?• Understanding?• Critical thinking skills?• Training about action skills?• Opportunities for personal action?
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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?
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“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
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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
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On-line: ‘Educating for Action’ (Bill Hammond, Green Teacher)
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On-line: ‘Educating for Action’ (Bill Hammond, Green Teacher)
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Behavioral & Environmental Change
Issues Investigation - Hungerford & Volk
Environmental Literacy - Roth & Disinger
Learning About Action
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Community Problem-Solving - Stapp
Social Learning - Wals
Earth Education - Van Matre
Ecological Education - Caduto, Gough
Bioregional & Place-based Education - Smith & Williams
Learning Through Action
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Community Action Research - Hammond, Wals & Stapp, Robottom
Action Competence - Jensen & Schnack
Sustainability Education - Fien, Huckle, Sterling
Learning From Action
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Knowledge --> awareness --> behaviour…
DEBUNKED!
How do learners ‘get to’ responsible environmental behaviours?
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How do learners ‘get to’ responsible environmental behaviours?
Key variables:
1. Environmental sensitivity
2. Knowledge of action strategies
3. Skill in using action strategies
4. Individual and group locus of control
From “Predictors of Responsible Environmental Behaviour: A Review.” Marcinkowski, 1991
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How do learners ‘get to’ responsible environmental behaviours?
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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:
1.For Levels III and IV: Develop knowledge and skills in learners; and provide them with relevant opportunities to participate
2.From “Curriculum Development in Environmental Education for the Primary School.” Hungerford and Volk, 1991.
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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
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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
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Progression…
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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
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Role of modeling
At the 2010 Symposium ‘Creating a Legacy Together:’ Glyn Hughes, Dustin Saxton, Sabrina Niesman
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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?
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Teacher activity guide for ACTION…
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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
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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?
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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
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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
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Thanks to our Sponsors!
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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