PROFESSIONAL DEVELOPMENT TEMPLATES

D E V E L O P E D B Y T H E E N V I R O N M E N TA L E D U C AT O R S ’ P R O V I N C I A L S P E C I A L I S T A S S O C I AT I O N  E E P S A  A N D C O M M U N I T Y PA R T N E R S E N V I R O N M E N TA L L E A R N I N G & E X P E R I E N C E PROFESSIONAL DE VELOPMENT TEMPL ATES P O W E R F U L P R O  D E X P E R I E N C E S F O R E N V I R O N M E N TA L L E A R N I N G A P P E N D I X D : S A M P L E W O R K S H O P E V A L U AT I O N F O R M W O R K S H O P E VA LUAT I O N Date of Workshop Your School/Organization Your Grade Level/Audience How do you rate the workshop? Excellent Very Good Good Fair Poor Length of Workshop E N V I R O N M E N TA L L E A R N I N G & E X P E R I E N C E  E L E  P R O F E S S I O N A L D E V E L O P M E N T T E M P L AT E S P O W E R F U L P R O  D E X P E R I E N C E S F O R E N V I R O N M E N TA L L E A R N I N G What were the two best things about the session? D E V E L O P E D B Y T H E E N V I R O N M E N TA L E D U C AT O R S ’ P R O V I N C I A L S P E C I A L I S T A S S O C I AT I O N  E E P S A  What two things about the session would you like to see improved? A N D C O M M U N I T Y PA R T N E R S 2008/2009 Please rate the following: EXCELLENT POOR Icebreaker Activities ELE Videos Process Activities e.g. Carousel Direct Experience Activities Action Planning 5 5 5 5 5 4 4 4 4 4 3 3 3 3 3 2 2 2 2 2 1 1 1 1 1 I would be interested in attending a follow-up, more advanced workshop on this subject: Yes Other comments No Need more information Many thanks for your feedback! 30 THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES APPENDIX C: NETWORKS OF SUPPORT EECOM The Canadian Network for Environmental Education and Communication (EECOM), Canada’s, national, bilingual, network for environmental education and communication, supports and develops competency in educators, communicators, learners and consumers, and builds capacity for environmental learning and sustainability. www.eecom.org EEPSA The Environmental Educators’ Provincial Specialist Association (EEPSA), one of 33 BCTF PSAs, provides professional development, networking, curriculum support and leadership in EE and sustainability education for BC’s teachers and informal educators. www.bctf.ca/eepsa NAAEE The North American Association for Environmental Education (NAAEE) supports members to promote professional excellence in nonformal organizations, K-12 classrooms, universities (both instructors and students), government agencies, and corporate settings throughout North America and in over 55 other countries. www.naaee.org Walking the Talk The BC Working Group on Sustainability Education (Walking the Talk) is a multi-sectoral, collaborative network for dialogue and action around sustainability education. It includes representatives from higher education, K-12 education, non-formal education, industry, government, and NGOs. www.walkingthetalk.bc.ca Wild BC Wild BC is a BC government sponsored education organization providing education and stewardship opportunities that foster appreciation, knowledge, and understanding and responsible actions for the natural world. www.wildbc.org “A L L E D U C AT I O N I S E N V I R O N M E N TA L E D U C AT I O N .” David Orr THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES 29 Orr, David; Ecological Literacy: Education and the Transition to a Postmodern World, S.U.N.Y. Press, 1992. Project Wet: A Wild BC activity guide that contains 91 fun, hands-on and easy-to-use activities that focus on a water science and conservation education. See: www.hctf.ca/wild/resources/projectwet/projectwet.htm Project Wild: A Wild BC activity guide consisting of 121 activities that support key concepts under a variety of environmental education and conservation themes. See: www.hctf.ca/wild/resources/projectwild/projectwild.htm TA B L E O F C O N T E N T S Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Introduction & Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 The ELE Curriculum Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 The Learning Cycle C.A.R.E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Professional Development Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 The ELE Videos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WEB RESOURCES: BC Field Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.bcfieldtrips.ca BC Hydro Education . . . . . . . . . . . . . . . . . . . . . . . . . . . www.bchydro.com/education BC Ministry of Education Green Schools . www.bced.gov.bc.ca/greenschools BC Parks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.env.gov.bc.ca/bcparks/discovery.html BC Sustainable Energy Association . . . . . . . . www.bcsea.org/education Canadian Wildlife Foundation . . . . . . . . . . . . . . www.hww.ca Check Your Head . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.checkyourhead.org Destination Conservation . . . . . . . . . . . . . . . . . . . 9 Curriculum Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 THE ELE PRO-D TEMPLATES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Quick Start Guide to the Templates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 I II III IV V 20 Min Hook Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 1-2 Hour Workshop (Elementary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 1-2 Hour Workshop (Secondary) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Half-Day Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Full Day Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 www.dcplanet.ca www.ec.gc.ca/educators www.greenlearning.ca www.leps.bc.ca EEPSA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.bctf.ca/eepsa Environment Canada Resources GreenLearning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Green Street . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.green-street.ca Langley Environmental Partners . . . . . . . . . . Metro Vancouver Education . . . . . . . . . . . . . . . . . www.metrovancouver.org/region/teachers Parks Canada: Teacher Resources . . . . . . . . . . www.pc.gc.ca/apprendre-learn/prof Resources for Rethinking . . . . . . . . . . . . . . . . . . . . www.r4r.ca Sierra Club BC Education . . . . . . . . . . . . . . . . . . . . . www.sierraclub.bc.ca/education Stanley Park Ecology Society . . . . . . . . . . . . . . . www.stanleyparkecology.ca Wild BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.wildbc.org Appendix A: Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Icebreaker Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Direct Experience Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Process/Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Appendix B: Suggested Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Appendix C: Networks of Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Appendix D: Sample Workshop Evaluation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 28 THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES ACKNOWLEDGEMENTS These professional development templates complement the Environmental Learning and Experience Curriculum Guide, Best Practices Videos and Curriculum Maps, and represent an opportunity to expand and enhance Pro-D for environmental learning in BC. This project was led by Patrick Robertson (School District #45, West Vancouver) and facilitated by Paul Lukaszek (BC Ministry of Education, Green Schools Education Programs). Funding for the project was provided by the BC Ministry of Education as part of its Green Schools strategy which includes supporting teachers to use environmental sustainability ideas and concepts in their teaching. A broad team of education professionals contributed their talents and expertise to the development of the templates. Most of these Templates Team members have been involved as core partners, from school districts and community organizations, in ELE Pro-D implementation through conferences, workshops and other events over the last 12 months. The Templates Team included: Donna Boucher . . . . . . . . . APPENDIX B: SUGGESTED RESOURCES ELE: ELE Curriculum Guide The ELE Guide is a conceptual framework for introducing environmental learning in all classrooms, while providing several general principles of teaching and learning to guide teachers in designing integrated activities for their learners. The Guide can assist teachers of all subjects and grades to integrate environmental concepts into teaching and learning. It is a guide to interdisciplinary practice — using the environment as an organizing theme. Access the Guide at: www.bced.gov.bc.ca/environment_ed ELE Best Practices Videos Developed with teachers and educational leaders from around the province, this resource includes 2 videos introducing the ELE Guide and 4 case study videos showcasing application of C.A.R.E. in practice. Each video is approximately 5 minutes in duration. Access the videos at: www.bced.gov.bc.ca/environment_ed ELE Curriculum Maps The ELE Curriculum Maps are a set of matrices that connect elements of the ELE Curriculum Guide directly with PLOs from K-12 curricula. These maps can assist educators in seeing connections to environment and sustainability across provincial learning outcomes and can enable more effective integration of C.A.R.E. into teaching practices and learning. Access the ELE Curriculum Maps at: www.bced.gov.bc.ca/greenschools PD Implementation Support EEPSA and a host of community partners are at the forefront of the Pro-D implementation of the ELE Guide and other environmental learning initiatives. Please contact us at www.bctf.ca/eepsa to support all your curriculum and professional development needs. PRINT RESOURCES: CJEE: The Canadian Journal of Environmental Education (CJEE) seeks to further the study and practice of environmental education by providing a thoughtful forum for researchers, scholars, practitioners, and post-secondary students; http://cjee.lakeheadu.ca Clearing: CLEARING is a quarterly online and print magazine that gives you creative ideas, unique perspectives, proven strategies, and access to high quality teaching resources and activities for environmental and place-based education in the classroom or nature center; www.clearingmagazine.org Cornell, Joseph; Sharing Nature With Children: includes 50 fascinating activities and games for children of all ages; Dawn Publications; Anniversary edition. Green Teacher: A magazine that helps educators enhance environmental and global education inside and outside of schools; includes fifty pages of ideas and activities, published four times a year; www.greenteacher.com Henley, Thom; Rediscovery: Ancient Pathways, New Directions: a resource that includes more than 130 activities based on the spirit of sharing and caring, communicating with other cultures, and connecting with our natural environment; Lone Pine Publishing, Edmonton, 1996 (2nd edition). School District #33 (Chilliwack) Ficus Chan . . . . . . . . . . . . . . . . Esse Environmental Education Robyn Cooper. . . . . . . . . . . . School District #35 (Langley) Bruce Ford . . . . . . . . . . . . . . . . Metro Vancouver Education Jarrid Jenkins . . . . . . . . . . . . Stanley Park Ecology Society Kate Keough . . . . . . . . . . . . . School District #44 (North Vancouver) Genny Lau . . . . . . . . . . . . . . . . School District #39 (Vancouver) Vanessa Lee . . . . . . . . . . . . . . Metro Vancouver Parks Selina Metcalfe . . . . . . . . . . School District #36 (Surrey) Johan Stroman . . . . . . . . . . GreenLearning David Zandvliet . . . . . . . . . SFU Faculty of Education Many thanks to the EEPSA Executive and our community partners in the ELE project for their leadership, feedback and support, and to the North Vancouver Outdoor School and Stanley Park Ecology Society for graciously hosting our meetings and working group sessions. Special thanks to the hundreds of BC teachers and informal educators who participated in ELE Pro-D events over the last year and gave us their ideas and feedback on the content and strategies found in these templates. 6 THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES 27 P R O C E S S / L E A R N I N G S T R AT E G I E S Core Activities: Brainstorm ELE Carousel In the ELE Carousel Activity, 4 groups (or 8 depending on group size) rotate to each of 4 (or 8) stations (prepared beforehand) where participants brainstorm, discuss and record connections between that aspect of C.A.R.E. and the curriculum or their teaching practices. Guiding questions include: Where is this aspect of C.A.R.E. found in the curriculum (e.g., grades, subjects, topics etc.)? What units/lessons/themes/activities do you employ in practice that nurture learning around this aspect of C.A.R.E.? Where else could you fit C.A.R.E. into your teaching practice (e.g., innovative approaches, creative strategies)? Groups spend ~ 5 minutes at each station; participants read the ideas of previous groups and add their own. Upon returning to their starting station, groups then attempt to synthesize all ideas and prepare a brief presentation to the whole group. Placemat Activity The ELE Placemat Activity is a cooperative learning strategy where groups of 3-5 (optimally 4) take turns individually considering and recording real or potential applications re. the four elements of the learning cycle in their teaching practice. Using a large piece of paper (e.g., 11x17”) create a centre circle of approximately 15 cm and 4 quadrants created in the remaining space. When ready, group members individually brainstorm and record ideas re. their application of the learning cycle in their quadrant of the paper. Groups then share and discuss their various ideas and negotiate the ‘best’ ideas, recurring themes, and golden opportunities etc, recording these consensus thoughts in the centre circle of the placemat paper. Finally, groups report out on these consensus ideas to the larger workshop group. Think/Pair/Share A Think/Pair/Share activity consists of a core question(s) that is first pondered individually (with recording of thoughts as desired), then discussed with a partner, and finally discussed as a whole group. In a “mingle”, movement of participants is strongly recommended. Postcard Action Planning On an index card provided, participants record one or more actions that they are willing to commit to (individually, as a team, as a school etc.) following the workshop. These are generally collected by the workshop facilitator and returned/mailed to participants at a later date. Other Possible Process Activities: Artistic Representation Community Mapping Drama / Role Play Four Quadrants Know-Wonder-Learned Last Word Mingle Sharing of Success Stories Rationale Activities – e.g., True/False, Matching 26 THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES I N T R O D U C T I O N & R AT I O N A L E There is a growing interest in environmental learning and sustainability among educators and recent developments in BC curricula have responded to this increasing awareness and demand. In 2007, a new provincial framework for environmental education, Environmental Learning and Experience (ELE), was developed and is available to assist BC’s educators in integrating the environment and sustainability into their teaching practices. Professional development (Pro-D) for educators is an essential element to support best teaching practices and more powerful learning for students in schools and other learning environments. With the release of the ELE curriculum guide, teaching and learning with the environment and sustainability as core foci has a stronger curricular foundation. Engaging educators in high quality Pro-D to support implementation of the ELE Guide is a critical next step. In 2008, the ELE Pro-D Templates have been developed for use by educational professionals interested in facilitating high quality professional development experiences for teachers. Building on the ELE curriculum guide and other associated learning resources, the templates are intended to enhance and expand professional development opportunities around environmental education in BC. ENVIRONMENTAL LEARNING AND EXPERIENCE AN INTERDISCIPLINARY GUIDE FOR TEACHERS THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES 7 THE ELE CURRICULUM GUIDE Released by the BC Ministry of Education in 2007, the ELE guide presents an integrated approach to environmental learning because so many school subject areas and learning outcomes touch on environmental topics in some way. By emphasizing the study of environment across the curriculum, it is hoped that students will come to understand how their actions affect both local and global environments. This revised curriculum resource offers a conceptual framework for introducing environmental learning in all classrooms, while providing several general principles of teaching and learning to guide teachers in designing integrated activities for their learners. The framework provides a number of perspectives around which environmentally-focused lessons may be developed and can assist teachers of all subjects and grades to integrate environmental concepts into teaching and learning. It is a guide to interdisciplinary practice — using the environment as an organizing theme. Central to the ELE Guide are two elements: The Learning Cycle and C.A.R.E. The ELE Curriculum Guide is available online at: D I R E C T E X P E R I E N C E AC T I V I T I E S The following are suggestions for selected direct experience activities. While designated by core focus, many activities incorporate more than one focus. Please see Appendix B for a listing of resources that contain a full description and directions to facilitate these and other potential activities. Sensory: Camera Meet-A-Tree Microtrails, Microparks Sensory Games Smells Challenge Sound Map Interactive Games & Activities: Bat – Moth Debate / Take a Stand Neighborhood Mapping Outdoor “Found” Art Predator - Prey Game Quadrats / Plot Study Role Play School-Based Action Project Stream / Pond Study Trust Challenges Reflection: Eco-Footprinting Journaling Nature Reflection Signs & Symbols Storyboarding www.bced.gov.bc.ca/environment_ed T H E L E A R N I N G C YC L E The experiential learning cycle is a view of teaching and learning that emphasizes direct experience, critical reflection and negotiation as foundations for the learning process. For more on the Learning Cycle, please see the ELE Guide at: www.bced.gov.bc.ca/environment_ed/principl.html#exper FIG. 1: THE LEARNING CYCLE Direct Experience Negotiation Critical Reflection Conceptualization 8 THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES 25 APPENDIX A: SUGGESTED ACTIVITIES I C E B R E A K E R AC T I V I T I E S Core Activities: Group Mingle & Share Participants move about, introduce themselves to each other, and share thoughts, ideas and personal connections with respect to the critical question(s), challenge posed. ‘Environmental’ Artifact Sharing This activity involves participants in sharing personal connections around objects, stories or other artifacts that demonstrate our connectedness with place and people. Importantly, artifacts need not be physical. Time is the only limiting factor with this activity. Community Map Using a map (of the world or region as appropriate), locate and share “special places” or other significant place-based connections. C.A.R.E. The mnemonic and metaphor of C.A.R.E. (Complexity, Aesthetics, Responsibility and Ethics) can be used to describe the various forms environmental knowledge can take. These principles for organizing and conceptualizing environmental learning include: a consideration of Complexity (complex systems); Aesthetics (or aesthetic appreciation); Responsibility (responsible action and consequences of action); and the practice of an environmental Ethic. C.A.R.E. demonstrates the interdisciplinary nature of environmental concepts, while showing a progression of the development of ideas that can lead towards deeper engagement with environmental learning in all of its forms. For more detail on the elements of C.A.R.E., please see the ELE Guide at: www.bced.gov.bc.ca/environment_ed/principl_conceptualizing.html FIG. 2: THE ELEMENTS OF C.A.R.E. Other Possible Icebreaker Activities (Indoor and Outdoor): Create Skit to introduce group members Habitat Lap-Sit Human Knot Partner Introductions Ravens and Eagles Sun-Moon-Eclipse Two Truths and a Lie complexity C aesthetics A resonsibility R ethics E P R O F E S S I O N A L D E V E L O P M E N T I M P L E M E N TAT I O N Following the release of the ELE Curriculum Guide, a comprehensive professional development program has been initiated to support implementation of the guide. Starting with the Environmental Educators’ Provincial Specialist Association (EEPSA) fall conference in October 2007, Pro-D events have been held in locations around the province for a variety of audiences. In spring 2008, a series of regional retreats was held to raise awareness and promote the ELE. These Pro-D templates are part of a wider strategy to continue expanding and enhancing Pro-D in support of environmental learning in BC. THE ELE VIDEOS Arising out of the ELE regional retreats and other Pro-D events, a set of best practices videos has been produced by Simon Fraser University and the BC Ministry of Education as a key resource in support of ELE implementation. These 6 videos present the ELE and its foundational elements, as well as case study vignettes that show the aspects of C.A.R.E. in practice. The videos are an important resource to be used in the delivery of Pro-D around the ELE Guide, and are available at www.bced.gov.bc.ca/environmental_ed. 24 THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES 9 CURRICULUM CONNEC TIONS To support teachers and other educational professionals in connecting the ELE Guide with current provincial curricula, a set of ELE curriculum maps has been developed. From the Sciences to the Arts, these maps can assist educators in seeing connections to environment and sustainability across provincial learning outcomes and enable more effective integration of C.A.R.E. into teaching practices and learning. The maps are featured in the ELE Pro-D templates as a useful tool to help educators turn theory into practice. The ELE Curriculum Maps are available online at www.bced.gov.bc.ca/greenschools. Notes: 1 Available technology will determine whether web-based or DVD resources will be utilized. If the DVD option is required, please download and burn selected videos from: www.bced.gov.bc.ca/environment_ed/ 2 Promotional materials, resources or resource lists can be distributed at the discretion of the presenter. Appendix B of this guide is suitable for distribution. Please visit www.bctf.ca/eepsa for other options. Time allotments are suggestions only; facilitators will adjust according to available timeframe. Icebreaker activities are essential to engage participants with the content of the session and with other workshop participants. Making an icebreaker personally relevant to participants is an important consideration. In a “mingle”, participants move about, introduce themselves to each other and discuss the core question(s) posed to guide the activity. The Environmental Artifact Sharing activity requires pre-communications with workshop participants to ensure they are prepared to bring an object, story or other artifact that represents an aspect of the environment they care about. The activity can be a powerful engager. See Appendix A for full description and instructions for the Carousel Activity. For a workshop that is congruent with ELE theoretical foundations, a Direct Experience component is essential to the learning cycle and, thus, the overall impact of the workshop. While an indoor setting can suffice (re. weather, location, availability of outdoor space, audience factors, etc.), an outdoor setting is preferable. See Appendices A and B for suggested activities and resources. Lunch can be provided (or not). It is strongly recommended that emphasis is placed on zero waste to be congruent with ELE principles. See Appendix A for full description and instructions for the Placemat Activity. This planning activity is intended to enable participants to synthesize understandings from the preceding activities and to apply these understandings proactively in their planning process. Individual or collaborative planning should be encouraged as appropriate. Closing the presentation with an action commitment from individuals and/or the group is essential. 3 4 5 T H E E L E P R O  D T E M P L AT E S The ELE Pro-D Templates are fully-developed presentation and workshop plans intended for a range of audiences and Pro-D opportunities. Each template includes suggested materials, preparation instructions, and recommended activities, as well as a complete plan for delivering the session effectively. Appendices are provided for a broader range of suggested learning activities, resources and networks to support delivery of the workshops. For those with considerable facilitation experience, a Quick Start Guide is also provided. As PD workshops come in many formats, five template versions have been developed to meet the needs of different audiences and educational contexts. These versions include: 20 M I N H O O K P R E S E N TAT I O N The 20 minute presentation is intended to hook audiences and raise awareness of the ELE Guide and further Pro-D opportunities. It is geared for a committee, team or staff meeting context, symposium, or other opportunities where time is limited and a presentation approach is most appropriate. 1  2 H O U R W O R K S H O P  E L E M E N TA R Y & S E CO N D A R Y V E R S I O N S  The 1-2 hour templates are interactive workshops intended to introduce the ELE Guide, explore its potential application in practice, and equip participants with strategies, resources and other tools to support environmental learning. Two versions, for elementary and secondary audiences, have been developed. They are suitable for a wide range of Pro-D events and offerings. H A L F  D AY W O R K S H O P This workshop-oriented session is intended to more deeply immerse participants in the ELE Guide and its potential application in practice, while more fully equipping participants with strategies, resources and other tools to support environmental learning. It is most suitable for a half day school or district Pro-D day, a district curriculum implementation Pro-D offering, or extended conference workshop session. F U L L D AY W O R K S H O P This workshop-oriented session is intended to most deeply immerse participants in the ELE Guide and its potential application in practice, while more fully equipping participants with strategies, resources and other tools to support environmental learning. It is most suitable for a full day school or district Pro-D event, or for a retreat-style offering. In all applications, community building is an important additional outcome. 6 7 8 9 10 11 12 10 THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES 23 CONTINUED FROM PAGE 21 Element Case Studies in ELE Activity Present a selected ELE Case Study Video (re. elementary and/or secondary interest) Time3 Q U I C K S TA R T G U I D E T O T H E T E M P L AT E S For experienced Pro-D facilitators, this Quick Start checklist is provided to expedite your effective use of the ELE Pro-D templates. Bearing in mind that many other more subtle aspects exist in planning and delivering a workshop, please follow the sequence of instructions below. If further information is required, please consult other sections of the full Templates guide. U S I N G T H E T E M P L AT E S 1 2 1 2 3 4 5 6 7 Access the ELE Pro-D Templates Guide. Initiate and schedule a Pro-D opportunity with an appropriate audience. Determine the timeframe available and consider the audience and venue involved. Select a Template based on the timeframe, audience, venue and other considerations. Read over the selected Template including notes, consulting appendices as needed. Consider place-based aspects (re. your venue) and ways to “localize” the workshop. Prepare all necessary materials and resources for the workshop (incl. inviting guest facilitators), making modifications for audience and venue factors as necessary. Communicate with workshop participants re. session expectations, needed materials (e.g. environmental artifact); communicate with guest facilitators (if invited). Deliver the workshop as per the Template presentation plan. Following the session, gather all workshop products, materials, resources and evaluation forms. Reflect on the workshop and celebrate successes. Follow up with workshop participants re. outcomes of the session and action commitments made (e.g. indicated need for further Pro-D opportunities). 15 mins Debrief and discuss applicable transferable elements to current practice Direct Experience8 Coordinate rotation to 2-4 stations for direct experience activities led by facilitators from local educational organizations OR Facilitate 3 or more direct experience activities (outdoors if at all possible) Challenge participants to discover and record direct experience opportunities with potential application to their curriculum and practice LUNCH 9 Learning Cycle Connections Local, organic, waste-free, together Share and record opportunities discovered by participants in Direct Experience activity Placemat Activity10: Groups of 3-5 brainstorm applications (real or potential) of the Learning Cycle in their practice, rotate through all four elements, then discuss consensus best practices and record in the centre circle of the placemat; group presentations Action Planning Individually (or in partners, groups as appropriate) engage participants in program/unit/lesson or class/ school initiative planning using ELE Curriculum Maps as needed11; Share Complete Action Commitment Postcard12 Closing Share action commitments or workshop highlights Distribute Take Away Promos and Resources Present Ministry of Education Green Schools website and EEPSA website, other community connections and resources Inform about other ELE Pro-D opportunities and templates Q & A, Evaluations 30 mins 45 mins 60-75 mins 3 4 5 6 7 8 8 9 10 9 9 30-45 mins 11 12 9 9 Best of luck and thank you for promoting quality Pro-D for environmental learning in BC! If you need further support, please contact EEPSA at www.bctf.ca/eepsa. 15 mins 22 THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES 11 T E M P L AT E I : B R I E F P R E S E N TAT I O N ‘ E N V I R O N M E N TA L L E A R N I N G I N B C : T H E E L E G U I D E A N D C U R R E N T P R O  D O P P O R T U N I T I E S’ Time: 20 mins Purpose: To raise awareness of the ELE curriculum guide and stimulate further engagement through professional development opportunities Objectives: • Introduce the ELE Curriculum Guide • Present selected ELE Best Practices Videos and the ELE Curriculum Maps • Stimulate interest in expanded Pro-D around environmental learning P R E S E N TAT I O N P L A N Element Opening Activity Welcome; Introduce purpose and objectives of workshop Icebreaker4: Consider something/somewhere you care about, sketch a symbol or write down a word(s) on a small piece of paper that encapsulates that thing/place; Mingle and Share5 Introduce the ELE Project; Present ELE Video I Debrief video with reference to key ideas and opportunities Why ELE? Facilitate a Think/Pair/Share activity and discussion re. What is environmental learning and why is it important? Share and capture ideas of the group Time3 20 mins Materials: • Computer, Digital Projector, Screen and Internet Access OR DVD Player, TV, and DVD of ELE Videos1 • Take-Away Promos, Resources2 Preparation: 1) Source and set-up available technology for web browsing with a digital projector OR DVD viewing with a TV/monitor 2) Bookmark ELE Videos and websites on browser OR load ELE DVD; cue up ELE Video I 3) Prepare take-away promos and/or resources for distribution; see Appendix B for lists of suggested resources 4) Consult Appendix A for descriptions/directions of learning activities and strategies suggested in the template. 15 mins Environmental Artifact Sharing Part I6 What is ELE? Participants share an artifact/story they have brought that represents some aspect of the environment that they care about. Introduce the ELE Guide Present ELE Video II Introduce suite of new resources complimenting the ELE Guide (videos, curriculum maps, and Pro-D templates) Debrief and discuss main elements of the ELE especially the learning cycle and C.A.R.E. 15-30 mins 15 mins Applying C.A.R.E. in your Practice Carousel Activity7: Groups circulate through 4 stations C, A, R, and E) and record connections between that aspect of C.A.R.E. and their teaching practices (by grade/ subject/course or units/lessons/themes/ activities) Groups finish at starting station and report out to group Distribute ELE Curriculum Maps and debrief with a think/pair/share re. explicit curriculum connections to their grade level/subjects taught 30 mins Break Environmental Artifact Sharing Part II Participants share an artifact/story they have brought that represents some aspect of the environment that they care about. 15 mins 15-30 mins CONTINUES ON PAGE 22 12 THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES 21 T E M P L AT E V : F U L L D AY W O R K S H O P P R E S E N TAT I O N P L A N ‘ E N V I R O N M E N TA L L E A R N I N G A N D E X P E R I E N C E : F R O M T H E O R Y TO P R AC T I C E A N D CO M M U N I T Y ’ Time: 5 - 6 hours Purpose: To raise awareness of the ELE curriculum guide, discover application of the ELE in teaching practices, and stimulate further engagement through professional development opportunities Objectives: • Introduce the ELE Curriculum Guide, Videos and Curriculum Maps • Explore and experience application of ELE in teaching practices • Provide connections and support around environmental learning for practicing teachers • Build community through a shared Pro-D experience • Stimulate interest in ongoing Pro-D around environmental learning Materials: • Computer, Digital Projector, Screen and Internet Access OR DVD Player, TV, and DVD of ELE Videos1 • Small Note Paper • World Map • Chart Paper and Felt Pens • 11x17” Placemat paper • Index Cards • Take-Away Promos and Resources2 • Evaluation Forms Preparation: 1) Source and set-up available technology for web browsing with a digital projector OR DVD viewing with a TV/monitor 2) Bookmark ELE Videos and websites on web browser OR load ELE DVD; cue up ELE Video I 3) Prepare small note paper for icebreaker, chart paper and felts for Carousel activity, 11x17 paper for Placemat activity, index cards for Action Planning activity and take-away promos and resources; see Appendix B for lists of suggested resources 4) Consult Appendix A for descriptions/directions of learning activities and strategies suggested in the template. Closing Element Opening Activities Introduce purpose and objectives of presentation Engager: Present ELE Video I Debrief video with reference to key ideas and opportunities What is ELE? Introduce the ELE Curriculum Guide Present ELE Video II Debrief and discuss main elements of the ELE and potential next action steps Introduce suite of new resources complementing the ELE Guide (videos, curriculum maps, and Pro-D templates) Discuss Action Commitments re. expanded ELE Pro-D opportunities4 Distribute take-away promotional materials and/or resources Q&A 5 mins 10mins 5 mins Time3 Notes: 1 Available technology will determine whether web-based or DVD resources will be utilized. If the DVD option is required, please download and burn selected videos from: www.bced.gov.bc.ca/environment_ed/ 2 Promotional materials, resources or resource lists can be distributed at the discretion of the presenter. Appendix B of this guide is suitable for distribution. Please visit www.bctf.ca/eepsa for other options. Time allotments are suggestions only; facilitators will adjust according to available timeframe. Closing the presentation with an action commitment from individuals and/or the group is essential. 3 4 20 THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES 13 P R E S E N TAT I O N P L A N Element Opening Activities Welcome; Introduce purpose and objectives of workshop Icebreakers4: a) Consider a ‘Special Place’ to you, write down a word(s) on a sticky note that encapsulates that place/memory; Mingle and Share5 b) Using a world map, place sticky notes and share connections between people and places Introduce the ELE Project; Present ELE Video I Debrief video with reference to key ideas and opportunities What is ELE? Introduce the ELE Guide Present ELE Video II Introduce suite of new resources complementing the ELE Guide (videos, curriculum maps, and Pro-D templates) Debrief and discuss main elements of the ELE especially the learning cycle and C.A.R.E. Applying C.A.R.E. in your Practice Carousel Activity6: Groups circulate through 4 stations (C, A, R, and E) and record connections between that aspect of C.A.R.E. and their teaching practices (by grade/ subject/course or units/ lessons/themes/activities) Groups finish at starting station and report out to group Distribute ELE Curriculum Maps and debrief with a think/pair/share re. explicit curriculum connections to their grade level/subjects taught Case Studies in ELE Present a selected ELE Case Study Video (re. elementary and/or secondary interest) 10 mins Debrief and discuss applicable transferable elements to current practice Direct Experience7 Experiential Activites: Facilitate 3 or more direct experience activities (preferably in an outdoor setting) Challenge participants to discover and record direct experience opportunities with potential application to their curriculum and practice Break Learning Cycle Connections Share and record opportunities discovered by participants in Direct Experience activity Placemat Activity8: Groups of 3-5 brainstorm applications (real or potential) of the Learning Cycle in their practice, rotate through all four aspects, then discuss consensus best practices and record in the centre circle of the placemat; group presentations Action Planning9 Individually (or in partners, groups as appropriate) engage participants in program/unit/lesson or class/school initiative planning using ELE Curriculum Maps as needed; Share Complete Action Commitment Postcard Closing 6 Time3 T E M P L AT E I I : 1  2 H O U R W O R K S H O P  E L E M E N TA R Y  ‘ E N V I R O N M E N TA L L E A R N I N G A N D E X P E R I E N C E : F R O M T H E O R Y TO P R AC T I C E ’ Time: 90 -120 mins Purpose: To raise awareness of the ELE curriculum guide, discover application of the ELE in teaching practices, and stimulate further engagement through professional development opportunities Objectives: • Introduce the ELE Curriculum Guide, Videos and Curriculum Maps • Explore and experience application of ELE in teaching practices • Provide connections and support around environmental learning for practicing teachers • Stimulate interest in expanded Pro-D around environmental learning Materials: • Computer, Digital Projector, Screen and Internet Access OR DVD Player, TV, and DVD of ELE Videos1 • Chart Paper and Felt Pens • Index Cards • Take-Away Promos and Resources2 • Evaluation Forms Preparation: 1) Source and set-up available technology for web browsing with a digital projector OR DVD viewing with a TV/monitor 2) Bookmark ELE Videos and websites on web browser OR load ELE DVD; cue up ELE Video I 3) Prepare chart paper and felts for Carousel activity, index cards for Action Planning activity and take-away resources for distribution; see Appendix B for lists of suggested resources 4) Consult Appendix A for descriptions/directions of learning activities and strategies suggested in the template. Notes: 1 Available technology will determine whether web-based or DVD resources will be utilized. If the DVD option is required, please download and burn selected videos from: www.bced.gov.bc.ca/environment_ed/ 2 20 mins 15 mins 20-30 mins 20-30 mins 15 mins Promotional materials, resources or resource lists can be distributed at the discretion of the presenter. Appendix B of this guide is suitable for distribution. Please visit www.bctf.ca/eepsa for other options. Time allotments are suggestions only; facilitators will adjust according to available timeframe. Icebreaker activities are essential to engage participants with the content of the session and with other workshop participants. Making an icebreaker personally relevant to participants is an important consideration. In a “mingle”, participants move about, introduce themselves to each other and discuss the core question(s) posed to guide the activity. For a workshop that is congruent with ELE theoretical foundations, a Direct Experience component is essential to the learning cycle and, thus, the overall impact of the workshop. While an indoor setting can suffice (re. weather, location, availability of outdoor space, audience factors, etc.), an outdoor setting is preferable. See Appendices A and B for suggested activities and resources. See Appendix A for full description and instructions for the Carousel Activity. Closing the presentation with an action commitment from individuals and/or the group is essential. 20-30 mins 3 4 45 mins 5 Share action commitments or workshop highlights Distribute take-away promotional materials and/or resources Present Ministry of Education Green Schools website and EEPSA website, other community connections and resources Inform about other ELE Pro-D opportunities and templates Q & A, Evaluations 15 mins 7 8 14 THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES 19 T E M P L AT E I V : H A L F  D AY W O R K S H O P ‘ E N V I R O N M E N TA L L E A R N I N G A N D E X P E R I E N C E : F R O M T H E O R Y TO P R AC T I C E ’ Time: 3 hours Purpose: To raise awareness of the ELE curriculum guide, discover application of the ELE in teaching practices, and stimulate further engagement through professional development opportunities Objectives: • Introduce the ELE Curriculum Guide, Videos and Curriculum Maps • Explore and experience application of ELE in teaching practices • Provide connections and support around environmental learning for practicing teachers • Stimulate interest in ongoing Pro-D around environmental learning Materials: • Computer, Digital Projector, Screen and Internet Access OR DVD Player, TV, and DVD of ELE Videos1 • Sticky Notes • World Map • Chart Paper and Felt Pens • 11”x17” Placemat paper • Index Cards • Take-Away Promos and Resources2 • Evaluation Forms Preparation: 1) Source and set-up available technology for web browsing with a digital projector OR DVD viewing with a TV/monitor 2) Bookmark ELE Videos and websites on web browser OR load ELE DVD; cue up ELE Video I 3) Prepare sticky notes, chart paper and felts for Carousel activity, 11x17” paper for Placemat activity, index cards for Action Planning activity and take-away promos and resources; see Appendix B for lists of suggested resources 4) Consult Appendix A for descriptions/directions of learning activities and strategies suggested in the template. Notes: 1 Available technology will determine whether web-based or DVD resources will be utilized. If the DVD option is required, please download and burn selected videos from: www.bced.gov.bc.ca/environment_ed/ 2 P R E S E N TAT I O N P L A N Element Opening Activities Welcome; Introduce purpose and objectives of workshop Icebreaker4: Think/Pair/Share activity re. 2 questions: Personally significant childhood nature experiences? Challenges in implementing EE?; Mingle5 and share; Capture as a group Introduce the ELE Project; Present ELE Video I Debrief video with reference to key ideas and opportunities Direct Experience6 What is ELE? Experiential Activities: Facilitate 2 or more direct experience activities (outdoors if at all possible) Introduce the ELE Guide Present ELE Video II Debrief and discuss main elements of the ELE especially the learning cycle and C.A.R.E. Introduce suite of new resources complementing the ELE Guide (videos, curriculum maps, and Pro-D templates) Applying C.A.R.E. to your Practice Carousel Activity7: Groups circulate through 4 stations (C, A, R, and E) and record connections between that aspect of C.A.R.E. and their teaching practices (by grade/ subject or units/lessons/themes/activities) Groups finish at starting station and report out to group Distribute ELE Curriculum Maps and debrief with a think/ pair/share re. explicit curriculum connections to their grade level/subjects taught Case Studies in ELE (optional) Action Planning8 Closing Air a selected ELE Case Study Video Debrief and discuss applicable transferable elements to participants’ practice Action Element: Individually (or in partners, groups as appropriate) complete Action Commitment Postcard Share action commitments or workshop highlights Distribute take-away promotional materials and/or resources Present Ministry of Education Green Schools website and EEPSA website, other community connections and resources Inform about half day and full day Pro-D opportunities and templates Q & A, Evaluations THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES 15 10 mins 20-30 mins 10 mins 15-20 mins Time3 20 mins Promotional materials, resources or resource lists can be distributed at the discretion of the presenter. Appendix B of this guide is suitable for distribution. Please visit www.bctf.ca/eepsa for other options. Time allotments are suggestions only; facilitators will adjust according to available timeframe. Icebreaker activities are essential to engage participants with the content of the session and with other workshop participants. Making an icebreaker personally relevant to participants is an important consideration. In a “mingle”, participants move about, introduce themselves to each other and discuss the core question(s) posed to guide the activity. See Appendix A for full description and instructions for the Carousel Activity. For a workshop that is congruent with ELE theoretical foundations, a Direct Experience component is essential to the learning cycle and, thus, the overall impact of the workshop. While an indoor setting can suffice (re. weather, location, availability of outdoor space, audience factors, etc.), an outdoor setting is preferable. See Appendices A and B for suggested activities and resources. See Appendix A for full description and instructions for the Placemat Activity. Closing the presentation with an action commitment from individuals and/or the group is essential. 3 4 10 mins 5 6 7 15 mins 8 9 18 THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES T E M P L AT E I I I : 1  2 H O U R W O R K S H O P  S E C O N D A R Y  ‘ E N V I R O N M E N TA L L E A R N I N G A N D E X P E R I E N C E : F R O M T H E O R Y TO P R AC T I C E ’ Time: 90 -120 mins Purpose: To raise awareness of the ELE curriculum guide, discover application of the ELE in teaching practices, and stimulate further engagement through professional development opportunities Objectives: • Introduce the ELE Curriculum Guide, Videos and Curriculum Maps • Explore and experience application of ELE in teaching practices • Provide connections and support around environmental learning for practicing teachers • Stimulate interest in expanded Pro-D around environmental learning Materials: • Computer, Digital Projector, Screen and Internet Access OR DVD Player, TV, and DVD of ELE Videos1 • Chart Paper and Felt Pens • Index Cards • Take-Away Promos and Resources2 • Evaluation Forms Preparation: 1) Source and set-up available technology for web browsing on projector OR DVD viewing 2) Bookmark ELE Videos and websites on web browser OR load ELE DVD; cue up ELE Video I 3) Prepare chart paper and felts for Carousel activity, index cards for Action Planning activity and take-away resources for distribution; see Appendix B for lists of suggested resources 4) Consult Appendix A for descriptions/directions of learning activities and strategies suggested in the template. P R E S E N TAT I O N P L A N Element Opening Activities Welcome; Introduce purpose and objectives of workshop Icebreaker4: Think/Pair/Share activity re. 2 questions: Personally significant childhood nature experiences? Challenges in implementing EE?; Mingle5 and share; Capture as a group Introduce the ELE Project; Present ELE Video I Debrief video with reference to key ideas and opportunities Direct Experience6 What is ELE? Experiential Activities: Facilitate 2 or more direct experience activities (outdoors if at all possible) Introduce the ELE Guide Present ELE Video II Debrief and discuss main elements of the ELE especially the learning cycle and C.A.R.E. Introduce suite of new resources complementing the ELE Guide (videos, curriculum maps, and Pro-D templates) Applying C.A.R.E. to your Practice Carousel Activity7: Groups circulate through 4 stations (C, A, R, and E) and record connections between that aspect of C.A.R.E. and their teaching practices (by grade/ subject or units/lessons/themes/activities) Groups finish at starting station and report out to group Distribute ELE Curriculum Maps and debrief with a think/ pair/share re. explicit curriculum connections to their grade level/subjects taught Case Studies in ELE (optional) Action Planning8 Closing Air a selected ELE Case Study Video Debrief and discuss applicable transferable elements to participants’ practice Action Element: Individually (or in partners, groups as appropriate) complete Action Commitment Postcard Share action commitments or workshop highlights Distribute take-away promotional materials and/or resources Present Ministry of Education Green Schools website and EEPSA website, other community connections and resources Inform about half day and full day Pro-D opportunities and templates Q & A, Evaluations THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES 17 10 mins 20-30 mins 10 mins 15-20 mins Time3 20 mins Notes: 1 Available technology will determine whether web-based or DVD resources will be utilized. If the DVD option is required, please download and burn selected videos from: www.bced.gov.bc.ca/environment_ed/ 2 Promotional materials, resources or resource lists can be distributed at the discretion of the presenter. Appendix B of this guide is suitable for distribution. Please visit www.bctf.ca/eepsa for other options. Time allotments are suggestions only; facilitators will adjust according to available timeframe. Icebreaker activities are essential to engage participants with the content of the session and with other workshop participants. Making an icebreaker personally relevant to participants is an important consideration. In a “mingle”, participants move about, introduce themselves to each other and discuss the core question(s) posed to guide the activity. For a workshop that is congruent with ELE theoretical foundations, a Direct Experience component is essential to the learning cycle and, thus, the overall impact of the workshop. While an indoor setting can suffice (re. weather, location, availability of outdoor space, audience factors, etc.), an outdoor setting is preferable. See Appendices A and B for suggested activities and resources. See Appendix A for full description and instructions for the Carousel Activity. Closing the presentation with an action commitment from individuals and/or the group is essential. 10 mins 3 4 5 6 15 mins 7 8 16 THE ELE PROFESSIONAL DEVELOPMENT TEMPLATES