How to Move Learners to Action
Gareth ThomsonAlberta Council for Environmental [email protected]; 403-678-0079
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)
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
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.”
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
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%
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)
What are the essential elements of an excellent EE program?
• Awareness?• Understanding?• Critical thinking skills?
What are the essential elements of an excellent EE program?
• Awareness?• Understanding?• Critical thinking skills?• Training about action skills?
What are the essential elements of an excellent EE program?
• Awareness?• Understanding?• Critical thinking skills?• Training about action skills?• Opportunities for personal action?
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?
“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
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
Behavioral & Environmental Change
Issues Investigation - Hungerford & Volk
Environmental Literacy - Roth & Disinger
Learning About Action
Community Problem-Solving - Stapp
Social Learning - Wals
Earth Education - Van Matre
Ecological Education - Caduto, Gough
Bioregional & Place-based Education - Smith & Williams
Learning Through Action
Community Action Research - Hammond, Wals & Stapp, Robottom
Action Competence - Jensen & Schnack
Sustainability Education - Fien, Huckle, Sterling
Learning From Action
Knowledge --> awareness --> behaviour…
DEBUNKED!
How do learners ‘get to’ responsible environmental behaviours?
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
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.
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
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
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
Role of modeling
At the 2010 Symposium ‘Creating a Legacy Together:’ Glyn Hughes, Dustin Saxton, Sabrina Niesman
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?
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
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?
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
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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