We are All Environmental Educators · Choose content areas (interesting, flexible) 3. Find / Create...

Warm Up

Turn to the person (or people) next to you.

• What is your favorite activity that brings environmental content into your English classes?

We are AllEnvironmental Educators

(Whether we know it or not)

David Royal | University of South Florida | ESLetc.com

IATEFL-H Summer Course | July 27-31, 2015

Overview of Workshops

1. Introduction and Theoretical Framework2. Designing an Environmental Unit (part 1)3. Designing an Environmental Unit (part 2)4. Mindfulness and the Environment5. Greening your Classroom (and Beyond)

ESLetc.com/IATEFLH

Hsinchu, Taiwan (1999-2004)

EnglishChildren & Adults

BA in English (creative writing)No training as teacher

Critical / Student-centered

EnvironmentA little hiking / camping

Angry blogging

(not much)

Honolulu, Hawaii, USA (2004-2006)

EnglishMA in Second Language

Studies @ University of Hawaii

Teaching at Hawaii English Language Program

College-bound, academically focused, content-based electives

Global Issues CourseESLetc.com

EnvironmentBiking, hiking, camping

Somewhat conscious diet

Green IEP Project

Zhangjiajie, Hunan, China (2007)

EnglishLarge (150+), multi-level,

college classes

Future tour guides, air service personnel

EnvironmentLots of biking, hiking and

camping

Vegan

Earth Day Event / Env. Club

Tampa, Florida, USA (2008-current)

EnglishUniversity of South Florida

3 programs, ~1000 students

Academic, content-based, project-based

TESOL (SRIS, ERF)

EnvironmentVegetarian (mostly)

Bike commute (mostly)

Permaculture Design Certificate / Community Garden

Current Environmental Crisis

• Global climate change

• Chemical, heavy metal, biological, and nuclear waste

• Loss of topsoil

• Loss of biodiversity (rate of extinction highest in 65 million years)

• Loss of wilderness

• Unsustainable consumption(Gottlieb, 2006, pp. 4-5)

“…all education is environmental education…”

(Orr, 1991, p. 4)

Guidelines for Environmental Responsibility

1. Start Where You Are2. Low Hanging Fruit Progress not Perfection3. Dream Big

Traditional Pedagogy / Economics

(adapted from Jacobs et al, 1998, pp. 11-12)

PedagogyStudents are “empty”, their value comes from being “filled” by experts.Diversity is problematic – want conformity, efficiency.Focus on product / outcome.

EconomicsNature’s value comes from the resources we extract to make products.Diversity isn’t valued, want efficiency and economy of scale.Focus on product.

Environmentally Responsible Pedagogy / Economics

PedagogyStudents are independent and have existing knowledge, experience.Diversity is valued and encouraged.Interconnection between ideas is recognized.Focus on process.

EconomicsNature has independent, inherent value.Diversity is valued and protected.Interconnection between humans, plants, animals, systems, is recognized.Focus on process.

(adapted from Jacobs et al, 1998, pp. 11-12)

Rogers, as cited in (Hicks & Bord, 2001)

Cognitive >> Affective >> Existential >> Empowerment >> Action

Learning about Global Futures: a Conceptual Model

Handout

Cognitive

Affective

Existential

Empowerment and Action

• Student-Centered

• Empowering

• Action-Oriented

• Relevant

• Critical

• Project-Based / Content-Based

My Approach

1. Any questions?2. Why are you interested in bringing environmental content into your

English language classes?3. How do you currently incorporate environmental issues into the

classes you teach? Be specific.4. What challenges have you encountered? What successes?

Discussion

Attributes of Project-Based Learning

• Develop Academic Success Skills• Challenging Problem or Question• Sustained Inquiry• Authenticity• Student Voice & Choice• Reflection• Public Product

(adapted from bie.org/about/what_pbl)

Benefits of Content-Based Instruction

1. Interesting Content → Automatic Language Learning

2. Greater Connections w/ Existing Knowledge

3. Can (and Should) Be Flexible & Adaptable

4. Hands On Experience

(adapted from wikipedia.org/wiki/Content-based_instruction)

Project- / Content-Based Hybrid

1. Decide on a project (sustained, authentic)

2. Choose content areas (interesting, flexible)

3. Find / Create (hands on, challenging) activities that: 1. target content / language learning outcomes

2. build towards the project

4. Present the project (publicly)

1. Choose a specific environmental issue2. Learn about the issue3. Take “everyday” action(s) to improve the issue4. Reflect on experience5. Share what you learned6. Present public project

Any Questions?

Everyday Action Project

Sample Topics and ActionsTopic Action

air pollution bike instead of driveeat vegetarian / vegan

conserving electricity unplug everything except the refrigerator when leaving the houseuse the fan instead of the A/C as much as possible

recycling collect recycling for himself and two roommatesreducing garbage try to throw away as little as possible

compost food waste (fish bones, fruit and vegetable peels)

water pollution turn off water when possibleuse eco-friendly shampoo and detergentclean up litter

Local Green Directory

• Extremely Local (mostly within 1 mile radius)

• Focused on 4 areas:• Food, Shopping, Waste / Recycling, Transportation

• Mix of “normal” and “green” businesses

Discussion

1. What approach(es) to English teaching do you generally use?(skills-based, content-based, project-based, integrated skills, etc.)

2. Where do your materials come from?(yourself, the school, the government, etc.)

3. How much flexibility do you have in terms of content / structure?