Kentucky’s Environmental Literacy Plan WKU Focus Group Meeting May 6, 2010.

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  • Slide 1
  • Kentuckys Environmental Literacy Plan WKU Focus Group Meeting May 6, 2010
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  • Raining Cats and Dogs Choose a phrase from the envelope at your table. Do not share it with anyone! Choose a phrase from the envelope at your table. Do not share it with anyone! Using the markers, write your first name and then draw a picture that represents your saying on the name tag. Using the markers, write your first name and then draw a picture that represents your saying on the name tag. When you are finished, place your nametag in the hanging name badge. When you are finished, place your nametag in the hanging name badge. Using the colored tally sheets, collect the initials of the person wearing each phrase. Using the colored tally sheets, collect the initials of the person wearing each phrase.
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  • WHAT? Environmental Literacy Environmental Literacy Environmentally literate students possess the knowledge, intellectual skills, attitudes, experiences and motivation to make and act upon responsible environmental decisions. Environmentally literate students understand environmental processes and systems, including human systems. They are able to analyze global, social, cultural, political, economic and environmental relationships, and weigh various sides of environmental issues to make responsible decisions as individuals, as members of their communities, and as citizens of the world. NAAEE (2009) Excellence in Environmental Education Guidelines for Learning (K-12). Washington, DC.: NAAEE
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  • The Benefits of Environmental Education Academic Academic Health Health Development Development Cognitive Cognitive Social Social Emotional Emotional Work Force Development Work Force Development Environmental Environmental
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  • Academic Research across the country shows that when environment-based education is incorporated into schools, both students achievement and behaviors and attitudes improve. Research across the country shows that when environment-based education is incorporated into schools, both students achievement and behaviors and attitudes improve.
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  • Academic Achievement 1998: Environment as an Integrating Content (EIC) students vs. traditional students: 100% of the EIC students scored significantly higher on comprehensive tests and had higher GPAs. (Liebermann & Hoody) 1998: Environment as an Integrating Content (EIC) students vs. traditional students: 100% of the EIC students scored significantly higher on comprehensive tests and had higher GPAs. (Liebermann & Hoody) 1999: Environment based elementary school: Students exceeded state average on both state tests and nationally- normed assessments, scoring higher than all other schools in Wisconsin with similar socio-economic status. Notably, all the 3 rd grade students at passed the Wisconsin Reading Comprehension Test, as compared with only 25% of the total Milwaukee public school population. (NEETF) 1999: Environment based elementary school: Students exceeded state average on both state tests and nationally- normed assessments, scoring higher than all other schools in Wisconsin with similar socio-economic status. Notably, all the 3 rd grade students at passed the Wisconsin Reading Comprehension Test, as compared with only 25% of the total Milwaukee public school population. (NEETF)
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  • Academic Achievement 2000: EIC students vs. traditional students: EIC students scored higher in 72%, 101 of 140 academic assessments (Liebermann & Hoody) 2000: EIC students vs. traditional students: EIC students scored higher in 72%, 101 of 140 academic assessments (Liebermann & Hoody) 2005: EIC vs. Traditional 2005: EIC vs. Traditional Reading: 100% of treatment students scored as well or better Reading: 100% of treatment students scored as well or better Math: 92.5% of treatment students scored as well or significantly higher Math: 92.5% of treatment students scored as well or significantly higher Language: 95% of treatment students scored as well or significantly higher Language: 95% of treatment students scored as well or significantly higher Spelling: 97.5% treatment students scored as well or significantly higher than control students (Liebermann & Hoody) Spelling: 97.5% treatment students scored as well or significantly higher than control students (Liebermann & Hoody)
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  • Academic Achievement 2006: Meta-analysis of environment based education research: 2006: Meta-analysis of environment based education research: There is meaningful evidence that environmentally-related education, using best educational practices, can increase academic achievement across curriculum subjects. (Norman, et. al.) There is meaningful evidence that environmentally-related education, using best educational practices, can increase academic achievement across curriculum subjects. (Norman, et. al.) 2008: Views and Access to Outdoors: High school students with more access had higher standardized test scores, higher graduation rates, & a greater percentage of students planning to attend college (Matsuoka) 2008: Views and Access to Outdoors: High school students with more access had higher standardized test scores, higher graduation rates, & a greater percentage of students planning to attend college (Matsuoka)
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  • Attitudes/Behavior in Schools Assessment AreaMeta-analysis Results Decreased Discipline Referrals 4 of 4 studies positive Attendance and tardiness3 of 3 studies positive Motivation to learn4 of 4 studies positive
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  • Health Childhood Obesity Rates Kentucky: 21%, 3 rd highest nationally
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  • Health Time spent outdoors: Increases physical activity Increases physical activity Generally linked to good health Generally linked to good health Associated with preventions of certain diseases such as osteoporosis Associated with preventions of certain diseases such as osteoporosis Linked to immunity development Linked to immunity development Prevents vitamin D deficiency Prevents vitamin D deficiency Helps prevent childhood asthma Helps prevent childhood asthma Less likely to develop myopia Less likely to develop myopia
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  • Impacts on Development Contact with the natural world is necessary for growth and development of children Contact with the natural world is necessary for growth and development of children Impacts Impacts Cognitive Cognitive Social Social Emotional Emotional
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  • Impacts: Cognitive ADD/ADHD ADD/ADHD Outdoor activities in more natural settings led to a greater reduction in ADHD symptoms Outdoor activities in more natural settings led to a greater reduction in ADHD symptoms Better able to concentrate after contact with nature Better able to concentrate after contact with nature Results in "profound differences" in students attention capacities Results in "profound differences" in students attention capacities Is necessary for optimal brain development in children. Growth of sensorimotor cortex depends on gross motor activities Is necessary for optimal brain development in children. Growth of sensorimotor cortex depends on gross motor activities Stimulates learning by engaging all 5 senses. Stimulates learning by engaging all 5 senses. Is more likely to expose students to opportunities that require problem solving and higher order thinking Is more likely to expose students to opportunities that require problem solving and higher order thinking
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  • Impacts: Social Provides more opportunities to learn social skills Provides more opportunities to learn social skills Reduces anti-social behavior such as violence, bullying and vandalism Reduces anti-social behavior such as violence, bullying and vandalism Fosters more positive feelings toward other children Fosters more positive feelings toward other children Aids in development of independence and autonomy Aids in development of independence and autonomy
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  • Impacts: Emotional Daily contact with nature Daily contact with nature Buffers the impact of stressful life events Buffers the impact of stressful life events Has the potential to minimize anxiety, depression, aggression and sleep problems Has the potential to minimize anxiety, depression, aggression and sleep problems Mood is affected by physical activity and exposure to sunlight. Mood is affected by physical activity and exposure to sunlight. An indoor, sedentary childhood is linked to mental-health problems. An indoor, sedentary childhood is linked to mental-health problems.
  • Slide 16
  • Workforce Development We will be passing on complicated environmental problems to future generations. We must give the next generation a solid understanding of these problems and the basic tools to overcome them and make informed choices in their own lives. Environmental education helps prepare students for real-world challenges. http://www.cbf.org/site/PageServer?pagename=act_sub_actioncenter_federal_NCLB
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  • Workforce Development Enhancing students' environmental literacy is a proven way to expand the academic pipeline for STEM subjects and is increasingly seen as an innovative way to give students the sense of wonder and excitement so essential to encouraging scientific inquiry. (Service Learning United) Enhancing students' environmental literacy is a proven way to expand the academic pipeline for STEM subjects and is increasingly seen as an innovative way to give students the sense of wonder and excitement so essential to encouraging scientific inquiry. (Service Learning United) Environmental Connection Opportunities for Students: Internships and Employment. Students: Environmental Connection Opportunities for Students: Internships and Employment. Students: Demonstrated mastery of academic environmental science concepts. Demonstrated mastery of academic environmental science concepts. Experienced increased self-perceptions, confidence and concern about the environment. Experienced increased self-perceptions, confidence and concern about the environment. Considered science as a career. (Campbell) Considered science as a career. (Campbell)
  • Slide 18
  • Environmental Benefits Significant childhood experiences rather than knowledge about the environment determine an adults environmentally friendly behavior. Significant childhood experiences rather than knowledge about the environment determine an adults environmentally friendly behavior. Participation with wild nature before age 11 results in positive attitudes toward the environment. Participation with wild nature before age 11 results in positive attitudes toward the environment. Childrens positive encounters with nature can lead to the development of an environmental ethic. Childrens positive encounters with nature can lead to the development of an environmental ethic.
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  • Environmental Education in Action
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  • Slide 24
  • Task Force Timeline April 2010: Task Force Meeting April 2010: Task Force Meeting Working group identified May 2010: Regional focus group meetings May 2010: Regional focus group meetings WKU WKU EKU EKU NKU NKU Summer 2010: Working group review reports from Task Force and focus group meetings Summer 2010: Working group review reports from Task Force and focus group meetings Fall 2010: Draft plan developed by working group Fall 2010: Draft plan developed by working group Winter 2011: Draft plan presented to full Task Force Winter 2011: Draft plan presented to full Task Force Spring 2011: Revision of plan Spring 2011: Revision of plan Grant proposal written IAW federal guidelines Grant proposal written IAW federal guidelines
  • Slide 25
  • Five Required Elements of a State Environmental Literacy Plan Kentucky Environmental Education Council Land, Legacy and Learning III 1. Specific content standards, content areas, and courses or subjects where instruction takes place. NAAEE Guidelines for Excellence 2. A description of how state high school graduation requirements will ensure that graduates are environmentally literate.
  • Slide 26
  • Five Required Elements of a State Environmental Literacy Plan 3. A description of programs for professional development of teachers to improve their environmental content knowledge, skill in teaching about environmental issues, and field-based pedagogical skills. Environmental Education Endorsement Non-formal Environmental Education Certification Kentucky University Partnership for Environmental Education 4. A description of how the state education agency will measure the environmental literacy of students. 5. A description of how the state education agency will implement the plan, including securing funding and other necessary support.
  • Slide 27
  • Additional Elements for Consideration 1. A description of how the state education agency will encourage school districts to green the buildings and grounds Kentucky Green and Healthy Schools program Kentucky Green and Healthy Schools program 2. A description of how the state education agency will encourage teachers and administrators to provide significant outdoor experiences for their students Kentucky Association for Environmental Education Kentucky Association for Environmental Education
  • Slide 28
  • References Abrams, K. (1999). Summary of Project Outcomes from EE and SSS Schools Final Report Data. Florida Office of Environmental Education. Tallahassee FL. Abrams, K. (1999). Summary of Project Outcomes from EE and SSS Schools Final Report Data. Florida Office of Environmental Education. Tallahassee FL. Campbell, C. (2009). The Environmental Connection Opportunities for Students (ECOS) program of Greenworks in Kansas City Accessed from http://www.greenworkskc.org/Images/Release%20evaluation%20report%203-1-09.pdf, April 3, 2010. Campbell, C. (2009). The Environmental Connection Opportunities for Students (ECOS) program of Greenworks in Kansas City Accessed from http://www.greenworkskc.org/Images/Release%20evaluation%20report%203-1-09.pdf, April 3, 2010.http://www.greenworkskc.org/Images/Release%20evaluation%20report%203-1-09.pdf Chawla, L. 1998. Significant Life Experiences Revisited: A Review of Research on Sources of Environmental Sensitivity, Journal of Environmental Education, Vol. 29, and No. 3. Chawla, L. 1998. Significant Life Experiences Revisited: A Review of Research on Sources of Environmental Sensitivity, Journal of Environmental Education, Vol. 29, and No. 3. Davis, D. (2001) When the Standards Include the Environment. http://www.seer.org/pages/pewarticle.htm. Davis, D. (2001) When the Standards Include the Environment....

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