Support for more emphasis on action

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 % of Albertans disagreed with the following:

“Schools in Alberta should give top priority to providing students with opportunities to do environmental action projects.”


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 % 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?

ACEE Polls: 2009 (adults); 2010 (youth)

http://abcee.org/about-us/polling

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?

• Or…What moves learners to action?


• Awareness?


• Awareness?• Understanding?


• Awareness?• Understanding?• Critical thinking skills?


• Awareness?• Understanding?• Critical thinking skills?• Training about action skills?


• Awareness?• Understanding?• Critical thinking skills?• Training about action skills?• Opportunities for personal action?


• 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

On-line: ‘Educating for Action’ (Bill Hammond, Green Teacher)

On-line: ‘Educating for Action’ (Bill Hammond, Green Teacher)

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?


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?





Q: Which of these levels should be emphasized for an ADULT learner?





Progression…

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?

Teacher activity guide for ACTION…

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


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?


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

Thanks to our Sponsors!

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

Documents

Support for more emphasis on action