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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?