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Friday 24th October 2008

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How to engage children and youth in effective education for hazard preparation.

Friday 24th October 2008

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How to engage children and youth in effective education for hazard preparation.

Justin Sharpe, PhD candidate, Disaster and Development Centre, University of Northumbria.

Teacher of Geography, Beal High School

Friday 24th October 2008

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How to communicate!

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How to communicate!In California for example, low levels of adoption of earthquake protective actions suggests a perceived lack of protective action effectiveness and feasibility among the public. Lindel and Perry (2000) found that belief in the effectiveness of an action is the strongest predictor of adoption.

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How to communicate!In California for example, low levels of adoption of earthquake protective actions suggests a perceived lack of protective action effectiveness and feasibility among the public. Lindel and Perry (2000) found that belief in the effectiveness of an action is the strongest predictor of adoption.

McClure (2006) and Palm and Hodgson (1992) similarly found that people must personalize the probable consequences of disaster before they will act.

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How to communicate!In California for example, low levels of adoption of earthquake protective actions suggests a perceived lack of protective action effectiveness and feasibility among the public. Lindel and Perry (2000) found that belief in the effectiveness of an action is the strongest predictor of adoption.

McClure (2006) and Palm and Hodgson (1992) similarly found that people must personalize the probable consequences of disaster before they will act.

Studies show that people are more likely to believe in the effectiveness of a behavior when that behavior is promoted through a story rather than through a technical presentation of facts (Heath & Heath, 2008). Radio dramas, fictional accounts, and dramatic plays have been used effectively to increase risk awareness and implementation of protective action throughout Latin America and Asia.

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How to communicate!In California for example, low levels of adoption of earthquake protective actions suggests a perceived lack of protective action effectiveness and feasibility among the public. Lindel and Perry (2000) found that belief in the effectiveness of an action is the strongest predictor of adoption.

McClure (2006) and Palm and Hodgson (1992) similarly found that people must personalize the probable consequences of disaster before they will act.

Studies show that people are more likely to believe in the effectiveness of a behavior when that behavior is promoted through a story rather than through a technical presentation of facts (Heath & Heath, 2008). Radio dramas, fictional accounts, and dramatic plays have been used effectively to increase risk awareness and implementation of protective action throughout Latin America and Asia.

Drills and simulations also have been a cornerstone of disaster preparedness, and considered a fundamental tool for readiness (Simpson 1996, Simpson & Sephto, 1998, Simpson, 2002).

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How to communicate!In California for example, low levels of adoption of earthquake protective actions suggests a perceived lack of protective action effectiveness and feasibility among the public. Lindel and Perry (2000) found that belief in the effectiveness of an action is the strongest predictor of adoption.

McClure (2006) and Palm and Hodgson (1992) similarly found that people must personalize the probable consequences of disaster before they will act.

Studies show that people are more likely to believe in the effectiveness of a behavior when that behavior is promoted through a story rather than through a technical presentation of facts (Heath & Heath, 2008). Radio dramas, fictional accounts, and dramatic plays have been used effectively to increase risk awareness and implementation of protective action throughout Latin America and Asia.

Drills and simulations also have been a cornerstone of disaster preparedness, and considered a fundamental tool for readiness (Simpson 1996, Simpson & Sephto, 1998, Simpson, 2002).

The answers.....

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Personalise Learning!

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Personalise Learning!Make it fun!

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Personalise Learning!Make it fun!Make it useful!

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Personalise Learning!Make it fun!Make it useful!Make it Matter!

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WHAT NOT TO DO IN AN EARTHQUAKE...

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The context for teaching about hazards in the UK

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The context for teaching about hazards in the UK

In 2005 and 2006, there were 68 million visits made by Britons abroad, accounting for almost 10 per cent of worldwide travel*

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The context for teaching about hazards in the UK

In 2005 and 2006, there were 68 million visits made by Britons abroad, accounting for almost 10 per cent of worldwide travel*

Children now visit countries where hazards they have learned about in the classroom are a reality.

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The context for teaching about hazards in the UK

In 2005 and 2006, there were 68 million visits made by Britons abroad, accounting for almost 10 per cent of worldwide travel*

Children now visit countries where hazards they have learned about in the classroom are a reality.

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The context for teaching about hazards in the UK

In 2005 and 2006, there were 68 million visits made by Britons abroad, accounting for almost 10 per cent of worldwide travel*

Children now visit countries where hazards they have learned about in the classroom are a reality.

* Source: Independent on Sunday newspaper, 2006

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The Risks:

A recent paper investigating the perception of risk at Versuvius by its local population, also pointed to the additional risks posed by tourists who are unaware or poorly prepared for a hazard event:

Tourists pose another challenge to a communitys hazard education effort and emergency planning, since these short term visitors are unlikely to be familiar with the local hazards or be aware of the proper actions to take in the event of an eruption. Davis, Ricci & Mitchell, (2004)

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Risk Perception of Tourists:

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Risk Perception of Tourists:

Tourist are either unaware of the dangers or do not perceive themselves to be at risk either because they do not believe they fit the stereotype of a victim, believe that an event wont occur or that it is up to others (i.e. governments) to protect them.

(Does this sound familiar?)

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Risk Perception of Tourists:

Tourist are either unaware of the dangers or do not perceive themselves to be at risk either because they do not believe they fit the stereotype of a victim, believe that an event wont occur or that it is up to others (i.e. governments) to protect them.

(Does this sound familiar?)

And Children

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Risk Perception of Tourists:

Tourist are either unaware of the dangers or do not perceive themselves to be at risk either because they do not believe they fit the stereotype of a victim, believe that an event wont occur or that it is up to others (i.e. governments) to protect them.

(Does this sound familiar?)

And Children

Children, however, have either not made up their mind, perceive their vulnerability more keenly, or due to their education, are more aware of the dangers posed by natural hazards when compared to their parents.

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Children as capacity builders

John Twigg, reported (2004) on the findings of a Vulnerability and Capacity Assessment by the Palestine Red Crescent which collected childrens drawings showing :

They were well aware of the threats facing the community;

Viewed disasters and their consequences as part of the broader environment, not as self-contained events;

And most importantlyWere full of ideas for preparedness.

Twigg also makes the point those current and future projects:

need to build on such activities to involve children more fully in their broader mitigation and preparedness work at community level

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Web Project: www.edu4hazards.org

The edu4hazards.org project sought to address these issues by using the web-based materials and classroom teaching to educate students about the risk posed by natural hazards while encouraging them to develop their own capacities. Additionally participants were actively encouraged to share what they had learned so that others could benefit from their experiences and expertise.

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Pedagogy*

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Pedagogy** pedagogy n the science or profession of teaching.

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Pedagogy*The delivery of the project has differed according to the teacher and the age ranges involved. Year 7 and year 9 students (11 and 14 years of age) were taken through two or more of the hazards by a teacher and some of the instructions about how to respond were acted out in class where practical.

* pedagogy n the science or profession of teaching.

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Pedagogy*The delivery of the project has differed according to the teacher and the age ranges involved. Year 7 and year 9 students (11 and 14 years of age) were taken through two or more of the hazards by a teacher and some of the instructions about how to respond were acted out in class where practical.

This is particularly important as it appeals to different learning styles. Visual learners will be happy reading and assimilating the information, which may lead them to answer further questions while auditory learners will happily engage an listening and taking part in Q&A, while kinaesthetic learners will enjoy the role play and practicing elements of the teacher led activities.

* pedagogy n the science or profession of teaching.

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So what does this mean?

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So what does this mean?

We know that purely didactic teaching doesnt engage students, spark their imagination or encourage them to find out more.

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So what does this mean?

We know that purely didactic teaching doesnt engage students, spark their imagination or encourage them to find out more.

And....

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So what does this mean?

We know that purely didactic teaching doesnt engage students, spark their imagination or encourage them to find out more.

And....

I like to practice what I preach...

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So what does this mean?

We know that purely didactic teaching doesnt engage students, spark their imagination or encourage them to find out more.

And....

I like to practice what I preach...

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So what does this mean?

We know that purely didactic teaching doesnt engage students, spark their imagination or encourage them to find out more.

And....

I like to practice what I preach...

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So what does this mean?

We know that purely didactic teaching doesnt engage students, spark their imagination or encourage them to find out more.

And....

I like to practice what I preach...

Do the lightning crouch!

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Oh NO...NOT HOMEWORK!

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Oh NO...NOT HOMEWORK!Oh yes...

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Oh NO...NOT HOMEWORK!Oh yes...Using the site as a guide, students researched and prepared an emergency go bag, and bring into school.

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Oh NO...NOT HOMEWORK!Oh yes...Using the site as a guide, students researched and prepared an emergency go bag, and bring into school.

This encouraged conversations with parents who often helped students with their go-bags.

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Students as Educators for Disaster Preparation:

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Students as Educators for Disaster Preparation:

Twelve classes have now been given a project brief of making their own films showing what to do if an earthquake, tsunami, flash-flood etc occurred.

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Students as Educators for Disaster Preparation:

Twelve classes have now been given a project brief of making their own films showing what to do if an earthquake, tsunami, flash-flood etc occurred.

This encouraged students to reflect upon what they had learned but also empowered them to be proactive in sharing this knowledge amongst their peers.

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Students as Educators for Disaster Preparation:

Twelve classes have now been given a project brief of making their own films showing what to do if an earthquake, tsunami, flash-flood etc occurred.

This encouraged students to reflect upon what they had learned but also empowered them to be proactive in sharing this knowledge amongst their peers.

At the same time this was an extremely useful way of evaluating the success of this project in a meaningful and very visual way.

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Students as Educators for Disaster Preparation:

Twelve classes have now been given a project brief of making their own films showing what to do if an earthquake, tsunami, flash-flood etc occurred.

This encouraged students to reflect upon what they had learned but also empowered them to be proactive in sharing this knowledge amongst their peers.

At the same time this was an extremely useful way of evaluating the success of this project in a meaningful and very visual way.

Students were given total control over what to shoot, edit and show, so that their understanding was clear to see.

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Students as Educators for Disaster Preparation:

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Students as Educators for Disaster Preparation:

The films that the students created were then uploaded onto a channel on the youtube.com website:

http://www.youtube.com/profile?user=edu4hazards

As well as being made available as a set of video podcasts:

http://phobos.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?id=260353245

Also available on teacher tube, blip.tv and through a range of video sharingsites

This allows them to share them with their peers and parents aas well as being given the opportunity to make a difference. They know that EVERY CHILD MATTERS and these films allow them to make a positive contribution to disaster risk reduction.

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What next?

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What next?Student-made videos,

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What next?Student-made videos,

Skits, poems and song-composition and performance...

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What next?Student-made videos,

Skits, poems and song-composition and performance...

Emergency Go-Bag scavenger hunt or art activity for selection of items,

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What next?Student-made videos,

Skits, poems and song-composition and performance...

Emergency Go-Bag scavenger hunt or art activity for selection of items,

Games to develop response skills (e.g. Pull Aim Squeeze Sweep, bucket brigades transferring water in or debris out),

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What next?Student-made videos,

Skits, poems and song-composition and performance...

Emergency Go-Bag scavenger hunt or art activity for selection of items,

Games to develop response skills (e.g. Pull Aim Squeeze Sweep, bucket brigades transferring water in or debris out),

Making table-top shake table model and simulating effects on building contents,

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What next?Student-made videos,

Skits, poems and song-composition and performance...

Emergency Go-Bag scavenger hunt or art activity for selection of items,

Games to develop response skills (e.g. Pull Aim Squeeze Sweep, bucket brigades transferring water in or debris out),

Making table-top shake table model and simulating effects on building contents,

Participating in home, school or neighborhood walk-about hazard hunt,

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What next?Student-made videos,

Skits, poems and song-composition and performance...

Emergency Go-Bag scavenger hunt or art activity for selection of items,

Games to develop response skills (e.g. Pull Aim Squeeze Sweep, bucket brigades transferring water in or debris out),

Making table-top shake table model and simulating effects on building contents,

Participating in home, school or neighborhood walk-about hazard hunt,

Designing non-structural mitigation solutions and problem-solving,

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What next?Student-made videos,

Skits, poems and song-composition and performance...

Emergency Go-Bag scavenger hunt or art activity for selection of items,

Games to develop response skills (e.g. Pull Aim Squeeze Sweep, bucket brigades transferring water in or debris out),

Making table-top shake table model and simulating effects on building contents,

Participating in home, school or neighborhood walk-about hazard hunt,

Designing non-structural mitigation solutions and problem-solving,

Researching safety of own school buildings and homes,

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What next?Student-made videos,

Skits, poems and song-composition and performance...

Emergency Go-Bag scavenger hunt or art activity for selection of items,

Games to develop response skills (e.g. Pull Aim Squeeze Sweep, bucket brigades transferring water in or debris out),

Making table-top shake table model and simulating effects on building contents,

Participating in home, school or neighborhood walk-about hazard hunt,

Designing non-structural mitigation solutions and problem-solving,

Researching safety of own school buildings and homes,

Researching the costs and benefits of local flood insurance options,

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What next?Student-made videos,

Skits, poems and song-composition and performance...

Emergency Go-Bag scavenger hunt or art activity for selection of items,

Games to develop response skills (e.g. Pull Aim Squeeze Sweep, bucket brigades transferring water in or debris out),

Making table-top shake table model and simulating effects on building contents,

Participating in home, school or neighborhood walk-about hazard hunt,

Designing non-structural mitigation solutions and problem-solving,

Researching safety of own school buildings and homes,

Researching the costs and benefits of local flood insurance options,

Competitions: poster contest, essay contest, quiz game,

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What next?Student-made videos,

Skits, poems and song-composition and performance...

Emergency Go-Bag scavenger hunt or art activity for selection of items,

Games to develop response skills (e.g. Pull Aim Squeeze Sweep, bucket brigades transferring water in or debris out),

Making table-top shake table model and simulating effects on building contents,

Participating in home, school or neighborhood walk-about hazard hunt,

Designing non-structural mitigation solutions and problem-solving,

Researching safety of own school buildings and homes,

Researching the costs and benefits of local flood insurance options,

Competitions: poster contest, essay contest, quiz game,

Transportation assistance skills,

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What next?Student-made videos,

Skits, poems and song-composition and performance...

Emergency Go-Bag scavenger hunt or art activity for selection of items,

Games to develop response skills (e.g. Pull Aim Squeeze Sweep, bucket brigades transferring water in or debris out),

Making table-top shake table model and simulating effects on building contents,

Participating in home, school or neighborhood walk-about hazard hunt,

Designing non-structural mitigation solutions and problem-solving,

Researching safety of own school buildings and homes,

Researching the costs and benefits of local flood insurance options,

Competitions: poster contest, essay contest, quiz game,

Transportation assistance skills,

Activities developing Check, Call, Care and life-saving skills, and

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What next?Student-made videos,

Skits, poems and song-composition and performance...

Emergency Go-Bag scavenger hunt or art activity for selection of items,

Games to develop response skills (e.g. Pull Aim Squeeze Sweep, bucket brigades transferring water in or debris out),

Making table-top shake table model and simulating effects on building contents,

Participating in home, school or neighborhood walk-about hazard hunt,

Designing non-structural mitigation solutions and problem-solving,

Researching safety of own school buildings and homes,

Researching the costs and benefits of local flood insurance options,

Competitions: poster contest, essay contest, quiz game,

Transportation assistance skills,

Activities developing Check, Call, Care and life-saving skills, and

Engaging in local community projects, such as planning for pets after disaster.

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What next?Student-made videos,

Skits, poems and song-composition and performance...

Emergency Go-Bag scavenger hunt or art activity for selection of items,

Games to develop response skills (e.g. Pull Aim Squeeze Sweep, bucket brigades transferring water in or debris out),

Making table-top shake table model and simulating effects on building contents,

Participating in home, school or neighborhood walk-about hazard hunt,

Designing non-structural mitigation solutions and problem-solving,

Researching safety of own school buildings and homes,

Researching the costs and benefits of local flood insurance options,

Competitions: poster contest, essay contest, quiz game,

Transportation assistance skills,

Activities developing Check, Call, Care and life-saving skills, and

Engaging in local community projects, such as planning for pets after disaster.

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A few words of caution...

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A few words of caution...

ensure that this

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A few words of caution...

ensure that this

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A few words of caution...

ensure that this

Doesnt lead to this...

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Zzzzzzz....xt

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So Remember...

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So Remember...Personalise Learning!

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So Remember...Personalise Learning!Make it fun!

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So Remember...Personalise Learning!Make it fun!Make it useful!

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So Remember...Personalise Learning!Make it fun!Make it useful!Make it Matter!

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Personalise Learning!Make it fun!Make it useful!Make it Matter!

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So Remember...Personalise Learning!Make it fun!Make it useful!Make it Matter!

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So Remember...Personalise Learning!Make it fun!Make it useful!Make it Matter!

Thank you!21