EE

Brain-based learning (The four cognitive processes involved in learning)

1. Attention: the filter through which we experience the world (reduce extraneous stimuli, be authentic when teaching) 2. Encoding: how we process what our attention admits into the mind (multi-sensory, connect prior knowledge) 3. Storage: what happens once information enters the brain (association strengthens memory, intensity influences memory (repetition), get enough sleep) 4. Retrieval: the recall of that information or behavior (retrieval strengthens memory, organization of encoding influences retrieval—associate memories with similar memories; our environment influences our retrieval)

Piaget's 4 Stages of Cognitive Development

1. Sensorimotor 2. Preoperational 3. Concrete operational 4. Formal Operational

What are the 7 essential underpinning of environmental education?

1. Systems: Systems help make sense of a large and complex world. A system is made up of parts. Each part can be understood separately. The whole, however, is understood only by understanding the relationships and interactions among the parts. Organizations, individual cells, communities of animals and plants, and families can all be understood as systems. And systems can be nested within other systems. 2. Interdependence: Human well-being is inextricably bound with environmental quality. Humans are a part of the natural order. We and the systems we create—our societies, political systems, economies, religions, cultures, technologies—impact the total environment. Since we are a part of nature rather than outside it, we are challenged to recognize the ramifications of our interdependence. 3. The importance of where one lives (LOCAL): Beginning close to home, learners forge connections with, explore, and understand their immediate surroundings. The sensitivity, knowledge, and skills needed for this local connection provides a base for moving out into larger systems, broader issues, and an expanding understanding of causes, connections, and consequences. 4. Integration and infusion: Disciplines from the natural sciences to the social sciences to the humanities are connected through the medium of the environment and environmental issues. Environmental education offers opportunities for integration and works best when infused across the curriculum, rather than being treated as a separate discipline or subject area. 5. Roots in the real world: Learners develop knowledge and skills through direct experience with the environment, environmental issues, and society. Investigation, analysis, and problem solving are essential activities and are most effective when relevant to the real world. 6. Lifelong learning: Critical and creative thinking, decision making, and communication, as well as collaborative learning, are emphasized. These skills are essential for active and meaningful learning, both in school and over a lifetime. 7. Sustainability: Learning is future oriented where environmental and social responsibility drive individual and institutional choices.

Tbilisi Declaration: Definition of EE

2 years later, at the world's first intergovernmental conference on environmental education, the Tbilisi Declaration was adopted. This declaration built on the Belgrade Charter and established a definition of environmental education.

Scaffolding

A structure of "support points" for performing an action. This refers to the help or guidance received from an adult or more competent peer to permit the child to work within the ZPD.

Belgrade Charter: Goals of EE

Adopted by a United Nations conference and provides a widely-accepted goal statement for environmental education: "The goal of environmental education is to develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones."

Outdoor Education

All programming is done in the outdoors. The outdoor component is required. Downfall: Expense; often environmental education was lost in the camping experience.; one of the first programs to be cut in school budgets (easy target.)

NAAEE defines an environmentally literate person as:

An environmentally literate person is someone who both individually and together with others, makes informed decisions concerning the environment; is willing to act on these decisions to improve the well-being of other individuals, societies, and the global environment; and participate in civic life.

Bloom's Taxonomy

Bloom's Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, crafting questions for conferring with students, and providing feedback on student work.

conservation education

Conservation education emphasized the need to conserve natural resources so that both non-consumptive and extractive pursuits could be maintained in perpetuity. Downfall: Long, dry chapters in textbooks (how effective was this?) and did teachers actually even teach this information in the classroom?

Nature Study

Educators take children outside for lessons. Emphasized the observation of nature while in the outdoors and through exploration of the relationships of plants, animals, and the physical systems that support them. The role of the teacher was to promote interest and excitement in the discovery of nature. Downfall: Structure of the school system. Many urban schools did not have a natural outdoor space in proximity to the school. Sexism: Men felt like this kind of education was not as rigorous as "hard science."

definition of Environmental Education

Environmental education is the process that leads to a more environmentally literate citizenry.

5 Environmental organizations

NAAEE, SEEA, LEEF, FMSEA, NAI

What are the 6 pieces that make up Environmental Education?

Process, knowledge, awareness, skills, attitudes, and actions

SMART objectives:

Specific: describes a behavior or outcome that is observable Measurable: provides quantifiable indicators of progress toward achieving the objective Audience-focused: identifies the audience and describes outcomes in terms of what the audience will be able to do Relevant: details a meaningful and realistic task and impact for audience Time-limited: gives a definite time frame for achieving the objective

Tangible/Intangible

Tangible: The resource Intangible: Universal concepts that provide the greatest degree of relevance and meaning to the greatest number of people. (Example: The rocks (tangible) of Yosemite tell many stories of beauty, danger, and mystery (intangible).)

Vygotsky: Zone of Proximal Development (ZPD)

The zone of proximal development (ZPD) is the difference between what a learner can do without help and what he or she cannot do.

constructivism

a learning theory which states that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences

4 parts of environmentally literacy

• Knowledge: (Head) Information about physical, ecological, social, cultural and political systems • Dispositions: (Heart) Our feelings towards the environment, sensitivities to environment issues, and the motivation to work toward a more positive future • Competencies:(Muscles) The skills to investigate, analyze, evaluate, and make informed decisions. Take what are in our head and heart and put that into action • Behavior: This action, environmentally responsible behavior, is the ultimate expression of environmental literacy and shows up as how we choose to live our lives from what we eat, to how we get around, to how we work with others at home, in our communities and in the world.

What are the Guidelines for Excellence

•Community Engagement •Early Childhood Environmental Education Programs •Nonformal Environmental Education Programs •Environmental Education Materials •Excellence in Environmental Education: Guidelines for Learning (K-12) •Professional Development of Environmental Educators

Interpretation:

•Non-captive audience (voluntary, leisure-based, internally motivated) •Work with audience for a short time (usually only an hour or two, they come to your program and then they leave, and you may never see them again) •Interpretation can take place anywhere (not just in parks) and can deal with any type of resource or topic. (The primary goal is not to provide information, but to provide access to meanings. )