How to engage students in disaster prevention education. A guide for Emergency Planners and educators.

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2. Friday 24th October 2008
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3. Friday 24th October 2008
How to engage children and youth in
effective education for hazard preparation.
1

4. Friday 24th October 2008
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
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5. How to communicate!
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6. 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.
2

7. 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.
2

8. 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.
2

9. 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).
2

10. 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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12. Personalise Learning!
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13. Personalise Learning!
Make it fun!
3

14. Personalise Learning!
Make it fun!
Make it useful!
3

15. Personalise Learning!
Make it fun!
Make it useful!
Make it Matter!
3

16. WHAT NOT TO DO IN AN
EARTHQUAKE...
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18. The context for teaching
about hazards in the UK
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19. 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*
5

20. 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.
5

21. 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.
5

22. 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
5

23. 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 community’s 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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24. Risk Perception of Tourists:
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25. 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 won’t occur
or that it is up to others (i.e. governments) to protect them.
(Does this sound familiar?)
7

26. 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 won’t occur
or that it is up to others (i.e. governments) to protect them.
(Does this sound familiar?)
And Children…
7

27. 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 won’t 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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28. Children as capacity builders…
John Twigg, reported (2004) on the findings of a Vulnerability and Capacity
Assessment by the Palestine Red Crescent which collected children’s 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 importantly…
Were 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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29. 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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33. Pedagogy*
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34. Pedagogy*
* ped·a·go·gy n the science or profession of teaching.
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35. Pedagogy*
* ped·a·go·gy n the science or profession of teaching.
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.
12

36. Pedagogy*
* ped·a·go·gy n the science or profession of teaching.
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.
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38. So what does this mean?
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39. So what does this mean?
We know that purely didactic teaching
doesn’t engage students, spark their
imagination or encourage them to find
out more.
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40. So what does this mean?
We know that purely didactic teaching
doesn’t engage students, spark their
imagination or encourage them to find
out more.
And....
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41. So what does this mean?
We know that purely didactic teaching
doesn’t engage students, spark their
imagination or encourage them to find
out more.
And....
I like to practice what I preach...
13

42. So what does this mean?
We know that purely didactic teaching
doesn’t engage students, spark their
imagination or encourage them to find
out more.
And....
I like to practice what I preach...
13

43. So what does this mean?
We know that purely didactic teaching
doesn’t engage students, spark their
imagination or encourage them to find
out more.
And....
I like to practice what I preach...
13

44. So what does this mean?
We know that purely didactic teaching
doesn’t 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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46. Oh NO...NOT HOMEWORK!
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47. Oh NO...NOT HOMEWORK!
Oh yes...
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48. Oh NO...NOT HOMEWORK!
Oh yes...
Using the site as a
guide, students
researched and
prepared an
emergency ‘go bag’,
and bring into school.
14

49. 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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51. Students as Educators for Disaster
Preparation:
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52. 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.
15

53. 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.
15

54. 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.
15

55. 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.
15

56. Students as Educators for Disaster
Preparation:
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57. 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 sharing
sites
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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58. What next?
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59. What next?
Student-made videos,
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60. What next?
Student-made videos,
Skits, poems and song-composition and performance...
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61. What next?
Student-made videos,
Skits, poems and song-composition and performance...
Emergency Go-Bag scavenger hunt or art activity for selection of items,
18

62. 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),
18

63. 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,
18

64. 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,
18

65. 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,
18

66. 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,
18

67. 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,
18

68. 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,
18

69. 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,
18

70. 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
18

71. 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.
18

72. 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.
18

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74. A few words of caution...
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75. A few words of caution...
ensure that this
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76. A few words of caution...
ensure that this
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77. A few words of caution...
ensure that this
Doesn’t lead to this...
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78. 20

79. 20

80. Zzzzzzz....xt
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81. So Remember...
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82. So Remember...
Personalise Learning!
21

83. So Remember...
Personalise Learning!
Make it fun!
21

84. So Remember...
Personalise Learning!
Make it fun!
Make it useful!
21

85. So Remember...
Personalise Learning!
Make it fun!
Make it useful!
Make it Matter!
21

86. Personalise Learning!
Make it fun!
Make it useful!
Make it Matter!
21

87. So Remember...
Personalise Learning!
Make it fun!
Make it useful!
Make it Matter!
21

88. So Remember...
Personalise Learning!
Make it fun!
Make it useful!
Make it Matter!
Thank you!
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