2. Dim the lights…
• Schools and communities are
separate
• Missing connection from
school to community
• Teaching outdated model.
• Solution in connected system
• Community support
• Interdisciplinary
learning/teaching
• Inquiry and project based
learning
Image Sources: http://www.gettyimages.in/detail/photo/eaten-red-apple-royalty-free-image/185312394,
http://www.ciphi.bc.ca/webinar/2014/Presentations/DonateSafeBC%20Webinar%20Presentation%20-
%20Nov.%204.pdf
3. Thesis Statement
• Using ecoliteracy as a foundation to teach
sustainability topics in a holistic model called DIPR
(Discussion, Inquiry, Project, Reflection) will engage not
only students, but teachers, and produce a higher
quality education that prepares our students for the
21st century challenges that await them.
• Reader: Educators and Administrators in K-12 schools.
5. • Standardized testing
and lower order
thinking (LOT)
• Funding linked to
standardized testing.
• Penalized system
• Next Generation
Science Standards.
• National Science
Education Standards
Teach to the test
Image source: http://www.theprospect.net/what-are-standardized-test-scores-used-for-34870
Info source: NGSS 2010, FIXING OUR NATIONAL ACCOUNTABILITY SYSTEM by Marc S. Tucker
The National Center on Education and the Economy®
STEM STEEAM EDUCATION
6. Plugged in
• Students are becoming
disconnected with
nature and the
environment.
• Health factors – ADHD,
Obesity, and
Depression.
• Children aged 8-18
spend 45 hours a week
plugged in.
• Ecophobia and the
unintended
consequences
Image Source: http://integral-options.blogspot.com/2013/04/michael-todd-is-our-disconnect-from.html
Info Source: Last Child in the Woods, Richard Louv.
7. 99 problems…
• Teaching Subjects, not
students
• Outdated Curriculum
• LOT style teaching
• Teaching to the test
• Standards, standardized, and
STEM
• Plugged in and tuned out
• Disconnect with nature
• Health problems
• Ecophobia
Image Source: https://katsanger.wordpress.com/2012/05/11/professional-student-moi/
8. Ecoliteracy
• “An ecologically
literate person has a
basic comprehension
of ecology, human
ecology and the
concepts of
sustainability”
• David Orr, 2006
• “Sustainability is not
an individual
property, but a
property of entire
web of relationships;
it always involves a
whole community”
• Fritjof Capra, 2009
Image Source and info: http://www.ehow.de/blog/ehow-zeitgeist-satellitenfotos/, ecoliteracy.org
11. The Center for Ecoliteracy
• Non-Profit working with K-12
education.
• The Center for Ecoliteracy's
Smart by Nature Guiding
Principles:
• Nature is our teacher
• Sustainability is a community
practice
• The real world is the optimal
learning environment
• Sustainable living is rooted in a deep
knowledge of place”
Images & Info source: www.ecoliteracy.org
12. Education for Sustainability
• Triple Bottom Line
• Environmental
Impacts
• Social Impacts
• Economic Impacts
• Quadruple Bottom
Line
• Experiential
Info Source: Education for Sustainability in the K-12 Educational System of the United
States, THE QUADRUPLE BOTTOM LINE by Anne Sherman
13. To Be or Not Two Bee
• Environmental
Education (EE) is not
the same as
Education for
Sustainability (EfS)
• EE is a part of EfS
• The goal of EfS is
to obtain Ecoliteracy
14. EfS in Education
• There is no federal
standard for EfS.
• Washington and
Vermont have state
standards.
• NGOs and individual
schools have largest
say in EfS.
15. Shelburne Farms
• Similar to the
Center for
Ecoliteracy.
• Living Laboratory
• Helped bring EfS
state standards.
Images and info Source: Sustainable Schools Project Module 1.2 What is EFS
POWERPOINT, http://www.shelburnefarms.org/
16. DIPR
• Little DIPR
• Grades K-6th
• Local Issues
(School/backyard,
neighborhood, city,
state)
• 1 week lessons
• Big DIPR
• Grades 7-12th
• Regional, National, and
Global Issues
• Multiple week/month
units.
17. Discussion
• First part of the
DIPR lesson.
• Begin thinking about a
topic.
• Introduce a “problem”
or objective for the
lesson.
• Inspire curiosity and
value.
18. Inquiry
• Build on the
momentum from
Discussion phase.
• Analytical stage.
• Work in teams and
individually.
• Student driven
research, with
guidance.
19. Project
• Apply knowledge
gained in Inquiry
phase.
• Work in teams to
construct a project.
• Synthesis stage.
• Ongoing Assessment
20. Reflection
• The last phase of
the lesson.
• Present finished
product.
• Ask questions
• What worked?
• What didn’t?
• What could we do
different next
time?
• Etc…
22. DIPR Units
• 6 Large Units
• Agriculture
• Water
• Energy
• Waste &
Upcycling
• Economics
• Ecosystem
Services
• 6 DIPR lessons
in 1 unit.
23. Lesson
• Blank Lesson Template
• Unit Title
• Lesson Title
• Standards
• State + Federal
• Learning objectives
• Discussion
• Inspire + Understand
• Inquiry
• Research + Analysis
• Project
• Synthesis
• Reflection
• Evaluate
24. Lesson
• Materials
• Procedures
• Little DIPR (1
week)
• Big DIPR (Multi-
week/month)
• Homework
• Accommodation
s &
Modifications
• Learning
Outcomes
• Rubric
Lesson Template: Common Curriculum
25. DIPR Benefits
• Teacher facilitation and
student driven model
• Engaging
• Holistic
• Cross curricular
• Building 21st century skills
• Community involvement
and outreach
• Teaching sustainable
habits and knowledge
27. Support
• Support system to keep
DIPR model going.
• At least 1 EfS director
• Full Time
• EfS and Ecoliteracy
Action Team
• Part Time – (6-8)
teachers, students,
parents, community
members, etc.
• School staff, parents,
students, community
members and
organizations.
28. Charrette workshop
Why it’s
Important
Day 1
Day 2
• Infographic for
workshop participants
• Details the benefits of
EfS and ecoliteracy
• Detailed schedule of
the professional
development workshop.
29. Day 1
• 3 hour’s with 2 parts
• Part 1 – 1 hour
• Inspirational
stories/case studies
• Individual talks
• Site visit
• Part 2 – 1.5 hours
• Identify possible
opportunities
• Work in partners –
interview style.
• Creation of
EfS/Action Team
30. Day 2
• 3 hour session (6 hours both
days)
• Charrette style format
• Recap of EfS and ecoliteracy
& break into teams.
• 20 minutes
• Guiding principles/Mission
Statements/Touchstones
• 30 minutes
• Vetting
• 40 minutes
• Lesson/Unit idea generation
• 30 minutes
• Vetting
• 40 minutes
31. Workshops
• Incentives from EcoRise workshops
• Integration of EfS in existing curriculum and
beyond from the Sustainable Schools Project.
• Outcomes from initial workshops. Creation of
action teams from the Sustainable Oregon
Schools Initiative
Sources: http://ecorise.org/ecowp/wp-content/uploads/2013/10/photo-training-1024x647.jpg,
Sustainable Schools Project Module 1.2 What is EFS POWERPOINT, Final Project report Build
Capacity for Sustainability Education in Oregon 2010 Sustainable Oregon Schools Initiative
32. Professional Development
• Benefits of charrette professional
development.
• Needed to teach DIPR lessons.
• Not just teachers…
Image Source: http://elportalvillage.com/archives/2013-charrette/ And ecorise.org
33. Teacher to Facilitator
• Transitioning from
front of the
classroom education
• Deciphering “good”
from “bad” knowledge
• Work with
community
Transitioning from “Sage on the Stage”
“Guide on the side”
34. Student driven
• More engaged
learning
• 21st century skills
• Problem solving
• Collaboration/Team
work
• Cross discipline learning
• Critical thinking
• Build on current
knowledge and skills
for new tasks
• Process assessment
35. Conclusion
• Systems thinking approach
• Can’t have an authentic DIPR
experience without
Professional Development and
Facilitator training.
• Collaboration between
students, educators, and the
community is encouraged.
• Use QBL to structure own
EfS and ecoliteracy
lessons/units.
• Each structure and system is
unique.
