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Orr & Leopold

Orr & Leopold.

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Orr & Leopold

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  1. Orr & Leopold Orr (2004) suggests, "Ecological education, in [Aldo] Leopold's (1966) words is directed toward changing our "intellectual emphasis, loyalties, affections, and convictions" (p. 246). It requires breaking free of old pedagogical assumptions, of the strait-jacket of discipline-centric curriculum, and even of confinement in classrooms and school buildings. Ecological education means changing (a) the substance and process of education contained in curriculum, (b) how educational institutions work, (c) the architecture within which education occurs, and most important (d) the purposes of learning (p. 33).

  2. Academic Standards • “…standards are designed to improve education through increased rigor, consistency, and accountability” (Burden & Byrd, p.6) • “A central feature of the [standards] process has been to involve education stakeholders (e.g., policy makers, educators, parents, students and community members) in the identification of what students should know and be able to do to be productive citizens.” (Burden & Byrd, p.30)

  3. Academic Standards cont. • The National Assessment of Educational Progress (NAEP) - the Nation’s Report Card - evaluates the progress of the nation’s educational system. • National Content Area Standards (e.g., National Science Teachers Association - NSTA) • Minnesota Academic Standards • In July 2005, legislation was passed which changed the graduation requirements for Minnesota students. Beginning with the graduating class of 2010, students will be required to complete 21.5 course credits, pass the Minnesota Comprehensive Assessments(MCA-II) in Reading and Mathematics and the Basic Skills Test of Written Composition, and meet other local graduation requirements. • Within each course is a set of Academic Standards that students must achieve.

  4. Environmental Education Environmental education is a process that aims to develop an environmentally literate citizenry that can compete in our global economy; has the skills, knowledge, and inclinations to make well-informed choices; and exercises the rights and responsibilities of members of a community. (http://naaee.org/pages/npeee/index.html)

  5. Environmental Education Guidelines • NAAEE through the National Project for Excellence in Environmental Education EE Guidelines • MN Environmental Literacy Scope and Sequence • Center for Global Environmental Education and MN Office of Environmental Assistance developed the Minnesota Report Card on Environmental Literacy

  6. 1 + 1 = Stand-a-poldaka Leostand Why should we combine deep ecology and academic standards? Do guidelines do enough?

  7. Fred Newmann • Why are students so disengaged from schoolwork? • What kind of work should students be doing in school? ____________________________________________ Students should be: • Constructing knowledge • Working with significant disciplinary concepts and methods (disciplined inquiry) • Making connections to the “outside world”

  8. Constructing knowledge +Discipline Inquiry+Making Connections =Authentic AchievementAuthentic Pedagogy

  9. Therefore,In student work products, assessment tasks, and instruction, we should see evidence of students: Constructing Knowledge Engaging in Disciplined Inquiry Making Connections to the Outside World

  10. Authentic Instruction Construction of Knowledge • To what extent are students engaged in higher-order thinking? Discipline Inquiry • To what extent are students developing deep knowledge of a significant topic or concept? • To what extent are students engaged in substantive conversation? Value Beyond School • To what extent is the topic or issue connected to the world beyond the classroom, and to what extent is it apparent students recognize this connection?

  11. Pragmatics of Getting Them Together • How do we get formal and informal educators together? • What does each entity get from the experience? • Most importantly, what do the students get out of it?

  12. Golden Gate NRA - how we got them together • Solicited grants through our park association • Paid and fed teachers to help us design and test the curriculum both in the park and in school setting • Provided free programming • Provided buses to those in need • Targeted certain school districts • Built on successes (high school program helped us design service learning program)

  13. What We (both GGNRA and teachers) Got Out of It • Park curriculum capitalizes on collaboration of the experts - park personnel and teachers • Teachers are now stakeholders in the park • Park curriculum meets academic standards • Park curriculum meets overall park goals • Park curriculum recognizes limitations of classroom • Park curriculum recognizes limitations of park setting • Authentic Achievement and Pedagogy • Kolb’s Learning Framework

  14. Theory of Action • Let’s build a model: • When we get Deep Ecology, Standards and Guidelines together what does it look like? • Why is it important to bring the formal and informal together?

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