tag:blogger.com,1999:blog-90936127784059188152024-02-21T03:57:40.945+00:00Earth Education UKThe place to talk about Earth Education in the UKJohn Rhymerhttp://www.blogger.com/profile/11023619380605808271noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-9093612778405918815.post-22156832234055349772016-05-02T13:31:00.001+01:002016-05-03T14:03:48.923+01:00<br />
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<b><span style="font-size: 12.0pt; line-height: 107%;">Evaluating
High Quality Outdoor Learning Experiences.</span></b></div>
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<span style="font-family: "calibri";">In earth education we have spent a great deal of time
creating very high quality learning experiences to help our participants
develop a relationship with the natural world, to understand the broad principles
of how our world works and to identify ways in which our own everyday lives are
impacting on these life support systems and enabling them to make an informed
commitment to reducing their negative impact on the planet to whatever degree
they choose.</span></div>
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<span style="font-family: "calibri";">These activities have been crafted, piloted, honed and
polished so we know that they work. This has not always been the case in other
fields of outdoor learning. There has been a tendency for people to assume that
if an activity takes place in the outdoors and if the youngsters enjoy it then
it must be good. With pressures on school timetables and budgets, tightening of
government budgets and increased competition for young people’s time and money
from every direction the outdoor learning movement has become a great deal more
professional and focussed across the board. This has manifested itself in
accreditations as the Quality Badge from the Council for Learning Outside the
Classroom (CLOtC). Initially focussing on safety of participants it was quickly
realised that the assessment for the badge should also look at the quality of
the learning. This together with other
pressures has given rise to a number of tools that providers can use to both
evaluate and improve their provision. </span></div>
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<span style="font-family: "calibri";">The Outdoor Education Advisors Panel (OEAP) brings together
expertise from experienced Education Advisors from Local Authority Children’s
services and they have produced a range of national guidance. </span><a href="http://www.oeapng.info/"><span style="color: #0563c1; font-family: "calibri";">www.oeapng.info</span></a><span style="font-family: "calibri";"> . While this guidance has
tended to focus on safety in outdoor education of the physical and adventurous
sort (understandably as this is where many of the risks lie) much of this is
also relevant to those of us working in the less risky and gentler (but
nevertheless essential) field of outdoor environmental learning within both the
formal and informal sectors. </span></div>
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<span style="font-family: "calibri";">The English Outdoor Council have published a very useful
document written by members of the OEAP called High Quality Outdoor Learning.
This can be downloaded at </span><a href="http://www.englishoutdoorcouncil.org/wp-content/uploads/2049-High-quality-outdoor-learning-web-version.pdf"><span style="color: #0563c1; font-family: "calibri";">http://www.englishoutdoorcouncil.org/wp-content/uploads/2049-High-quality-outdoor-learning-web-version.pdf</span></a><span style="font-family: "calibri";">
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<span style="font-family: "calibri";">A range of organisations including AHOEC, FSC, IOL and the
Scout Association have backed the production of a summary leaflet to support
this document. (Attached). This includes a checklist which is useful for earth
educators to evaluate their own delivery of individual earth education activities
within a programme. Imagine that an onlooker, perhaps an Ofsted Inspector is
observing your group while you are conducting the activity. This checklist (below)
enables leaders to self-evaluate the learning that is going on during the
session. Even the most finely crafted earth education activities may fall short
of the highest quality depending on the leader. This checklist is being used by
several centres for each of their staff to reflect on each session straight
after they have led it. This enables reflective practitioners to look at what
they have just led from the perspective of an external observer and steadily
improve the quality of what they offer. It is designed to evaluate individual
activities as they are led. To evaluate the scope of a complete earth education
programme see “The Real World Learning Model” which I described in an earlier
blog. </span></div>
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<b><span style="font-size: 14.0pt; line-height: 107%;">A high quality outdoor learning
experience should exhibit the following</span></b></div>
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<b><span style="font-size: 12.0pt;">Indicator</span></b></div>
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<span style="font-family: "calibri";">1</span></div>
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<span style="font-size: 14.0pt;">The session is designed to have clear
learning outcomes that are discussed with the group from the beginning and
regularly re-visited throughout the session... </span></div>
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<span style="font-family: "calibri";">2</span></div>
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<span style="font-size: 14.0pt;"><span style="mso-spacerun: yes;"> </span>The session is inclusive and shows
differentiation to meet the needs of all learners within the group</span></div>
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<span style="font-family: "calibri";">3</span></div>
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<span style="font-size: 14.0pt;">The session leader creates a safe and positive
learning environment using an appropriate level of risk</span></div>
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<span style="font-family: "calibri";">4</span></div>
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<span style="font-size: 14.0pt;">The group are involved in the
discussion on safe practice and risk management of the activity.<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "calibri";">5</span></div>
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<span style="font-size: 14.0pt;">The session is linked to wider
curriculum outcomes and objectives through a clear transfer of learning.</span></div>
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<span style="font-family: "calibri";">6</span></div>
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<span style="font-size: 14.0pt;">The activity is delivered in a way
that maximises achievement of the learning outcomes.</span></div>
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<span style="font-family: "calibri";">7</span></div>
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<span style="font-size: 14.0pt;">All participants play an active part
and are engaged in learning throughout the activity.</span></div>
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<span style="font-family: "calibri";">8</span></div>
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<span style="font-size: 14.0pt;">A positive, professional and
consistent relationship is built between the session leader and the
participants.</span></div>
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<span style="font-family: "calibri";">9</span></div>
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<span style="font-size: 14.0pt;">The session is well paced and shows
progression and clear development of skills, behaviour and knowledge from the
participants.</span></div>
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<span style="font-family: "calibri";">10</span></div>
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<span style="font-size: 14.0pt;">Participants have the opportunity to
be creative and apply what they are learning.</span></div>
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<span style="font-family: "calibri";">11</span></div>
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<span style="font-size: 14.0pt;">Participants can describe what they
are learning as opposed to what they are doing.</span></div>
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<span style="font-family: "calibri";">12</span></div>
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<span style="font-size: 14.0pt;">Reflection and review time is built in
to the session where application of learning is discussed and achievements
are recognised.</span></div>
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<b></b><i></i><u></u><sub></sub><sup></sup><strike></strike>John Rhymerhttp://www.blogger.com/profile/11023619380605808271noreply@blogger.com1tag:blogger.com,1999:blog-9093612778405918815.post-42490796852980587692015-10-09T17:33:00.004+01:002015-10-09T17:33:58.465+01:00Treat yourself. Get out into nature this Autumn.As we start seeing the first signs of Autumn, with fruits in the hedgerows and the leaves of trees changing colour, I am reminded to get myself out there into the natural world and to renew my contact. There is a growing body of compelling research evidence that direct contact with nature helps improve physical, mental and emotional well being, something we earth educators have always believed and known intuitively. It is good to have it confirmed!<br />
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Having spent the last 45 years helping young people to engage with the natural world ( 30 of those years as an earth educator) I find myself sometimes too busy with the garden, local projects, organising events and using modern technology. I must get out more and just be. Surround myself with nature. Sit and drink it all in. Yes, find myself a magic spot! One is never too old to have a magic spot.<br />
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IEE has created many vehicles to help others to engage with nature. These are designed to work with groups of various ages, with us earth educators facilitating the activity. Spend a few moments considering how you might use these activities for yourself. Magic spots clearly work as a solitary activity (with no need to lower that veil of silence to ensure that we do not talk!). How about taking a walk and using some of those earthwalk activities on ourselves? perhaps no props are needed. Peep through a spyglass made using a clenched fist, pause to smell some crushed leaves or fruits, Close your eyes and listen to nature's symphony around you,Stroke some moss and tree bark. Open up your senses. By all means use some simple props if they help recreate the magic of an earthwalk for you.<br />
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. How about a viewing party to watch the sun setting, leaves falling from a favourite tree, stars and moon in a clear night sky? Treat yourself to a glass of plum wine while doing so. Create a piece of natural art - just for you - nobody else! Read up on some of the solitary experiences and journeys described in Acclimatizing.<br />
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Share this Autumn with others. If you have no group of learners that you can take out to share the wonders and beauties of autumn, take your family, a partner, a good friend, a neighbour on a sharing walk. Or have a few moments of indulgence by treating yourself alone (except you will not be alone - you will be surrounded by fellow creatures, large and small).<br />
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We spend so much time crafting and creating magical learning experiences for groups of learners, making props, piloting and organising programmes. Give yourself a pat on the back, a treat, a reward. Make some time to get outside for yourself. Fill your boots!John Rhymerhttp://www.blogger.com/profile/11023619380605808271noreply@blogger.com1tag:blogger.com,1999:blog-9093612778405918815.post-78207419691615886242015-01-19T20:12:00.003+00:002015-01-19T20:12:44.435+00:00Sunship Earth 2015 in Devon<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Mark Jefferies intends to run <b>Sunship Earth</b> from Tuesday 25th - Saturday 29th August 2015 in a woodland near Moretonhampstead in Devon. It will be run in partnership with Wildwise and I will be attending with the Wyre Forest Sunship earth props. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Here is the link to the WildWise website:<br /><a href="http://www.wildwise.co.uk/events+.php?nID=50&n_start=0" tabindex="-1" target="_parent"><u><span style="color: #0066cc;">http://www.wildwise.co.uk/events+.php?nID=50&n_start=0</span></u></a><br /><br />Mark is looking for good quality / high resolution photos of kids taking part in SSE activities to use on fliers and the website. Please contact him if you can help. I am also looking for some good quality photos of any earth education activities to use for our new display and leaflet.<br /><br />He says, “There will be space for a limited number of experienced leaders... as there are already a number of WildWise folks interested, and it will be great to get new people down in Devon trained up...<br /><br />but, if anyone is definitely interested, to contact Mark directly! </span><a href="mailto:wandering_minstrel@hotmail.com" tabindex="-1" target="_parent"><span style="font-family: Arial, Helvetica, sans-serif;">wandering_minstrel@hotmail.com</span></a><div class="separator" style="clear: both; text-align: center;">
<a href="mailto:wandering_minstrel@hotmail.com" tabindex="-1" target="_parent"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU2TNiHqNwp684rPTNO7Zi7zf78761Uc8LRfunfvJaUAGqaIgxoOutXY76npwoQpZSEgD8IeL4kysKbg15fI_kteLU6xQC_hAtgTv7_UJYMMn_yWhrKE1CY_Plj9_7Hobwy1qgcl8Vzy8/s1600/MVC-019S.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU2TNiHqNwp684rPTNO7Zi7zf78761Uc8LRfunfvJaUAGqaIgxoOutXY76npwoQpZSEgD8IeL4kysKbg15fI_kteLU6xQC_hAtgTv7_UJYMMn_yWhrKE1CY_Plj9_7Hobwy1qgcl8Vzy8/s1600/MVC-019S.JPG" height="240" width="320" /></a></div>
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John Rhymerhttp://www.blogger.com/profile/11023619380605808271noreply@blogger.com0tag:blogger.com,1999:blog-9093612778405918815.post-82105333454122503292014-12-16T20:42:00.000+00:002014-12-16T20:45:46.340+00:00"Outdoor Learning for Sustainability" the Real World Learning Model <div class="MsoNormal">
<b><span style="font-size: 12.0pt; line-height: 107%;">Real
World Learning and Earth Education.<o:p></o:p></span></b></div>
<div class="MsoNormal">
I have been privileged to attend all three of the
International Conferences of the Real World Learning Network in 2013 and 2014.
I was able to give presentations on earth education and give participants
experience of earthwalks and magic spots at two of these Conferences. Bruce
Johnson, IEE International Programme Coordinator was a keynote speaker at
the second conference in 2013 on <i>Science
and Sustainability Through Outdoor Learning</i> at Planica in Slovenia. At
their final recent conference in England in November 2014, the Real World
Learning Group, drawn from organisations in 7 countries, unveiled their model
of Outdoor Learning for Sustainability. <o:p></o:p></div>
<div class="MsoNormal">
It provides a way of evaluating our provision and learning
programmes against a set of criteria that the group have identified as the
characteristics of good Outdoor Learning for Sustainability. <o:p></o:p></div>
<div class="MsoNormal">
The RWL Model <a href="http://www.rwlnetwork.org/rwl-model.aspx">http://www.rwlnetwork.org/rwl-model.aspx</a>
<o:p></o:p></div>
<div class="MsoNormal">
Based on a hand print the <b>thumb</b> represents <b>Values</b>
and poses the question “Are self transcendent values promoted”? It was refreshing to see that this was
regarded as perhaps the most important element. In the past, earth education
has been criticised and misunderstood for promoting the values of:<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><span dir="LTR"></span>respect for nature and the
state of the planet <o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><span dir="LTR"></span>equal opportunities for all
people to shape their lives.<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]-->3.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><span dir="LTR"></span>respect for future
generations<o:p></o:p></div>
<div class="MsoNormal">
Yet these are the values that have now been recognised as
being the most important and the most fundamental in learning for sustainability.
Respect for nature and concern for the planet is at the absolute heart of all
earth education programmes grounded as they are in the principles of deep
ecology. The other values are I believe implicit throughout the programmes and
embedded in the values of every earth educator that I know! In <i>“Earth
Education a New Beginning</i>” which Steve Van Matre wrote back in 1990 there
are numerous references to values and written at a time when values were not in
the vocabulary of most environmental educators. He even lists 10 green values
which encompass all those identified by the RWL model and more besides. Should
we seek to address them more explicitly in our programmes? <o:p></o:p></div>
<div class="MsoNormal">
<a href="http://www.rwlnetwork.org/rwl-model/values.aspx">http://www.rwlnetwork.org/rwl-model/values.aspx</a>
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The <b>index finger</b> represents <b>Empowerment</b> and
the question “are learners empowered to shape a sustainable future?” is posed.
This is the main aim of an earth education programme but I believe activities
such as identifying “environmental bad habits” only do part of the job and are
not always given the time or attention by programme leaders that is really
needed, despite the “ crafting of more harmonious life-styles” being the most
important learning outcome of the <i>Sunship Earth</i> programme. <i>Sunship
III</i>, our programme for 13-14 year olds does give significant time to this
and culminates in a map and challenge to visit and learn from local individuals
and organisations that provide role models and inspiration for sustainable
living. Empowerment is achieved not just through individual activities no matter how
well-crafted but over a long period of time, and through the processes of
giving learners responsibilities, taking ownership of their own learning and
giving them the space and opportunity to be reflective and critical thinkers,
not easy within the confines of a short programme. Probably best addressed by
teachers as part of the follow through but it is always a challenge for
teachers to give sufficient time to this. Much of the empowerment will of
course come through the ways in which participants are treated and the
programme delivered. One of the learning objectives is to “enable learners to
become conscious of inter-connectedness – you, me and the world around”. This
of course is right on the money as far as earth education is concerned. Not only
do our concept teaching activities such as “Great Specktackle” place ourselves
at the heart of the cycles of nature but this is built into most other
conceptual encounters. Immersing activities and magic spots further serve to
make these connections. <a href="http://www.rwlnetwork.org/rwl-model/empowerment.aspx">http://www.rwlnetwork.org/rwl-model/empowerment.aspx</a>
<o:p></o:p></div>
<div class="MsoNormal">
The <b>middle finger</b> addresses <b>Experience </b>with
the question “Do learners get in touch with outdoor settings” and even mentions
the objective “involve learners with head, heart and hand” a familiar mantra to
all earth educators over the past 40 years. In earth education we perhaps take
for granted that the most powerful learning experiences take place outdoors in
the natural world where they directly relate the experience to the way the
planet works. It is encouraging that so many influential environmental
education organisations around Europe are recognising the importance of these
real world experiences which earth educators have always used. <o:p></o:p></div>
<div class="MsoNormal">
<a href="http://www.rwlnetwork.org/rwl-model/experience.aspx">http://www.rwlnetwork.org/rwl-model/experience.aspx</a>
<o:p></o:p></div>
<div class="MsoNormal">
The <b>ring finger</b> deals with <b>Transferability</b> and
asks “are different areas of life included?” The learning objectives include:<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><span dir="LTR"></span>Encourage active transfer
during and after the experience<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><span dir="LTR"></span>Relate to the non-natural
environment<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]-->3.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><span dir="LTR"></span>Relate to learners
communities<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]-->4.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><span dir="LTR"></span>Relate to the natural
environment<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]-->5.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><span dir="LTR"></span>Relate to the learners
themselves<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]-->6.<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><span dir="LTR"></span>Relate to global society<o:p></o:p></div>
<div class="MsoNormal">
Clearly our concept learning activities embody 1. And
4. Objectives 2,3 and 5 are addressed at
crucial stages of earth education programmes while 6. Is often addressed by
looking at “earth our place in space” though I feel that much more can be done
in all forms of environmental education to build these global links. Indeed as
an Eco-Schools Assessor I often find that the global dimension is the aspect
that schools struggle with most. How we ensure that these global links can be
fully explored in earth education is an area of discussion worthy of its own
blog, discussion group and even a conference or seminar! <a href="http://www.rwlnetwork.org/rwl-model/transferability.aspx">http://www.rwlnetwork.org/rwl-model/transferability.aspx</a>
<o:p></o:p></div>
<div class="MsoNormal">
Finally we come to the <b>little finger</b> representing <b>Understanding</b>.
Again one gets the feeling that those who created the model have either based
their work on the principles of earth education or, perhaps even more
reassuringly, have arrived at similar conclusions by different routes. For a
long time earth educators have been banging on about big picture understandings
and emphasising the four main over-arching concepts which address how all life
on earth works. We build our programmes around the concepts of <b><i>Cycles,
Change, Interrelationships and Energy Flow</i>.</b> The “Big Science Principles” of the RWL model
are Cycles, Change, Stability and Energy Flow. They describe “stability” as the
concept of dynamic balance i.e. interrelationships! <o:p></o:p></div>
<div class="MsoNormal">
<a href="http://www.rwlnetwork.org/rwl-model/understanding.aspx">http://www.rwlnetwork.org/rwl-model/understanding.aspx</a>
<o:p></o:p></div>
<div class="MsoNormal">
I do not believe that the RWL model should be used as a
template for designing outdoor learning for sustainability. It is an attempt to
distil 4 years work by several working parties, each comprising members from 8
organisations and 7 different countries and cultures. It does however provide a
touchstone for centres, organisations and individuals to evaluate and question
their own practice. I believe that earth education and our model programmes
measure up very well in this process, at least in the design and intent. It
would be a helpful exercise for earth educators to examine their own work and
delivery against the RWL model. I think many of us will find that this
reflection will help us to refine our actual delivery of earth education
programmes. I believe it will also remind us how well-crafted these programmes
are and help us to identify the importance of those elements of the programmes
that might get overlooked or omitted due to pressures of time or because we do
not always realise how important all the elements are to the holistic learning
experience. It should also provide encouragement to re-read “Earth Education a
New beginning” by Steve van Matre and see how much of what is in the RWL model was already being encouraged for those
of us seeking to design our own programmes. <o:p></o:p></div>
<br />
<div class="MsoNormal">
<i>John Rhymer December 2015 <o:p></o:p></i></div>
John Rhymerhttp://www.blogger.com/profile/11023619380605808271noreply@blogger.com1tag:blogger.com,1999:blog-9093612778405918815.post-49638378770343061792014-11-26T17:04:00.003+00:002014-11-26T17:04:51.594+00:00Children, their world, their education<div class="MsoNormal">
<b>Children, their World, their Education<o:p></o:p></b></div>
<div class="MsoNormal">
I went to this seminar in Birmingham last week.<o:p></o:p></div>
<div class="MsoNormal">
The stimulating and inspiring presentations by Professor
Robin Alexander of the Cambridge Primary Review and Cathryn Gathercole,
Director of Tide gave me much food for thought. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I was asked to feed back my impressions at the seminar and
my notes are being published as a “Think Piece” by Tide. <o:p></o:p></div>
<div class="MsoNormal">
Here is my “Think Piece”.<o:p></o:p></div>
<div class="MsoNormal">
Many of us have spent the past 15 - 25 years lobbying,
cajoling and entreating national government of all political hues to regard
education for sustainability and global citizenship as being essential for our
young people in the 21<sup>st</sup> Century. <o:p></o:p></div>
<div class="MsoNormal">
Faced with inaction from national governments around the
world to the impending and growing crises of climate change, conflicts over
oil, land and religion and global inequalities who do we turn to in order to
ensure that our children, the citizens of the future receive the education
that need in order to face the
challenges of the future.<o:p></o:p></div>
<div class="MsoNormal">
As National Governments are not fit for purpose, who might
our allies be? Who should we be engaging
with? <o:p></o:p></div>
<div class="MsoNormal">
The media? All too
often the understanding of journalists, broadcasters and their editors is
superficial and their interest short-lived. The BBC in their concern for
balance, give equal airtime to Climate Change deniers as they do to reputable
scientists.<o:p></o:p></div>
<div class="MsoNormal">
Industry and commerce? Traditionally regarded as the
antithesis of a sustainable future, some leading Industries are starting to recognise
and acknowledge the importance of environmental and social sustainability as
well as economic sustainability and some far-sighted CEOs realise that the
future may not lie in continued growth and globalisation. <o:p></o:p></div>
<div class="MsoNormal">
Local communities? Local groups such as Transition Towns can
support schools in developing the 30% of their curriculum that should be
locally relevant and arguably gives young people their best chance of becoming
active and empowered global citizens. <o:p></o:p></div>
<div class="MsoNormal">
Meanwhile, teachers can provide role models for their pupils
not only by living sustainably themselves but by modelling the practices of a
sustainable and just society in the way they teach, in the ways they interact
with their pupils and in the ways in which schools conduct themselves. The General
Teaching Council for Scotland have embedded Learning for Sustainability
throughout the professional Standards for Teachers to support teachers in <span style="background: white; font-family: "Segoe UI","sans-serif"; font-size: 10.5pt; line-height: 107%;">actively embracing and promoting principles and practices of
sustainability in all aspects of their work</span>. Now we have no English GTC
teachers in England will need to give themselves permission to adopt the same
principles as their colleagues in Scotland for no one else will! Perhaps time to re-visit the Schumacher
briefing paper of 2001 by Stephen Sterling “<span style="background: white; font-family: "Helvetica","sans-serif";">Sustainable Education – Re-visioning learning and change”.</span><o:p></o:p></div>
<div class="MsoNormal">
Some of what Robin Alexander said, gave me hope that earth
education still has much to offer schools despite a lacklustre National
Curriculum. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<o:p> Excerpts from Robin Alexander's presentation. </o:p></div>
<div class="MsoNormal">
HEADLINES FROM THE 2014 IPPC SYNTHESIS REPORT<o:p></o:p></div>
<div class="MsoNormal">
• Human influence on the climate system is clear. Recent
greenhouse gas emissions are the highest in history. Recent climate changes
have already had widespread human and natural impact.<o:p></o:p></div>
<div class="MsoNormal">
• Continuing greenhouse gas emissions will increase
likelihood of severe, pervasive and irreversible impacts for people and
systems.<o:p></o:p></div>
<div class="MsoNormal">
• Climate change threatens sustainable development.<o:p></o:p></div>
<div class="MsoNormal">
• Limiting climate change will require substantial
reductions in emissions which, together with adaptations, can limit climate
change risks.<o:p></o:p></div>
<div class="MsoNormal">
• Adaptation and mitigation are key and complementary
strategies for reducing and managing the risks of climate change. <o:p></o:p></div>
<div class="MsoNormal">
• No single option is sufficient by itself. What is required
is policies and co-operation across multiple scales: international, regional,
national and local<o:p></o:p></div>
<div class="MsoNormal">
‘Educated citizens have a greater ability to make informed
decisions on how to use resources and preserve ecosystems.’<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
“Pessimism turned to hope when witnesses felt they had the
power to act. The children who were most confident that climate change would
not overwhelm them were those whose schools had replaced unfocussed fear by
factual information and practical strategies for sustainability.”<o:p></o:p></div>
<br />
<div class="MsoNormal">
<i>Children, their World, their Education: final report of
the Cambridge Primary Review<o:p></o:p></i></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
<b>John Rhymer</b></div>
John Rhymerhttp://www.blogger.com/profile/11023619380605808271noreply@blogger.com0tag:blogger.com,1999:blog-9093612778405918815.post-10037044077086131922014-11-05T13:59:00.002+00:002014-11-05T13:59:35.971+00:00Young Voices - Research from COIN. Research from COIN will be of interest to earth educators. Do check this out and let us know how you think we can respond to these findings through our programmes and activities. In particular, i can see some opportunities within programmes such as SSIII to use the COIN "Narrative Workshops".<br />
<strong><span style="font-family: "Calibri","sans-serif"; font-size: 18pt;">Today COIN releases
<a href="http://records.climateoutreach.org.uk/sites/all/modules/civicrm/extern/url.php?u=1280&qid=76880" tabindex="-1" target="_parent">‘Young
Voices’, a major new report looking at young people’s attitudes to climate
change. </a></span></strong><span style="font-family: "Calibri","sans-serif"; font-size: 18pt;"></span><br />
<span style="font-family: "Calibri","sans-serif";">Supported by the Grantham
Institute at the London School of Economics, this is the first British study to
ask young people themselves for their advice on how to engage their peers more
effectively, and to propose and test new climate change narratives specifically
designed to engage 18-25 year olds.</span><br />
<span style="font-family: "Calibri","sans-serif"; font-size: 11pt;"><br />
</span><span style="font-family: "Calibri","sans-serif";">Commenting on <a href="http://records.climateoutreach.org.uk/sites/all/modules/civicrm/extern/url.php?u=1280&qid=76880" tabindex="-1" target="_parent">the
study</a>, Dr Adam Corner, COIN’s Research Director, said:</span><br />
<i><span style="font-family: "Calibri","sans-serif";">“Our research suggests
that many young people care deeply and passionately about climate change.
However, there has been a collective failure to talk to young people about
climate change in a way that inspires them. Too many assumptions have been made
by communicators, which haven’t been tested. Working directly with young people
we have been able to trial a series of narratives about climate change,
providing valuable insights for anyone interested in improving communication
about climate change with this group.”</span></i><br />
<span style="font-family: "Calibri","sans-serif";">The findings revealed that
many current climate engagement strategies may be failing to reach young
people.</span><br />
<span style="font-family: "Calibri","sans-serif";">Some of the key findings
and recommendations from the report include:</span><br />
<br />
<span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><strong><span style="font-family: "Calibri","sans-serif";">For
young people, climate change is fundamentally about the ‘here and now’</span></strong><span style="font-family: "Calibri","sans-serif";"> – describing the effect it will
have on future generations, as campaigners and scientists often do, undermines
the urgency of the problem.</span><br />
<span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><strong><span style="font-family: "Calibri","sans-serif";">Young
people want to hear how climate change relates to (and will affect) those
aspects of their everyday lives that they are passionate about</span></strong><span style="font-family: "Calibri","sans-serif";"> - but communicators must take care
not to ‘trivialise’ the issue by failing to link the ‘personal’ to the
‘political’.</span><br />
<span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><strong><span style="font-family: "Calibri","sans-serif";">Fighting
organised scepticism is mostly seen as a waste of energy by young people</span></strong><span style="font-family: "Calibri","sans-serif";"> – scepticism is relatively uncommon
among the young and talking ‘solutions not science’ is a much better approach.</span><br />
<span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><strong><span style="font-family: "Calibri","sans-serif";">Young
people often find it hard to talk about climate change with their peers</span></strong><span style="font-family: "Calibri","sans-serif";"> - there was a fear that talking
about climate change would set them apart as ‘preachy’ or ‘un-cool’.</span><br />
<span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><strong><span style="font-family: "Calibri","sans-serif";">There
is widespread doubt that there is a ‘concerned majority’ among the general
public who support action on climate change</span></strong><span style="font-family: "Calibri","sans-serif";"> - communicating a ‘social
consensus’ on climate action may be just as important as the scientific
consensus.</span><br />
<span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><strong><span style="font-family: "Calibri","sans-serif";">Young
people have very little faith in mainstream politicians</span></strong><span style="font-family: "Calibri","sans-serif";"> – so it makes more sense to ask
young people to challenge (not support) politicians on climate policies.
Campaign messages should clearly set out what needs to be done – who, when,
where and what young people can do to make a difference – and which policy
prescriptions support this.</span><br />
<span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><strong><span style="font-family: "Calibri","sans-serif";">Climate
jargon is unfamiliar and off-putting</span></strong><span style="font-family: "Calibri","sans-serif";"> – phrases like ‘managing climate risks’,
‘decarbonisation’ and ‘2 degrees’ are seen as hollow and vague. People want to
hear about specific policies and how these relate to protecting the things
people love and are passionate about.</span><br />
<span style="font-family: "Calibri","sans-serif";"><a href="http://records.climateoutreach.org.uk/sites/all/modules/civicrm/extern/url.php?u=1280&qid=76880" tabindex="-1" target="_parent">‘Young
Voices’</a> uses COIN’s ‘Narrative Workshops’ method, which explores study
participants' values, aspirations and views on climate change before
formulating different ‘narratives’ for testing (short pieces of written text
that use different language to describe climate change and climate policies).
This allows careful attention to be paid to the words and phrases that people
respond positively to, and provides a vehicle for building on the core values
that underpin public engagement with climate change.</span><br />
<br />
<div>
<div>
<b><span style="font-family: "Calibri","sans-serif";">Download
the report <a href="http://www.climateoutreach.org.uk/research-reveals-current-climate-engagement-strategies-are-failing-to-reach-young-people/" tabindex="-1" target="_parent">http://www.climateoutreach.org.uk/research-reveals-current-climate-engagement-strategies-are-failing-to-reach-young-people/</a></span></b></div>
</div>
John Rhymerhttp://www.blogger.com/profile/11023619380605808271noreply@blogger.com0tag:blogger.com,1999:blog-9093612778405918815.post-34253832718659148662014-10-06T19:06:00.001+01:002014-10-06T19:08:52.379+01:00Magic Spots - the most important activity in earth education?This simple activity is part of all earth education programmes. At Sunship Earth participants have many magic spots including early morning and night-time magic spots. Many youngsters report that the magic spot was their favourite activity. It is certainly a very engaging activity which gives close contact with the natural world. Dr Chris Walton has researched the impact of Magic Spots for his PhD and has collected some very moving reports from young people. Maybe he will share some of these with us?<br />
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First hand frequent contact with the natural world is crucial in creating an environmental ethic. Frequent and ongoing magic spots are also, I believe, good for mental and emotional welfare and I suspect also for physical well-being.<br />
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I frequently walk in the Wyre Forest, keeping up a brisk pace, sometimes pausing to look at birds through my binoculars. However, this week I realised that though I frequently extol the virtues of magic spots I had not treated myself to one of my own for a long time. So I did. I left the path, found a small tree surrounded by bracken and settled down. An hour passed very quickly!<br />
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Please share your own thoughts and experiences of magic spots and any observations that you have of their impact on youngsters.<br />
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John RhymerJohn Rhymerhttp://www.blogger.com/profile/11023619380605808271noreply@blogger.com4tag:blogger.com,1999:blog-9093612778405918815.post-20948336487204973222014-10-06T18:34:00.001+01:002014-10-06T18:34:49.044+01:00Where are they now?Does anyone still have contact with people who attended earth education programmes when youngsters? We like to think that an earth education programme has a lasting effect on participants. Research has shown that there is a lasting impact on understandings of ecological processes and on attitudes to helping the environment but such studies usually only follow up for 6 months up to two years after participating in a programme. Children move up through the education system and it is difficult to keep track of participants.<br />
<br />
We know from running Wyre Forest Sunship Earth that a number of participants come back as young leaders on the programme and we can see that they love Sunship Earth and are keen to help other young people to have these experiences. Many go on to study environmental related subjects at University and/or train to be teachers. I sometimes hear from friends whose children have attended the programme and they often report that their children have followed similar career pathways.<br />
<br />
We also hear that many youngsters on returning home, pester their parents to adopt more environmentally responsible habits in the home. However this is often short lived! , Once they become teenagers they sometimes rebel against their family environmental good habits (parents who send their children to SSE are often pretty committed to living lightly in the first place). I suspect though that once teenage rebellion has passed, many reclaim their environmental commitments.<br />
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Do you know anyone who attended an earth education programme in the past? What are they doing now? Are they working in an environmentally related career? Volunteering? Demonstrate environmental good habits in their lives? Please post your responses.<br />
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John RhymerJohn Rhymerhttp://www.blogger.com/profile/11023619380605808271noreply@blogger.com1tag:blogger.com,1999:blog-9093612778405918815.post-52784739098388222582013-12-05T17:07:00.001+00:002013-12-05T17:07:10.957+00:00Earth Keepers - earning the Y and S keys
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<a href="http://www.blogger.com/null" name="_GoBack"></a><span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Some encouraging news from the Institute for Earth education Annual
Reportfor 2012 regarding completion by participants of the of Earthkeepers
programme.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">I have highlighted
those sites that are in the UK. As you will see, they are a healthy proportion
of the sites world-wide that have achieved these high completion rates. <o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">At each of the
following centres, 90% to 100% of their Earthkeepers participants in 2012
earned all four keys to complete the full programme: <o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Christ Church Grammar
School - Kooringal, Dwellingup, Western Australia, Australia<o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">CELP Edgewood Eden
Mills, Guelph, Ontario, Canada<o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Hamilton Wentworth
District School Board, Outbound, Waterdown, Ontario, Canada<o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Upper Grand District
School Board, Norwell CELP, Palmerston, Ontario, Canada<o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">YMCA of Cambridge,
Kitchener-Waterloo, St. Clements, Ontario<o:p></o:p></span></div>
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<span style="background: yellow; color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-highlight: yellow;">Garrett Hall Primary School, Tyldesley, Manchester,
Lancashire, UK<o:p></o:p></span></div>
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<span style="background: yellow; color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-highlight: yellow;">London Youth Hindleap Warren, Forest Row, East
Sussex, UK<o:p></o:p></span></div>
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<span style="background: yellow; color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-highlight: yellow;">My Green World at Folly Farm Centre, Pensford,
Bristol, UK</span><span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Agua Caliente Park,
Tucson, Arizona, USA<o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Lake Forest Open
Lands Association, Lake Forest, Illinois, USA<o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Teaching Responsible
Earth Education (T.R.E.E.), New Orleans, Louisiana, USA<o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">And at these centres,
at least 80% of the participants completed the full programme:<o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Meriharjun
luontotalo, Helsinki, Finland<o:p></o:p></span></div>
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<span style="background: yellow; color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB; mso-highlight: yellow;">High Down Junior School, Congresbury, North
Somerset, UK</span><span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Earth Learning
Adventures, Fort Gratiot, Michigan, USA<o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Starflower
Experiences, Huntington, New York, USA <o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "@Arial Unicode MS"; mso-fareast-language: EN-GB;">IEE do not have returns from all the centres offering Earthkeepers so do
let me (and IEE) know what your percentage completion rates are. And if you are
struggling to get all your learners to complete the programme then I am sure
that foks at the centres which are achieving this would be happy to discuss
with you how they do it.<o:p></o:p></span></div>
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<span style="color: black; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">Incidentally I spoke to Bruce Johnson
at the recent Real World Learning Conference where he was a keynote speaker and
he tells me that IEE plan to produce more materials to support teachers back in
school to help their learners carry out their tasks and earn their keys. They
plan to use some of the classroom materials which Jon Cree and I wrote for
Rangers of the Earth many years ago.</span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"><o:p></o:p></span></div>
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John Rhymer</div>
John Rhymerhttp://www.blogger.com/profile/11023619380605808271noreply@blogger.com2tag:blogger.com,1999:blog-9093612778405918815.post-52288692849181877582013-12-05T13:26:00.000+00:002013-12-05T13:26:23.376+00:00Earth Education UK Annual Meeting 2013
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I
just wanted to give you all a brief account of the "earth education
UK" AGM and meeting in September. </div>
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A
number of us met up at the Wild Peak Housing Cooperative in Derbyshire, base
for Wild Things and home to Nick (our outgoing Chair) and his partner Kate. <o:p></o:p></div>
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The
AGM itself did not occupy too much time while we went through the usual
proceedings, during which I inadvertently allowed myself to be elected Chair!<o:p></o:p></div>
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Many
thanks to Helen Moore who has continued to hold things together for earth
education UK over the past year and to Kate for kindly taking the minutes for
the AGM and agreeing to be Secretary for the next year. <o:p></o:p></div>
<o:p></o:p><br />
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After
a wonderful shared meal eaten outdoors in the sunshine we looked at
the props which how Wild Things manage to offer earth education programmes in a
variety of locations which have public access. There was creative discussion of
how The Great Specktackle in particular could be made simpler to set up and
run. <o:p></o:p></div>
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We
then adjourned to a small nearby woodland to light storm kettles to make tea
followed by a magic spot. Further discussion of the work that Wild Things does
with schools was accompanied by delicious vegan chocolate and banana pudding. <o:p></o:p></div>
<o:p></o:p><br />
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It
was good to meet up with friends, share experiences and renew energy and
enthusiasm for our work in earth education. Our focus for the next year
will be to improve networking for members of earth education and others
interested in earth education. We hope that you will all support us in this.</div>
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John Rhymer<o:p></o:p></div>
John Rhymerhttp://www.blogger.com/profile/11023619380605808271noreply@blogger.com0tag:blogger.com,1999:blog-9093612778405918815.post-71797041790405929222012-10-01T22:06:00.000+01:002012-10-01T22:06:00.304+01:00Earth Education propsI wonder how many people are put off running earth education activities by the time and effort that it takes to make props? For many of us, hunting down the materials and making our own props is one of the pleasures of being an earth educator. Specially when sitting around with a group of friends, all helping. However, for many of us work seems to be occupying a greater and greater time and time to make props gets less and less. One can buy some items ready made though without those special earth education touches they may lack the magic and clear demonstration of commitment that carefully and lovingly crafted props can demonstrate. <br />
we have created some props that can be bought ready made. Cutting out a class set of 30 colour dabs is quite a pleasant task and the reward comes when the children respond to these lovingly made props. When faced with making hundreds or thousands of colour palettes every year, then earth education UK has the answer. ready cut palettes which just need the application of double sided tape. Are there any other props which you find hard to source or tedious/difficult to make and which you would be prepared to have someone make for you?<br />
<br />
Let us hear your ideas or maybe offers to make props for sale.<br />
Anonymoushttp://www.blogger.com/profile/04218467048866724158noreply@blogger.com2tag:blogger.com,1999:blog-9093612778405918815.post-41746078692122889642012-10-01T21:19:00.001+01:002012-10-02T21:27:03.315+01:00Welcome!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv08eZJZ1QxrhPQtOl19oOuqk8yA1vvJFgy8bDYnhAjK0zygoF_HOW0ZDUC6whUq72sFe9Xhr991yOYdwOkti_OlzO6GZYbB0xbj_R0IdVOXH-ryFQTW352Cf33UgXRehUyrXKr2gkJbc/s1600/earthwalk4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="293" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv08eZJZ1QxrhPQtOl19oOuqk8yA1vvJFgy8bDYnhAjK0zygoF_HOW0ZDUC6whUq72sFe9Xhr991yOYdwOkti_OlzO6GZYbB0xbj_R0IdVOXH-ryFQTW352Cf33UgXRehUyrXKr2gkJbc/s320/earthwalk4.jpg" width="320" /></a></div>
<br />
Welcome to the first ever blog post by earth education UK!! Please feel free to comment on any of the posts here or suggest new things for us to cover. If you have an article or photos you'd like us to share for you, please email them to <a href="mailto:eartheducationuk@gmail.com">eartheducationuk@gmail.com</a>John Rhymerhttp://www.blogger.com/profile/11023619380605808271noreply@blogger.com1