This workshop will explore active learning strategies for deepening your students’ understanding of crucial concepts in environmental and sustainability science and help you effectively implement a student-centered and NGSS aligned approach to science education. Whether you are an experienced teacher, or new to the teaching profession you will feel excited and motivated for your upcoming school year after participating in this highly immersive and collaborative workshop.

During this session, teachers will engage in thought-provoking, pertinent experiments, and activities that you can utilize in your own classroom. As a participant, you will spend time observing instruction from the point of view of a student (“student-mode”), a key component in reinforcing the connections between content and pedagogical knowledge. Participants will learn strategies to incorporate in their own classroom using the claim, evidence, reasoning (CER) framework, Social Ecological Systems (SES), transdisciplinary thinking, and panarchy as tools to probe student preconceptions. Periodically, participants will switch to “teacher-mode”, to practice Socratic questioning techniques, analyze readings, and discuss the pedagogical rationale for all aspects of active learning and modeling in Environmental Science. We’ll also discuss strategies for accommodating district-specific curricular requirements, various student populations, laboratory resources, and the use of “Reflective Checklists” as a way of promoting student reflection throughout a unit.

Participants will explore this pedagogy through The Applied Panarchy in Environmental Science curriculum. The APES curriculum blends a humanities-based lens with scientific methods to create a transdisciplinary approach, to empower students to live more sustainable lives. Panarchy transcends the boundaries of scale and discipline. Most importantly, the panarchy model advocates a transition from a static understanding of nature to a dynamic idea that places an emphasis on multiple stable states, resilience, and cross-scale interactions that result in adaptive change. The adaptive cycle – in its, development, deployment, and representation – ties each of the units of the APES curriculum together. So if you’re a high school environmental science teacher wanting to learn some great activities to invigorate your teaching practices or a teacher wanting to learn some notable strategies to improve student discourse then this is the workshop for you!

Please note!: This weeklong workshop will cover 60% of the full curriculum and introduce modeling techniques. For those wanting to go further into the material, workshop leaders are also offering the option of a second week, that will cover the remainder of the curriculum, allow time for digging into application and deployment of modeling techniques, and open up time for participants to implement and receive feedback.

Leaders: Glen Stuart, Kerry Kline, and Jessica Pagodin

July 6 – Jul 17, 2020