It demonstrated that children do have the capacity to see and understand what needs to change, and take action. In addition, it reached the conclusion that values education and environmental education interrelate- build the values and children will participate with enthusiasm and a meaningful approach (Lewis, Mansfield, & Baudains, 2008). Becoming eco-literate could possibly cause some limitations for students and teachers, however, there are ways to overcome
In this essay, various aspects will be discussed in depth including the value of apologizing for education and teaching sustainable perspectives, the benefits, and limitations of being eco-literate for teachers and young people and what can be achieved in education on both primary and early childhood, now and in the future. Through, thinking deeply about these aspects can influence the future possibilities to alter the behavior in the present. This brings about educating the current generations on ecological practices so that it will be a culture that the generations to come will emulate. So, creating a conducive environment now for the benefit of the future helps in achieving ecological sustainability. Moreover, this can be done by ecologising
Posing questions on materials covered and the quality of materials selected can create the desired environment for students to thrive. I want to inspire my students to think outside the box and to ask questions. Society needs thinkers not robots. The classroom plays an important part in aiding the growth of an individual. It is my duty as a teacher to impart knowledge because ideas have a way of changing lives.
Therefore, it endeavours to address the constant changes in the world by adapting the way learning is structured to ensure students are suitably equipped for the future (Bolstad et al., 2012). To adapt today’s education to coincide with the changing world, 21st century teaching and learning has incorporated a number of key features to pave the way for success. Promoting active learning that is primarily outcome based, engaging students in research driven and project-based learning and encouraging students to identify real-world problems are all incorporated to ensure students are well equipped for the future (Shaw, 2008). Teachers’ utilise these features in a number of ways to engage and motivate 21st century learners when delivering curriculum content. For instance, Bell (2010) noted when students partake in project-based learning as an approach to instruction that teaches curriculum concepts through a project; it provides them with a greater understanding of the current topic being researched.
The instruction and delivery of this philosophy is very important because I believe active engagement, constructivism, and cooperative learning will enhance the students life skills and what they will carry with them in the future. As a progressivist teacher I believe it is important to to think outside the box and know how to go above and beyond to fulfill the potential of my
Designing lessons that are student-centered can be effective in promoting this. Personalizing learning for students takes the idea of differentiating instruction to fit the needs of your students is vitally important to fostering an environment that makes ... ... middle of paper ... ...he potential for establishing a dedication to education. Emdin’s five C’s can guide educators on how to foster the environment needed for reality pedagogy. Getting to know the student’s interests, hobbies, and culture will be paramount to determining how to approach the lessons. Following these suggested practices will make teaching content easier.
This outdoor classroom should parallel the topic as well as characterize environmental education, ecological literacy, and sustainability. Having the proper learning tools and being able to apply environmental education is imperative. There are different ways to inform students of ecological literacy. Being ecological literate is the capability of understanding what makes life possible by natural classifications. Age appropriate programs supporting the learning process can have a huge impact.
“The link between past experiences, student interest, and present learning is that we draw upon previous experiences and memories as we learn” (Slavin, 2006). It is the teachers responsibility to consider the past experiences of the student as well as interests in order ot make a lesson more appealing, engaging and interesting. By knowing the students background a teacher can better motivate and engage the student in new information. The students past experiences can help when building new concepts on top of foundational concepts. Students will learn more efficiently and smoothly if they have concepts to build upon instead of introducing unsystematic bits of information that become hard to connect and up confusing the student.
On the other hand, Geography involves inquiry-based learning, often using active learning to achieve a sense of place and belonging, a value for environment, and the various interconnections and interdependencies in environments (McInerney, Berg, Hutchinson, Sorensen, & Maude, 2009). It has the potential to realise students as sustainable citizens. Furthermore, Civic citizenship seeks to clarify the processes involved in student transformation from citizen to an informed, participating citizen of society. It is described in a drafted curriculum (ACARA, 2012) as doing so in orde... ... middle of paper ... ...arents' guide to the NSW K-10 Syllabuses. Retrieved from Board of Studies NSW: http://syllabus.bos.nsw.edu.au/assets/global/files/parent_k-6_guide_web.pdf Board of Studies NSW.
The teaching of geography to students in the primary years of schooling is a vital and important aspect in promoting students’ curiosity of the world in which they live. Through various pedagogical strategies and approaches, teachers can offer rich and contextually significant learning experiences that build a sense of wonder of the world by unpacking the concepts of geography. Through the teaching of geographical concepts, young geographers break down the components of the world into workable and practical objectives. Given these assertions, educators must recognise that geographical concepts are interrelated and interconnected and should be taught in ways that link to one another, gradually growing in complexity as students progress through the years. Although there is a specific sequencing of geographical concepts, teachers must also acknowledge that concepts may at times arise out of sequence depending on a child’s curiosity, and that these levels of understanding and curiosity will be addressed in time.