Group Facilitation
Quantitative Approaches to Environmental Education
EDUC 454
This course will take a quantitative approach to environmental education to enhance or substantiate qualitative approaches to environmental education. Students will explore place-based learning, inquiry-based learning, and problem-based learning in the context of BC’s New Curriculum and environmental education K-12. Parts of the course will be student led and embrace the intentions of BC’s New Curriculum with personalized learning, formative assessment, and Indigenous Worldviews and perspectives. Other aspects of BC’s New Curriculum such as the Core Competencies and Curricular Competencies will be implemented. Field trips, collaborative learning, and reflective practice will be incorporated in the course. - Simon Fraser University Course Detail
Students will be sub-divided into groups of 3-4. Each group will be required to design and facilitate a class-wide activity that engages the learner in the environment. Place-based learning intentions and learning standards from BC’s New Curriculum will be part of the design and facilitation.
Our main objectives for this lesson is to provide teacher candidates with ideas on how to take a quantitative concept such as fractal and present it through a places based education and experiential learning lens. In the lesson, teacher candidates will be guided through a series of activities. These activities includes, a short hike to discover fractals in nature, where fractals are used through an indigenous lens, graphing fractals, and how you can use fractals to determine mathematical patterns and equations.
Inquiry Project & Design
Students will design, implement, and report on a personalized inquiry project or a unit plan using design theory and quantitative methods.
Reflections
Students will be required to read the required readings as made available on CANVAS upon the start of the course. Weekly readings will require a short summary. Weekly journal reflections will also be required to develop the metacognitive aspects of teaching and learning.
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