The Other Literacies

RESOURCES

CONNECT WITH TARA: linkedin.com/in/drtaralaughlin/

Cloud Institute Links:

https://cloudinstitute.org/

https://cloudinstitute.org/efs-benchmarks

https://cloudinstitute.org/cloud-efs-standards

https://cloudinstitute.org/efs-research-results

https://cloudinstitute.org/assessments

Resources (links to Google Drive):

https://drive.google.com/open?id=15oFDvrO6WC2LQh0YDeZt1pXkT8BS6Ihc 

Brene Brown Dare To Lead Handbook (see page 31 of the "Read Along Handbook): https://daretolead.brenebrown.com/workbook-art-pics-glossary/ 

Student obstacle course video: https://twitter.com/CoachVerdin/status/1239679187192930304 

Mentioned Resources:

xsel-labs.com

https://www.gse.harvard.edu/news/uk/15/08/kernels-learning 

Referenced resource on daily undulating periodization (DUP): https://complementarytraining.net/podcast-2-mike-zourdos-on-strength-training/

Learn more about EcoRise: ecorise.org 

In season 3 we will be exploring all things curriculum. This episodes answers the question, "What is curriculum?" and sets the stage to dive into what curriculum looks like within each of our three literacies. 

Protocols for discussion resource (EL Education)

Morning Meeting (Responsive Classroom)

Overview:

Schools can be a sterile place. Many of the 250,000 school buildings around the United States resemble prisons with limited windows, dank hallways, and doors almost clanging shut similar to a barred environment.  According to the United States Green Building Councils (USGBC) there are only about 2000 Leed Certified school buildings (meaning schools have met a high standard for water, waste, and energy conservation along with attention to the human experience - air quality, natural lighting, cleaning chemicals used.)  This number represents less than 1% of ALL public schools! In this episode, we’re going beyond the built environment (which will come up in another full episode) to talk specifically about what students and adults experience within the building. For example, how many plants do you see in the building? How many animals? What kind of furniture is used (is the school reliant on plastic?!?)  In other words, how is the natural world expressed within the school building?

Why is this important?

Students spend approximately 8 hours at a school each day and at most schools, at least 6 hours of that total is indoors.  As we know, learning (for all of us) is happening constantly, taking in our sensory environment, using all of our senses. In other words, what we hear, what we see, what we touch, what we feel (both physically and emotionally) has a BIG impact!  Often schools solely pay attention to what students hear (mostly from a teachers’ mouth) and see (mostly from printed words in a not so interesting book or computer screen.) What if, as educators, we valued what kids see around them as much as what they see on a screen?  What if we valued what they touch and feel beyond a text or keyboard? If these were priorities, what impact would this make?

Schools leading the charge…

Garlough Environmental Magnet School (W. St. Paul, MN) -- there are over 200 animals in the school...with this being a requirement for being a teacher at the school. Hamsters, birds, snakes, and fish are seen everywhere, but the most unique animal (according to principal Sue Powell, is the 12 year-old tortoise that roams the halls.)  This school has made “bringing the natural world indoors” to a different level!

Discovery Elementary School (Arlington, VA) -- This Net Zero Energy school not only has an amazing design (fueling all of their energy needs through both solar and geothermal) but has built a “growing wall” where plants flourish and students interact while indoors.  Check these two videos out showing the intentional design of the school. Video: Designing for Environmental Stewards & Building Brighter Futures Through Zero Energy

Individuals leading the charge…

Stephen Ritz (Tower Gardens) -- Teaching in the Bronx, this innovative educator collaborated with other industries and created Tower Gardens that are essentially, just like they sound “towers” (about 7 feet tall) that will produce throughout the year! Schools around the country are utilizing Tower Gardens and there is a whole curriculum that connects to the use of a Tower Garden!

 Alex Tyink -( Fork Farms )-- Organization in Wisconsin that has created a “Flex Farm” that will produce 20 lbs of leafy vegetables within 28 days. Simple to use (key for educators) yet highly productive and engaging!

Bridgitte Alomes (Natural Pod) -- Created an organization that locally sources wood, uses no toxins, and builds extremely comfortable and functional wood furniture for schools. I love their tag line: “Long-lasting, sustainably made furniture designed to foster creativity and innovation in learning environments for all ages. We help create 21st Century Learning and play environments for educators and students.”

Conclusion:

Every school makes choices regarding what students, the staff, and visitors see when they first walk into a school.  Do they see evidence that environmental literacy is important? Do you see plants, rocks, sticks -- the natural world living indoors? Those choices continue with what is seen in the hallways, in classrooms, in common spaces.  Those that believe environmental literacy is important will find ways to bring the natural world into the school. Whether it is plant life, animals, or furniture -- our choices impact our connection and understanding of the natural world.  All of us can do more -- let’s challenge ourselves to do just that!

MENTIONED RESOURCES:

Transforming Education Self-Efficacy Toolkit

Current Directions in Self-Efficacy Research

Errorless Learning & Self-Efficacy