Warrington School/Envirethical/Envirethical Pedagogy

=Envirethical Progressions=

Suggested approach:

 * 0-7 years
 * Exposure to local flora and fauna
 * Develop an appreciation for the natural world through small journeys to natural habitats
 * Explore concepts such as urban/rural, poor/wealthy  rubbish/pollution
 * Meet and talk with people who work in helping agencies - Red Cross, park ranger etc


 * 7-10 years
 * Engaged in positive action for local flora and fauna
 * Develop understandings for the natural world
 * Begin questioning the reasons for poverty and local global environmental issues
 * Interviews with helping agency workers


 * 10-13
 * Making connections between global flora and fauna and human interactions
 * Caring for the natural world - raising seeds, providing bird feeders
 * Learning about world politics of fair trade, animal rights, Petrochemical companies and refugees
 * Assist people who work with helping agencies - Oil Free Otago etc

Experiential learning

 * Characteristics include:
 * involving students in meaningful experiences, decision making, and taking action for an agreed purpose
 * helping students to think critically and reflect upon their experiences
 * engaging students in questioning and discussion
 * acknowledging and valuing their prior knowledge and experiences
 * assisting students to develop knowledge to inform their decision making

Inquiry learning

 * Identifying and solving problems, thinking critically, and reflecting to gain understanding or make informed decisions

Co-operative learning

 * Students work together and share knowledge, ideas, and opinions
 * This involves both class and group work, and emphasises learning through social interaction

Reflective practice

 * The teacher analyses the state of learning and makes strategic decisions for future implementation, either consciously or intuitively
 * The students also need to consciously reflect on their learning, values, attitudes, and actions for the environment

Student-centred learning

 * The learner is placed at the centre of the learning experience
 * In environmental education this is seen in holistic (not merely cognitive) terms.

Affective-aware teaching
'''These pedagogies and strategies are not mutually exclusive, and that some combination of them was likely to prove most effective''' Envirethical Curriculum Exemplar Ideas
 * As well as considering cognitive learning, the teacher needs to be aware of how individual learners or groups of learners feel about a situation
 * This component also acknowledges the dimensions of values and attitudes in teaching and learning