Small groups each study a different real-life problem-based scenario and try to come up with at least six different solutions/ways forward.
Then for each solution consider which values underpin it and which might be compromised.
Whole group, discuss solutions proposed and the related values.
Individual reflection: ask learners to individually reflect on the elements of their lifestyle which contribute most to climate change
Prepare materials showing different issues that we need to be aware of, e.g. Potential research bias/agenda due to funding source/ organisational links Different focus depending on media source e.g. tabloid newspaper, serious newspaper, report.Information changes over time as a result of emerging research/developing ideasInfluence that framing can have, i.e. that the way things are presented can potentially guide thinking.
Give each small group a set of materials that focuses on one of the above issues. Ask each group to study their materials to see what they notice.
Whole group – report back what they have noticed.
Plenary discuss the need to be alert and to evaluate sources.
Walking the talk: ask learners to develop their ideas for combating climate change into practical projects to resolve an issue (or adding new value) in their locality. Climate change related local issues are identified by students using the Investigation, Vision, Action, Change (IVAC) approach.
Waste management in the school restaurant: ask learners to document specific behaviours which contribute to climate change and discuss actions to be taken to change attitudes and behaviours of fellow students.
Whole group: Decide on an issue to do with sustainability e.g. use of plastic, trophy hunting, over fishing, waste
Small groups: Brainstorm at least 15 ways that this could be taught to a given age range
Whole group: Share and discuss ideas and approaches
Note how creative we become after the first five ‘usual ideas’ have been suggested!
In groups, students allocate as many of these roles as possible, (starting from the top):
- Environmental scientist
- Local religious leader
- Computer scientist
This makes up the governing body of a local educational institution.
Government policy is to take the institution out of local authority control and make it a ‘free’ school, meaning you are able to decide for yourselves its future direction.
Group: Discuss what should be the focus/vision from your perspective. Try to win the others around to your idea
Facilitator: Listen and take notes. Decide who makes the most compelling argument/who ‘wins’
Facilitator: stage another discussion.
This time try to find a focus/vision that can satisfy all members of the group.
Plenary reflect on the different experiences.
Reflect on the power flows as it currently exists in North/South relations in terms of access to resources, economic and commercial relations, responsibilities for present climate change damage, unequal effects on populations and countries, migration and conflict related to climate change, etc. and consider what values it seems to represent. Then, in a group, reflect on how power flows need to change in order to implement climate mitigation strategies and discuss what values this change seems to represent.
Use simulations and drama actions to help build and increase empathy towards the problem and to increase the perception of related risk as well as of the urgency to make a behaviour change.
For a class of approximately 30: Split class into 9 groups of 3 (or 2-4 per group to fit numbers).
The first three groups are given the task of investigating What’s so good about…?
Each of the groups receives a different topic: e.g. A. Social Justice; B. Biodiversity; C. Maintaining a Stable Climate.
They are asked to find out: What is this about? Why is it important? Is this desirable? If so, why?
The second three groups are given the task of investigating What’s the problem with…?
Each of the groups receives a different topic: e.g. A. Using cheap labour to make our clothes; B. Eating large quantities of cheap meat; C. Using fossil fuels for our energy needs.
They are asked to find out: Why is this considered to be a bad thing? What impacts is it having on people’s lives/the environment? Why is it happening?
The third three groups are given the task of investigating How can we deal with…?
Each of the groups receives a different topic: e.g. A. Exploitative employment practices; B. The negative impacts of the meat industry; C. Greenhouse gas emissions.
They are asked to find out: How can we deal with this issue? How might we reduce its impact? What alternatives are there for this (in terms of materials and our actions or habits)?
Share: After 30-40 minutes’ group work ask the groups to come together in three teams comprising the Group As, Group Bs and Group Cs. The teams should now listen to each other in order to discover any links that they can between their different pieces of evidence. They should work together to develop a presentation that they can share with the other two teams.
Present: Each team gives a five minute presentation to the rest of the class and takes questions on their given issue.
Select a situation known to the group and decide on the core problem. What are the effects of this problem? What are the other problems which contribute to the core problem? (NB Avoid writing down a lack of solutions as problems, rather state the problem itself that needs to be solved, e.g. rather than writing “Lack of awareness on effects of dumping”, say, “Townspeople dump waste in street.”) Build up the ‘tree’ from the core problem in the middle with causes below and effects above:
Add more cards to extend the tree as the discussion develops. Draw a line around a certain part of the tree in order to define a manageable project.
Rules of engagement:
- Participants write their own cards unless they are unable to write in which case take care to ensure that their ideas are being recorded faithfully
- Only one idea to be written on each card so ideas can be moved around
- Ask participants to write legibly
- Write a maximum of three lines per card so that it can be read easily
- Use key words that have been shared by the group
- The facilitator is not normally a stakeholder
This technique enables all stakeholders to participate in a sophisticated discussion of causes and effects.
NB To turn this into a hierarchy of project objectives, simply turn each card around and write a positive version of the ‘problem’ that was written there.