Program Advis Kebijakan Lingkungan dan Perubahan Iklim (PAKLIM) Pengembangan Inisiatif Perubahan Iklim di Sekolah melalui Ecomapping
Nama: ___________________________
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Workshop Destination Overall Aims By the end of this workshop, participants should be able to - demonstrate an understanding of the process of ecomapping - encourage colleagues to collaborate in effective action resulting from ecomapping at their school - collaboratively identify opportunities for climate change education in their school curriculum to support ecomapping action - lead others in the implementation of ecomapping and climate change education in their schools Session 1 - Why are we here? Session 2 - Becoming a Green School Session 3 - Ecomapping in practice Session 4 - Planning to be Green Session 5 - Effective leadership Session 6 - Leading and managing change Session 7 - Organisational culture Session 8 - Leading with passion and commitment Session 9 - Making it relevant Session10 - Who is responsible? Session11 - Creative thinking for change Session12 - Putting it all together
For the presenter: Effective education happens when the learner uses their knowledge to gain understanding. To do this, the learner needs to be as independent as possible. Therefore, when delivering this workshop -
Keep stressing, all the time, that nothing will happen without action from the participants ask questions as often as possible and give information and opinions as little as possible encourage participants as much as possible when the participants are working in groups, move around, ask individuals and groups questions at their tables and give positive feedback as often as possible make note of who understands and who is having problems. Acknowledge the participants who are doing well and give the others achievable questions to build their confidence and understanding Be happy and welcoming
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Day 1 Ecomapping, becoming a Green School “We won't have a society if we destroy the environment” - Margaret Mead By the end of today, you should be able to: • •
discuss the importance of ecomapping in creating a sustainable society Describe the broad requirements of ecomapping related to the Adiwiyata and Green Schools processes • Begin to develop a process for ecomapping in your school • Consider the benefits and inhibiting factors of ecomapping in your school • Practice the process of ecomapping in a real school • Communicate your understanding of ecomapping to inform and motivate others
Session 1: Why are we here? Participants
Presenter Welcome participants – stress that mobile phones must be off and that they cannot take photos or videos of the Powerpoint a) Spend 1 minute, or less, to introduce slide 2:
and go through the Aims (slide 3) b) Spend 1 minute, or less, to go through the agenda (slides 4, 5, 6) c) Show the “Save Jakarta” video What are the issues of climate change?
Ask participants, briefly, what did they think of the video (2 minutes only) Show slide 8. Stress that awareness, by itself, will not lead to changes in behaviour (Many people are already aware of environmental issues, but do not take positive action) d) Show the participants slides 10 and 11 ß and ask the question
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Quickly take one response from each group, but do not discuss them Why is ecomapping important? What happens if we do nothing? What do we map? How do we map it? Present your group’s opinions on a poster or mind map
e) Participants work in groups for no more than 15 minutes to answer the questions on slide 12 (Also, ask “What are the wider, real-life issues that ecomapping is helping to address?”) After 7 minutes, ask them to quickly draw a poster Sum up and highlight slide 13 – Tell participants, we must have a vision and work backwards from it Coffee break. Make sure that participants know that they must be back, sitting down, in 30 minutes
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Session 2: Becoming a Green organisation Participants Understanding the connections between actions you do, or do not do: eg: Effects wheels
Presenter a) Explain that effects wheels (slide15) can help us predict consequences, and, therefore, help us plan more wisely. Go through slide 15
Continue this one (in your group)
Talk in your groups, but write answers for your school: In my school, What can I ecomap easily? Who will do it? How will they do it? When will they do it? By when should they finish? How will we know we have been effective? What issues will make ecomapping my school difficult? How can we overcome these issues? Share your answers with your group Someone in your group presents briefly to all participants
Get participants to spend 5 minutes on an effects wheel about doing and not doing Ecomapping.
Get feedback from groups. b) Quickly introduce the session aims (slide 17) c) Take 30 minutes to carefully go through slides 18 to 51 Participants can collaborate in mixed school groups, but have to have responses to the questions for their own school as they watch the presentation. à
Ask participants share in their groups
Each group presents briefly to the whole group Summing up by presenter and outline of the rest of the day Reflection: (slide 52) What sort of country do I want to live in? What sort of planet do I want to live on? What would it look like? Sound like? Feel like?
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Session 3: Ecomapping in practice/Session 4: Planning to be Green Participants After you have had practice at ecomapping, your should prepare a 3-minute talk to inspire members of your school community to take action with ecomapping. You can use a poster, or, if there are laptops and a projector available, 4 to 8 Powerpoint slides. The poster or slides use diagrams or photos and have no more than 50 words on the poster or no more than 10 words per slide In your talk, you must not read slides, but talk from your understanding of how to plan ecomapping in your school. Please read the following rubric carefully, so that you know how to prepare an excellent talk:
Presenter Allow ~60 minutes walking around the school Participants do 3-minute presentation to the whole group Make sure they go over the rubric so that they do good presentations If they have access to computers and a projector, they use Powerpoint - between 4 and 8 slides - no more than 10 words per slide, plus photos - participants do not read slides, but talk from their understanding of their plan. - the talk must be inspiring or poster/mind map to guide presentation if there are no computers The emphasis is on participants talking about what they know or have done, not reading from Powerpoint slides or posters Summing up using the Ecomapping, Adiwiyata and Green School processes Ask participants to complete the Reflection at the bottom of the presentation rubric: The three main things I learned today about ecomapping were: ……..
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Not shown Understanding of ecomapping
Use of graphics
Inspiration
Poor
Satisfactory
Good
You do show any of the criteria
You understand a few issues associated with ecomapping. However, you struggle to make connections between the reasons for doing it and ways of making it happen in your school.
You understand some of the issues associated with ecomapping. You make some connections between the reasons for doing it and ways of making it happen in your school.
You understand many of the issues associated with ecomapping. You talk about the reasons for doing it and ways of making it happen in your school.
You clearly understand the issues associated with ecomapping. You talk clearly about the reasons for doing it and ways of making it happen in your school.
You do show any of the criteria
Your have used diagrams/photos but their meaning is not clear and they do not convey the need to conduct ecomapping.
Your have used diagrams/photos that are relevant to your talk. They provide some support for the need to conduct ecomapping.
Your diagrams/photos are good and relevant. They support your spoken words and support the need to conduct ecomapping.
Your diagrams/photos are powerful and build on each other. They support your spoken words and convey the need to conduct ecomapping.
You do show any of the criteria
You provide some information, but your language, tone of voice and body language is not inspiring. Your talk may be too long.
You provide good information, but your language, tone of voice and body language needs to be more inspiring. Your talk may be too long.
You provide good information, and your language, tone of voice and body language encourages listeners to think about taking action
Your choice of language, tone of voice and body language is to the point, logical and encourages listeners to want to take action
Reflection: The three main things I learned today about ecomapping were: ……..
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Excellent
Day 2 Leadership for sustainable change "We cannot change others – we can only change ourselves" By the end of today, you should be able to: • discuss effective leadership qualities • understand that an effective leader must know where they want to take their followers and be able to share this so that everyone can collaborate to work in one direction • understanding the different ways people think and act • use this knowledge to encourage change in their school • understand that the culture of an organisation may last longer than the members • realise that introducing strategies for mitigating climate change will require a change of a school community’s culture • demonstrate an understanding and belief in the philosophy of climate change to support change in their schools • Plan for effective action as a consequence of new understandings • understand that successful programs require effective management as well as effective leadership. Session 5: Effective leadership Participants
Presenter Regroup – on arrival each person is given a coloured square of paper – same colours sit together. Welcome the participants back, show agenda slides
Re cap 5 Key Points from yesterday 1. 2. 3. 4. 5.
Recap from the previous day – 5 key points – think pair - share activity 2 minutes think alone and write key points, 2 minutes share with the person beside you and 2 minutes combine in the group to come up with 5 key points. Call for points from each group until all have been noted on a flip chart – 4 minutes total Introduce the outcomes for today Remind group of importance of sharing the destination when working with others.
What does it mean to be a leader? How do people become leaders?
What makes people “true” leaders?
Groups consider all the different ways people become leaders. – 3 minutes Ask groups for feedback – 2 minutes What makes people “true” leaders? Lead a brainstorm on chart paper – 5 minutes
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“An effective leader is like …….”
Finish the sentence “An effective leader is like …….” Work in groups – 3 minutes to talk, 2 minutes to feed back Show the Simon Sinek video Sum up that leadership is about selling an idea, therefore, effective leaders need 1. excellent communication skills 2. strong personal belief and commitment (slides 13 – 15)
What do you believe in? How can you ‘sell’ that belief?
What do we believe in? How can we “sell” our belief? Highlight the Steven Covey quote…”Start with the end in Mind” in the ppt.
Role Play Criteria 1. Must be no longer than 3 minutes 2 Everyone must participate 3. Must clearly demonstrate the key points from the talk about effective leadership. Reflection I used to think……………….. Now I think………….
Get participants to role play scenarios that demonstrate effective leadership to lead to innovation or introducing something new based on information gained from the video. Role play criteria. 1. Must be no longer than 3 minutes 2 Everyone must participate 3. Must clearly demonstrate the key points from the talk about effective leadership. Allow 25 minutes for planning and practice Presentations by groups - If they go for longer than 3 minutes, stop them Wrap up – Reflection: I used to think…..now I think …. with regards to leadership personal reflection and then share within your group take one from each group around the room
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Session 6: Leading and managing change Participants Presenter Get participants to re-group, according to the directions on the slide (26) someone they have not yet sat with, different schools, new table, mixed gender. Key Question: Why change? – do not ask for answers at this stage Watch the video
Provocation “How to Start a Movement” – Derek Sivers TED Talks. Ask “What is the key message?” - get responses from groups and individuals (Maybe write on chart paper for later)
Finding the followers… 1 Who could be our first follower? Why? 2. How can you enroll a small group to start a ‘movement’ in your school?
Wrap up. ** Important in the summary, the focus is not on the leader but on the leader’s ability to enroll the first follower because once you have a core of followers then others will join. What are the implications for this approach when introducing change to schools? Reflection time: your current situation who could be your first followers? How can you enroll a small group to start a ‘movement’ in your school?
“Leadership is overglorified” – Derek Sivers
“Leadership is over glorified” – Derek Sivers “We all have the capacity to be leaders. It is not about a position, seniority or status.” World Café learning engagement. 4 table rotations Questions: #1 What are the qualities of an effective leader? How can we share leadership responsibilities? What is the role of the followers in a school? #2 Is change necessary in schools? How can a leader implement change? In relation to raising environmental awareness what can a school leaders/s do? #3 What is environmental awareness (green) leadership?
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How can environmental awareness become a part of the school’s core values? Does your school mission/ vision describe the core values of the school? #4 Can green leadership be devolved to others in the school? (students teachers, community) Who can take on the role of leading for green this action? How can students take on green leadership roles? 10 minute rotations each group records responses to the questions on chart paper for sharing at the conclusion in a gallery walk and for later reference. T Chart Role of the Leader
Roles of the followers
Reflection: Is leadership over glorified? – record personal thoughts in a T chart – role of a leader – role of the followers when implementing innovation – work in groups or alone.
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Session 7: Organisational culture Participants Cultural /Iceburg Complete with examples from your school
Presenter Key Question: What is the culture of an organization? Introduce the Culture iceburg… (reference “iceberg theory”) Give some examples about observable and non observable characteristics shared. (Talk with your colleagues about your own organisation, before the workshop) Ask participants to think of examples, “below the water”, in their organisations/schools (slide 41)
Me…..as a Cultural Being (draw and label)
Tell the monkey story (with slides 42 – 45):
Eight monkeys were put in a room. In the middle of the room was a ladder, leading to a bunch of bananas hanging from a hook on the ceiling. Each time a monkey tried to climb the ladder; all the monkeys were sprayed with ice water, which made them miserable. Soon enough, whenever a monkey attempted to climb the ladder, all of the other monkeys, not wanting to be sprayed, stopped him and beat him up. Soon, none of the eight monkeys ever attempts to climb the ladder. One of the original monkeys is then removed, and a new monkey is put in the room. Seeing the bananas and the ladder, he wonders why none of the other monkeys are doing the obvious, but, undaunted, he immediately begins to climb the ladder. All the other monkeys fall upon him and beat him up. He has no idea why. However, he no longer attempts to climb the ladder. A second original monkey is removed and replaced. The newcomer again
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attempts to climb the ladder, but all the other monkeys hammer the hell out of him. This includes the previous new monkey, who, grateful that he's not on the receiving end this time, participates in the beating because all the other monkeys are doing it. However, he has no idea why he's attacking the new monkey. One by one, all the original monkeys are replaced. Eight new monkeys are now in the room. None of them have ever been sprayed by ice water. None of them attempts to climb the ladder. All of them will enthusiastically beat up any new monkey who tries, without knowing why. AND THAT'S HOW ANY ORGANISATION'S POLICIES/PROCESS GET ESTABLISHED!
Participants individually review the model in the context of their schools and honestly complete examples of obvious culture in the top section and examples of underlying cultures and the way things are done and thoughts and actions in the bottom section - an audit of the current culture within their schools. How is culture developed and how is it sustained. Introduce the slides “That’s the way we do it around here” (reference www.unconventionalleadership.com/.../because-thats-the-way-we-dosee below Share slides of the experiment in ppts – in groups individuals share examples of things that are done in their schools because they always have been but with no founded reason. Facilitator guides connections of this to culture and the bottom part of the iceberg. Ask participants to describe themselves as cultural beings. (Slide 46)
What are their beliefs and values? Give them 10 minutes to draw an image of themselves and the beliefs and values they demonstrate to others.
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What makes them who they are? Who or what has influenced them? Ask them what may they change or like to change as a result of what they have learned in this training so far – add these in a different colour – consider especially taking action to lead others about environmental issues. Ask them to share diagrams with 3 other people 2 minutes for each sharing. Participants think about: How do you build a culture of change acceptance throughout the school? Who needs to be involved in this? Ask for responses from individuals (2 minutes) Ask participants to read document available in BI (5 minutes) Perubahan dan Faktor-Faktor yang diperlukan untuk Melancarkan Proses Perubahan Review factors needed to build a culture of change – http://budipriswanto.com/per ubahan-dan-faktor-faktoryang-diperlukan-untukmelancarkan-prosesperubahan/
Posted on 23/03/2011 by Budi Priswanto Dalam workshop tersebut bapak Alvin Soleh dari KMPlus menyampaikan bahwa perubahan adalah suatu keniscayaan yang perlu untuk selalu dilakukan untuk dapat mempertahankan kelangsungan hidup organisasi bisnis atau perusahaan dalam era kompetisi yang selalu berubah dan sangat dinamis saat ini. Semua organisasi bisnis pasti mengakui pentingnya melakukan perubahan. Namun, pada kenyataannya, masih banyak organisasi bisnis yang tetap tidak bisa berubah atau, kalaupun bisa, perubahan yang dilaksanakan tidak selancar yang diharapkan. Hal tersebut sebenarnya disebabkan oleh tidak adanya faktor-faktor penting yang diperlukan untuk mengkatalisasikan proses perubahan dalam organisasi bisnis tersebut. Apa saja kah faktor-faktor yang harus ada sebagai katalis proses perubahan dalam suatu organisasi bisnis? Yang pertama adalah MOTIVASI. Motivasi memegang peranan yang penting dalam menjamin kelancaran suatu perubahan. Setiap organisasi bisnis yang memutuskan untuk berubah harus memiliki motivasi yang kuat untuk berubah. Tanpa motivasi yang kuat dapat dipastikan perubahan yang akan dilakukan bakal menghadapi tantangan yang oleh organisasi bisnis tersebut dirasakan sangat berat. Tujuan yang besar hanya bisa dicapai dengan bermodalkan motivasi yang kuat. Semakin besar tujuan perubahan yang ingin dicapai, semakin besar pula modal motivasi yang harus disiapkan oleh organisasi bisnis tersebut. Faktor kedua yang perlu ada sebagai katalis proses perubahan adalah TUJUAN. Tujuan yang ingin dicapai dengan melaksanakan perubahan harus didefinisikan dengan jelas di awal. Tujuan yang terdefinisi dengan jelas akan membuat individu-individu di dalam organisasi bisnis tersebut merasa tenang dalam menjalankan perubahan yang diprogramkan.
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Setelah tujuan perubahan yang ingin dicapai organisasi sudah terdefinisi dengan jelas, langkah berikutnya yang perlu dilakukan adalah mengidentifikasi peran dan tujuan dari masing-masing individu dalam organisasi tersebut untuk kemudian menyelaraskan tujuan masing-masing individu dalam organisasi tersebut dengan tujuan organisasi secara keseluruhan. Setelah motivasi dan tujuan, faktor penting yang ketiga adalah RENCANA. Buat rencana perubahan yang akan dilakukan untuk memastikan tujuan yang sudah ditetapkan dapat tercapai. Rencana ini sangat penting karena goal without a plan is just a wish. Yang perlu diingat adalah kita harus menentukan time frame atau deadline dalam rencana yang kita buat terutama apabila yang kita buat merupakan rencana jangka panjang. Tidak menjadi soal apabila setelah kita memiliki rencana ternyata pada saat pelaksanaan terjadi sesuatu yang melenceng dari rencana kita semula karena dengan memiliki rencana kita akan memiliki semacam acuan untuk selalu kembali ke track jika pada fase pelaksanaan perubahan sesuatu terjadi di luar rencana. Faktor keempat yang perlu ada untuk menjamin kelancaran proses perubahan adalah TINDAKAN. Faktor keempat ini lah yang akan menentukan berhasil tidaknya suatu perubahan karena sesuatu hanya akan terwujud karena adanya tindakan. Percuma saja kita sudah memiliki motivasi, tujuan, dan rencana yang sangat bagus jika tidak diwujudkan dalam suatu tindakan. Ada dua hal yang penting yang selalu ada dalam tindakan yang powerful yaitu DISIPLIN dan FOKUS. Tidak ada suatu keberhasilan besar yang muncul tanpa disiplin dan fokus dalam action karena kalau kita menginginkan suatu hasil yang luar biasa maka kita harus menjalani suatu proses yang luar biasa. Faktor terakhir dan terpenting yang diperlukan untuk mengkatalis proses perubahan adalah PENGETAHUAN. Semua faktor yang telah disebutkan sebelumnya harus dilaksanakan dengan menggunakan pengetahuan. Motivasi dibangun dengan pengetahuan mengenai membangun motivasi, tujuan ditentukan dengan pengetahuan tentang menetapkan tujuan yang baik, rencana juga dibuat harus dengan pengetahuan mengenai metode perencanaan yang efektif, dan tindakan harus dilakukan dengan pengetahuan yang diperlukan untuk bertindak. Karena itu tidaklah berlebihan jika pengetahuan dikatakan sebagai faktor paling penting dalam mengkatalis perubahan organisasi. Bahkan sebenarnya pengetahuan merupakan aset yang paling penting dan kritikal dalam suatu organisasi bisnis. Oleh sebab itu maka suatu organisasi yang memahami pentingnya pengetahuan tentu akan memelihara dan mengelola pengetahuan yang ada di organisasi tersebut dengan menerapkan knowledge management. Lalu apa itu pengetahuan? Pengetahuan adalah kemampuan untuk melaksanakan tindakan yang efektif. Pengetahuan didapatkan melalui proses belajar yaitu suatu proses mengubah informasi menjadi pengetahuan. Oleh karena itu, kemampuan belajar merupakan kemampuan yang paling penting. Organisasi yang tidak memiliki pengetahuan superior tapi memiliki kemampuan belajar yang lebih baik daripada organisasi yang memiliki pengetahuan superior pada akhirnya akan memiliki pengetahuan yang lebih superior. Organisasi yang memiliki pengetahuan superior strategis dan memiliki kemampuan belajar yang juga superior akan dapat mempertahankan posisi dominannya dalam persaingan.
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Organisasi pembelajar seperti di atas hanya mungkin terwujud jika setiap individu dalam organisasi tersebut merupakan individu pembelajar. Oleh karena itu, untuk mencapai tujuan perubahan menjadi organisasi pembelajar perlu dilakukan perubahan ditingkat individu dalam organisasi terlebih dahulu. Perubahan yang terjadi di tingkat individu merupakan perubahan kebiasaan atau habit, sedangkan perubahan di tingkat organisasi merupakan perubahan budaya. Dengan memenuhi kelima faktor yang dibutuhkan dalam proses perubahan, maka perubahan akan lebih mudah dilaksanakan. Sampai di sini dulu pembahasan dari saya mengenai faktor-faktor yang mempermudah proses perubahan, semoga dapat berguna bagi anda yang membacanya.
Reflection: • What factors are and are not present in your school? • What needs to be addressed to gain support for environment education practices? Who will lead, who will be the followers?
Reflection: What factors are and are not present in your school? What needs to be addressed to gain support for environment education practices. Who will lead who will be the followers? Ask for responses (5 minutes) Closing Video: Video 40 leadership speeches in 2 minutes (You Tube)
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Session 8: Leading with passion and commitment Participants Presenter “ What is the difference Key Question: between leadership and What is the difference between leadership and management? management? How can leaders and managers work together to How can we lead to action to address support environmental environmental issues? education programmes in your school? Who could take on the roles of either – and it does not have to be adults? “Give a man a fish, and you feed him for a day; show him how to catch fish, and you th feed him for a lifetime.” 19 C British Proverb Discuss the implications for these thoughts when introducing environmental issues to schools and the community.
Show slides 56, 57, 58 & 59 Why do we care about environmental issues? Do not ask for responses – thinking only Groups use Venn Diagrams to show the qualities of a leader and a manager. In the centre show they any common qualities. Post around the room for a gallery walk. Debrief – Is the situation the same for everyone? What were some common thoughts within and between the groups? Share slides 62 & 63 ▪ Leadership is setting a new direction or vision for a group that they follow, ie: a leader is the spearhead for that new direction. ▪ Management controls or directs people/resources in a group according to principles or values that have been established. Provoking question – how can leaders and managers work together to support environmental education programmes in your school? Who could take on the roles of either – and it does not have to be adults? Show the Video – Nickelback – “if Everyone Cared “ – You Tube. So why care? Why do we need to worry about the environment? Groups mind map/ brainstorm or use any form of a visual organiser to show all of the environmental
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issues that we should care about in Indonesia now. Ask - Do we care? Do we care enough to plan for and take action? Video clip form the Philippines “Plastic Bottle Lights” Participants view and then discuss: Who started the action? Who took responsibility to keep it going? Why did it spread and have people willing to help? Debrief – this is an example as to how providing an initial idea and then handing to ownership over the to those who benefit will ensure that environmental issues will be sustained. “Give a man a fish, and you feed him for a day; show him how to catch fish, and you feed him for a lifetime.” 19th C British Proverb Discuss the implications for these thoughts when introducing environmental issues to schools and the community. Wrap up. Reflection: In your group show your key understandings for the day in anyway you wish – draw, poem, rap, song, mime etc Prep time 15 minutes. Presentation time 2 minutes. Say “We can make a difference together” then show the final slide
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Day 3 Planning for Action for sustainable change “Be the change that you wish to see in the world.” ― Mahatma Gandhi By the end of today, you should be able to: • • • • • • • • • •
Identify curriculum topics that can reinforce ecomapping and green initiatives begin to include aspects of climate change education into the regular curriculum. understand the key elements of an action plan understand and discuss common ecomapping issues in schools understand that change requires creativity, bold thinking and action understand that trial and error are essential to creativity model being creative construct an Action Plan for ecomapping your school collect data about ecomapping in your school refine action plans based on school data • finalise your action plan to present to your school community
Session 9: Making it relevant Participants
Presenter Welcome participants. What did we learn the past two days? – presenter writes up to 10 points on chart paper. Movie: Thai soccer team, with de-brief (show slide 5)
Ask – Do you believe you can make a difference? Show slide 7
Ask – What are the challenges? (Biodiversity, climate change, poverty reduction, gender equity, sustainable lifestyle, water, sustainable urbanisation)
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Go through slides 13 – 20, to show an example of mapping a unit from the 2013 curriculum. Stress slide 11 – For education to be effective, we must realise that knowing is not the same as understanding. For example, students might know how the government system works, but that does not mean that the understand democracy Stress slide 14 – we have to understand what the result should be, and work backwards from that
Topik apa yang dapat digunakan untuk ecomapping? – 15 minutes
Participants spend 15 minutes choosing topics from the 2013 curriculum that could be used for climate change education Highlight the goal: Sustainable changes in the behaviour of young people Knowing about climate change is not enough We must teach for understanding Show slides 23 and 24
Stress that students know about rules and cultural norms, but that does not always translate into action because many of them do not understand what ethical behaviour is.
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Show slides 25 – 41 Stress slide 26 – the 2013 curriculum expects students to learn good attitudes. Ask - How do we get students to understand what good attitudes are? (Do not wait for answers)
à good attitudes are essential, but traditional classrooms only help students know what the rules are. They do not help students understand what it means to be a good person. Show slides 43 and 44 – leave slide 44 on the screen 1. Choose 1 topic 2. Find the Basic competencies 3. Turn them into questions, with some high level questions (20 minutes)
Participants choose topics from the 2013 curriculum
Recap: Ask participants for feedback (do not let anyone say it is too hard – if they do not start, it will not happen. It is better to keep trying, and learning from the results, than to not try) Tell the participants – We can change the behaviour of young people by modelling and teaching them to think (by presenter) We can change the basic competencies into good questions
Reflection: If we make our curriculum relevant to ecomapping Strengths
Opportunities
Reflection: SWOT analysis of making the curriculum relevant to ecomapping
Weaknesses
Threats
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Session 10: Who is responsible? Participants Presenter Show the video “One step at a time” Watch the video “One step Ask participants to write down three interesting points, as ahead” List three (3) they watch. interesting points from the video:
Get individuals to share one of their points – don’t repeat Sum up: Our goal is “Sustainable changes in the behaviour of young people” We plan to reach it one step at a time” Stress that often, we have to retrace our steps. Go through slides 50 -59
In your groups, consider the following points: What needs to change in my school?
How can we change it? Who will lead the change, and who will help?
Participants spend 60 minutes filling out the table in their workbook for their organisation/school. (P16 in the workbook, questions on slide 60) They can help each other in their group, but everyone must prepare their own response. Get feedback from some of the individuals (slide 61)
By when will we do this?
How will we know we have achieved sustainable change?
Common Issues
Reflection: Who can help me achieve my goals? How can they help?
Discuss, with the whole group, the common issues that the participants have (slide 62) Ask for solutions as well as issues
Sum up Participants complete their reflections
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Session 11: Creative thinking for change Participants Presenter Re-grouping – Ask participants to think about “How creative are you?” Ask them to form a line of most creative to least creative (How they decide is up to them) Form groups by choosing 1 from each end and 2 from the middle for groups of four (or 2, 2 and 2 for groups of 6 De-brief: Explain that it was a fun thing, and was about perception only We are all creative, but schools and society often have us believe we are not If Indonesia becomes sustainable, What would it - look like? - sound like? - feel like? Think about it on your own, then discuss in your groups. Watch the Sir Ken Robinson video What does it mean to be creative? Share with your group
Watch the Sir Ken Robinson video Ask “What does it mean to be creative?” Talk groups, then share Show the meanings on slide 70. Show slides 71 & 72 Participants have 1 minute to draw a picture of a house – Share in groups. What is similar about the houses? What is different? Take some quick responses from groups
Draw a picture of a house – 1 minute Share with your group. What is similar about your houses? What is different? Do a better drawing, for 10 minutes How is this better?
Watch the “Deadlines” video What does this tell us about creativity?
Participants do a better drawing, for 10 minutes How is this better? Why? Take some quick responses from groups Watch the “Deadlines” video Ask “What does this tell us about creativity?” Get responses from individuals. Go through slides Tips for teaching creativity, how to discourage creativity. (Slides 76 – 91) Tell participants to look for PMI – points that are “Plus”, “Minus” and “Interesting”
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Ask – “What can we do to foster creativity?” and show slide 93 What do we do that discourages creativity? How are we risk takers? How can we help our students be risk takers?
Ask – “How are we risk takers? How can we help our students be risk takers?” and show slide 94 Show the “Mr. Bean” video – Ask – “How was he being creative?” Show slide 96
Watch the “Mr. Bean” video – list three (3) main points from it
Ask – “What is the meaning of this quote?” Explain that creativity does not happen first time, “by magic”. Creativity is the result of trying things that probably go wrong, and using the results to improve.
Show slide 97 Ask individuals their thoughts and feeling about being creative. Give participants 5 minutes to complete the reflection in their workbook. Reflection: What are 3 things I can do right now to be more creative?
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Session 12: Putting it all together Participants Presenter Re-group in groups of 4 or 6. Participants from the same school/organisation should sit together. With the help of your group, use the EMAS Easy guide to decide how (and who) will data be collected at your schools
Issue
How will data be collected? (When?/How often?)
Who will collect the data?
Participants work in groups to analyse the EMAS Easy guide and decide how (and who) will data be collected at their schools. Walk around to monitor and support groups. Make sure each group has something written in each cell of the table before 20 minutes is up.
Sekolah secara umum Air & Limbah Cair Tanah & Kontaminasi Kimia Energi
Sampah (Waste) Polusi Udara Resiko
Now, Finalise your draft Action Plan to present at your school!
Participants use this work, and the work from Session 10 to draft an action plan for their school. After 30 minutes, stop the participants, and get feedback from individuals about how they are going.
Draw a poster to show how your learning will help ecomapping of your school Final Reflection: 3 things I will do to make sure that ecomapping happens in my school are: 1. 2. 3. " Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek.” - Barack Obama
Participants spend 10 minutes refining their Action Plans Participants, individually, have 15 minutes to make a poster about the 5 main issues they want to change in their school Participants do a 5-minute Gallery walk Allow 5 minutes to complete Final reflections. Sum up, by asking each group what they intend to do at their school/organisation. Thank the participants for their engagement and work. Show slide 106, then slide 107
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