TOTOS SEEP Grant EE/ESE Program Descriptions

Sustainability and Environmental Education for Pre-Service (SEEP)

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Name(s) of instructor(s)

Molly Lawrence

Name of university

Western Washington University

Level of preparation for the program being described: elementary, middle school, high school (or combination)

Middle school & high school

University course number

SEC 532; SEC 432;

University course title

Curriculum and Instruction in Secondary Schools; Instruction in Secondary Schools – Methods II

University course catalogue description

532 – Planning & development of curriculum. Advanced study of curriculum design, instructional strategies, unit planning and lesson design. Emphasis on current studies and trends. Introduces methods to infuse multicultural perspective into instruction and the use of multicultural educational resources. Independent research.

432 - Develop professional practices that align long term planning with assessment strategies. Develop unit plans and collect evidence of student learning through formative and summative assessment. Articulate that planning and assessment are linked to: classroom and time management; differentiating instruction; problem-based learning and culminating projects; and, community contexts.

Objectives of this specific EE-ESE project

(big ideas are fine)

At the outset of this experience students should be able to frame curriculum and instruction in ways that are responsive to issues of the world today and students’ experiences and cultures.

Description of the experience(s) the pre-service teachers had to learn EE-ESE strategies

(This is the main, detailed description. Please include enough detail so someone else will know what you did.)

Engagement in process of creating year long curriculum documents and curriculum materials. Students were asked, in their development of long term planning documents (like scope & sequences & unit/assessment plans) to identify what it is that really mattered in the world today. They were then asked, using principles of Understanding by Design, to frame year long content around essential questions and enduring understandings that took what really mattered into account. Students found incredible ways to use required content to allow their students powerful explorations of questions and ideas that really mattered, many of which related to issues of sustainability.

Materials/equipment needed for the pre-service teacher experience (include technology that may have been used)

NA

Were preK-12 children involved? (Yes or no). If yes, describe their involvement and ages.

No.

Was this an indoor or outdoor project (or both)?

Describe the setting.

Indoor.

Were other subject area professors involved? Yes or no. If yes, what subjects were integrated? How?

This was a secondary education class, so students in the class were from all disciplines, including science, math, social studies, foreign language, English, music, art, physical education, etc.

Were there community/ agency/institution partners? Yes or no. If yes, how was the partnership structured?

Not this time, but there will be later.

How was the program evaluated? What did the pre-service teachers have to say?

Student products and reflections on these experiences were utilized.

Other?

If another grant was written to support your EE-ESE work, what types of things would you hope to accomplish?

I would hope to find ways to incorporate similar approaches into the science methods course as well as finding ways to take what we’re doing and be integral to a public school classroom, responsive to their needs while finding ways to support teachers in their quest to make learning relevant and foster deep and meaningful student learning.

Thank you!