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EFDN - Active Citizenship
- 1. ACTIVE CITIZENSHIP Working and Growing together in a Global Village Jeremy Black Geoff Groholski Heather Reid
- 2. WHAT IS ACTIVE CITIZENSHIP? Character education: values/promotes caring, respect, empathy Choosing an issue that is important to the group (democracy in the room) Visioning, researching, acting, and re鍖ecting Not a linear experience Research into root causes, multiple perspectives, and stakeholders Meaningful engagement Promoting students to think locally and globally
- 3. WHY DO IT? Experiential (cater to different learning styles) Authentic, relevant , meaningful opportunities and for taking responsibility Can creates relationship between the people in the school and the wider community Increases likelihood that students will engage in future action projects Values cultural diversity
- 4. WHY DO IT? Can be multi-disciplinary although it is often embedded within social studies Follows a problem-based approach (you identify a problem and actively seek a realistic solution) Covers the three broad areas of curriculum: life-long learning, social responsibility, and engaged citizenship Promotes metacognitive thinking skills and has been correlated with increased cognitive achievement
- 5. CATEGORIES OF CITIZENSHIP 1. Justice-oriented: Seeks out and addresses areas of injustice (gets involved in social movements) 2. Participatory: Organizes community efforts to care for those in need 3. Personally Responsible: Volunteers, recycles
- 6. STEPS FOR TAKING MEANINGFUL 1. ACTION Describe a good citizen: What does it look, feel, sound like? 2. Raise awareness: Have students document issues they see around them (internet, the news, school) Generate a list in the classroom 3. Class will choose an issue: Class will democratically choose the issue from the generated list and state the problem to addressed 4. Build Motivation: Research, create an individual written/visual response to the question Why care?
- 7. STEPS FOR TAKING MEANINGFUL ACTION 5. Form the group: Groups will be decided based on using the categories of citizenship OR based on similar interests 6. Investigate: 5Ws/how, information needs (resources), categorizing causes, explore options for possible solutions and potential consequences of those solutions 7. Make a plan: De鍖ne parameters (develop timelines, deciding and de鍖ning roles and responsibilities of the group, revise as necessary) 8. De鍖ne Success: Choose a goal for success that is realistic, constructive, appropriate, and motivating
- 8. STEPS FOR TAKING MEANINGFUL ACTION 9. Identify Barriers: Identify barriers and then devise methods to deal with them 10. Teach Skills: Decide what skills and knowledge students need to complete the project, which you may have to teach them explicitly 11. DO IT!!!: Check in with your action plan and continue to revise Have students write re鍖ections (i.e. Why do you think you are an effective group member? What do you think you could do differently?)
- 9. TIPS 1.Take only Positive Positions: Saying what you are for not against 2. Listen to all Peoples Views: Facilitate deliberative dialogue amongst students (listen to all views/alternatives) 3. Avoid Stereotyping: Do not lump individuals into a category 4. Accept Responsibility: Make sure students know that there will be no blaming the others if there is a lack of success
- 10. 5. Be Persistent: TIPS Remind students that complex issues take time. 6. Act: Micro-movements are better than no movements 7. Assessment Ongoing 8. Celebrate Celebrate milestones along the way to maintain motivation
- 11. EXAMPLES OF ACTION Direct Action: Supplying schools around the world (project love) Building awareness in the school Adopting a salmon stream Indirect Action: Fundraising to help build a school (www.freethechildren.com) Helping to reduce blindness in Nepal Writing for the local newspaper
- 12. ACTIVITY 1. Turn and Talk: At your tables, you have 1 minute to discuss with your colleagues the pros and cons to implement this model of learning? 2. Turn and Talk: Do you think this is a more progressive or more orthodox approach to teaching?
- 13. FINAL ACTIVITY 10 x 10 Challenge (www.freethechildren.com)
- 14. REFERENCES Burgess, T., (2003). Engaging students in sustainable action projects: workshop participant guide. Case, R., Falk, C., Smith, N., Werner., (2004). Active citizenship: Student action projects. Vancouver: The Critical Thinking Consortium Ponder, J., Lewis-Ferrel, G. (2009). The butter鍖y effect: The impact of citizenship education. California: Heldref
- 15. CHALLENGES OF ACTIVE CITIZENSHIP Lack of control Not enough clarity or guidelines on how to implement active citizenship Not enough teacher training Classroom organization Physical organization of schoolslack of systematic support Meeting curricular policies Effective time management for the teacher and student (hard to complete in 50 minutes) Con鍖ict with teacher pedagogy and beliefs on teaching Learners having dif鍖culty generating questions of inquiry Learners having dif鍖culty with transforming data
- 16. CHALLENGES OF ACTIVE CITIZENSHIP Learners having dif鍖culty constructing a logical argument Learners struggling with sustaining their motivation with the inquiry Not enough accessibility to technology Increase of political pressure to meet learning outcomes Can only cover depth not breadth of the curriculum Teachers not showing their full expertise A fear of fundamental concepts would be left out Students restrict the different teaching styles--if students are given power in the learning environment then they may put the pressure for the teacher to control them again Assessment dif鍖cult in knowing/testing students factual knowledge