Future Education To help students think about what will happen in the future and to want to help make it better.

Future Education

To help students think about what will happen in the future and to want to help make it better.

Solo in Nature

To get students closer to the natural environment and to help them create links with elements of that environment

Solving Environmental Problems

To show students problems on the field and to give them the opportunity to take on an environmental action

Environmental Values Education (continuum)

To have students reflect on their behaviours and values

To have them hear about values and behaviours of others

Outdoor excursion using our 5 senses (sensorial

approach) To have students

connect with elements from their natural surroundings.

To help them become better observers.

Reading Environmental Stories

(about natural elements)

To have students appreciate nature

The reading of success stories (stories that tell of environmental

successes)

To give them the incentive to undertake an action

Urban Sustainability Education

(visit and critisize your town in order to transform it) To make students

understand the concept of sustainability, develop critical and creative abilities. To give them the chance to do an environmental action.

Participatory Rural Appraisal (different techniques: mapping, seasonal

calendar, transect…)

To help citizens see their surroundings, to share their opinions about it and to undertake actions

Role Playing (with people involved in a local

environmental conflict)

To have students study a local problem so as to understand the complexities of environmental problems

Modeling (the teacher demonstrates environmental

actions and values)

To be an example and to show students that environmental behaviours can be done

Critical Approach (have students criticize articles or texts on

environmental subjects)

To help students learn how to analyse the sources of an article, its bias, etc.

The Socioconstructivist Approach

To help students build environmental knowledge rather than give it to them

Bioregional Approach (map an area, analyse the uses of it’s

resources…)

So that students can appreciate their area and it’s characteristics

So that they can take charge of the uses of local resources

Reflexive Approach (example: have students write in a reflexive

journal on a subject relating to the environment)

To make them reflect on their way of life or their emotions towards the environment

Teaching by Project

So that students can choose, plan and accomplish a personal or group project

Experiential Learning (do an activity outside and reflect on your

experience)

To realise what’s really going on in one’s own life or in one’s own region

Environmental Audit (research in your area to identify its

resources or energy used)

To realise what’s happening and to make better plans for the use of resources and energy

Esthetic Education (walk through an area to evaluate its

esthetic aspect)

To become aware of the quality of life in your town and to develop the will to act

Case Study (analyse an environmental problem without

necessarily taking action)

To become aware of environmental problems and to gain knowledge