Orientation- to Introduction section of 

 the Teacher Manual – Sections and Content 

(Ideas to include for us to brainstorm – please add to this)

Who is working on this: Mandy, Sophie and team

 

Notes on content to the Introduction Manual Section:

  1. General comments on purpose VMA of Introduction
  2. Contents-Outline of the Introduction Section
  3. Timeline to complete sections
  4. Resources-references for this section of the manual

We will write this draft towards the end of the first round so it can better reflect the contents-all voices included

——————————————————————————————————–

 

  1. General comments on purpose VMA of Introduction for manual developers

 

The purpose of the introduction is to welcome and orient the reader-user to the manual.

 

  1. Contents: Outline of the Teacher Manual Introduction
  • What is Education for Sustainability Curriculum (or whatever we are going to call it 😉
  • Why are we creating a teacher’s manual? (responding to a demand-need)
  • What do we hope it will achieve? (vision? goals?)
  • What led us to develop the manual? (what is its development history and future?) 
  • Who- is directed to ?
    • Educators-teachers -facilitators
    • Schools admins
    • Homeschooling community
    • Self educators (youths)
    • Informal education…(erasmus-youth exchange etc.)
    •  
  • Orientation-what’s in the manual layout…sections…
  • How can the manual and curriculum be used? (this is a lead into the next section Pedagogy)

 

  1. Timeline:

In some way this part should be written last- at least rewritten with the rest of the manual written. But we can start putting ideas down that could be included into the contents, developing the layout and flow later. Mandy will work with Sophie to develop this section in sync with the next (Pedagogy) so there is elegant flow. The content will be present here is draft form for everyone to review and comment.

 

  1. Resources-References  for this Section of the Manual: 

To provide references, more detailed resources, quotations reference sources, footnotes-links in the text. These are for our reference and can be included at the end of  this section or in the Resources section of the manual or both as we see fit.

 

Draft 

INTRODUCTION and  WELCOME 

to the Teacher Manual Sections and Content 

(Main Concepts and Content by Section)

 

What is the Education for Sustainability Curriculum 

(or whatever we are going to call it 😉

  • Welcome (setting the tone)
  • What this is-sharing and empowerment
  • What it is not -telling teachers schools what to do
  • Main layout (more on this later)

 

Why are we creating a teacher’s manual? (responding to a demand-need)

  • The demand we are hearing for easy accessible material
  • The need for systemic change in education and the world

 

What do we hope it will achieve? (vision? goals?)

  • Empower and involved all parties involved in education
  • Useful now but dynamic and growing manual
  • Cross pollinate with other resources and movements
  • Inspire collective change

 

What led us to develop the manual?  (storyline- development history and future?) 

  • How did it start
  • How was it developed (the means are the ends)
  • Where would we like it to go

 

Who- is directed to- why and how ?

  • Educators-teachers -facilitators
  • Schools admins-education policy decision makers
  • Homeschooling community
  • Informal education…(Erasmus youth workers, summer programs ect..)
  • Self educators (youths)

 

Orientation- what’s in the manual layout…sections…

Go through each section with a brief description- not necessarily in this order

  • Pedagogy 
  • Case studies
  • Resources
  • Guide to online environment
  • Guide to Five dimensions

 

How can the manual and curriculum be used? 

(this is a lead into the next section Pedagogy)

The means are the ends- how we teach and where we teach is what we teach

 

RESOURCES:  

Inspiring resources:

Gaia 

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