Section outline

  • Description:
    In this module, you will explore several tools to support you in managing conflict if and when it arises during controversial environmental issue investigations.

    Objectives:
    After completing this module, you should be able to:
    • Understand the benefits of group agreements for investigating controversial environmental issues with learners. 
    • Explain the benefits of discussion in exploring controversial environmental issues with learners. 
    • Identify strategies for diffusing conflict during issue exploration. 
    • Explain why a trauma-informed approach can support students during issue investigation. 

    Estimated Time for Completion:
    4 Hours

    Benchmark Assessment:


    Module 4 Tasks

    • Students must
      Mark as done
      Setting the Stage: Creating Agreements for Exploring Environmental Issues and Topics

      “Norms [or group agreements] are a set of agreed upon standards that provide clear expectations for classroom behaviors and interactions. Norms act as guidelines for classroom discussions.” Norms or discussion agreements can help clarify the expectations for students in how to handle disagreements. Note: The resource selected below uses the term norms. The Beetles Project noted that they chose to use the term agreements instead of norms because norms can imply one normal/accepted way to participate in discussions. This can lead to marginalization of learners who don’t identify with the assumed “normal” culture, which is typically white (Solomon, et al., 2005). Group (or community) agreements can shift the culture to be more inclusive, deliberately highlighting different acceptable ways of being and acting, and placing value on hearing and integrating different perspectives. 

      TASK 1: Read pages 1-4 of “Leveraging Norms for Challenging Conversations." In your course journal, generate a list of sample group agreements that you might be helpful for engaging in challenging discussions with your learners. Be sure to consider the age of your learners and make sure the terms and phrases you list are ones they would understand. What process would you use to generate or adopt the agreements? 


      Additional Resources: 

    • Students must
      Mark as done
      Utilizing Discussion

      “Discussion formats, thinking routines, and learning strategies help provide structure so conversations don’t go too far off the rails, ensure students listen to one another, use reliable sources, and consider different perspectives and ideas.” (You want to teach what?, Harvard Graduate School of Education) 

      TASK 2: Think about discussions you’ve been in when you have felt comfortable participating and when you haven’t felt comfortable participating. In your course journal, answer the following questions: 

      • What strategies are helpful for you when you are participating in a discussion? 
      • What strategies might help learners to participate? 

      TASK 3: Watch the “Importance of High Quality Discussions”. In your course journal, write a short one paragraph reflection to answer the following questions:
      • How comfortable are you in incorporating high quality discussion? 
      • How can incorporating more opportunities for discussion throughout your instruction might be beneficial and/or challenging? 


      TASK 4: Read the “Facilitating Effective Group Discussions” from Brown University. In your course journal, write a one-to-two paragraph reflection on the following questions:
      • What things do you already consider when planning a discussion with learners? 
      • What questions might help you plan or evaluate a discussion in the future? 

      TASK 5: Read the Discussion Map from the Beetles Project. Using the discussion map, write a series of questions to help your learners discuss an environmental issue or topic of your choosing.


      TASK 6: There are many discussion routines that can help support exploring environmental issues and topics. Select and read one of the discussion resources below. In your course journal, select one discussion routine you might use to help explore an environmental issue or topic and describe why you would use it.

    • Students must
      Mark as done

      Facilitating Hot Moments in the Classroom

      Even when we prepare for a discussion, sometimes, as educators, we might need to intervene in a discussion.

      TASK 7: Read pages 3-4 of “Facilitating Hot Moments in the Classroom”. In your course journal, reflect on which 2-3 strategies would be most effective for you.
    • Students must
      Mark as done
      Using a Trauma Informed Approach

      Climate change and other environmental problems, such as wildfires, floods, droughts, and hurricanes, can cause trauma and trauma-related mental health reactions particularly for those experiencing those natural disasters. Additionally, anxiety, anger, and hopelessness about the future impacts of environmental issues can have significant impacts on mental health. Using a trauma informed approach to learning can be helpful for all students. 


      TASK 8: Read “Climate Mental Health” from the CLEAN Network. In your course journal, reflect on how you can intentionally bring some of the strategies mentioned into your instructional practice.

    • Submit Module 4 Course Journal Assignment
      Opened: Thursday, 9 November 2023, 12:01 PM
      Students must
      Mark as done

      Submit your complete Module 4 Course Journal.

      • View scoring guide>>
      • You may upload a Word document or submit a link to a Google Doc. If you submit a link to a Google Doc, adjust the sharing settings so that it can be viewed by anyone with the link. Click the blue Share button in the top right. A new box will open, under Get Link, select 'Anyone with the link'.