DOCUMENT RESUME

ED 065 324 SE 014 299

TITLE A Guide to Planning and Conducting EnvironmentalStudy Area Workshops.

INSTITUTION Department of The Interior, Washington, D.C. NationalPark Service.; National Education Association,Washington, D.C.

PUB DATE 72NOTE 55p.AVAILABLE FROM National Education Association, 1201 16th Street,

N.W., Washington, D.C. 20036 ($2.25, Stock No.191-05994)

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Administrator Guides; *Design Needs; *Environmental

Education; *Guidelines; *Planning; Program Content;Program Development; Workshops

IDENTIFIERS Environmental Education Project

ABSTRACTDeveloped cooperatively by the National Education

Association and the National Park Service, this guide may be usefulin designing and conducting workshops to help teachers developenvironmental education programs using resources to be found outsidethe school. Specifically, it considers workshop design variables, thedesign process, workshop content, and workshop outcomes. Designvariables include general goals, human and natural resourcesavailable, site capabilities, and other factors. The design processgives systematic direction to the designers of the workshop, helpingthem shape general goals into specific objectives and to selectactivities based upon sound principles of learning and groupinteraction. Content encompasses the knowledge, skills, and attitudesthe workshop seeks to develop, as well as the issues that come upduring the workshop and the procedures involved in implementing thedesign with real-life people. Outcomes vary according to the designvariables, process, and content. Crucial to the outcome arecontinuing dialogue and follow-up to ensure ongoing commitment toenvironmental education. Sample materials and forws, charts, anddrawings supplement the information together with an appendix ofactivities and selected references. (BL)

I II

U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY

0 a guide to planning and conducting

enviP011

studyareaworkshops

ENVIRONMAN, representing man's interrelationship with thetotal environment, is a recognized National Park Service

symbol associated with its environmental education programs.

A Guide to Planning and ConcludingEnvironmental Study Area Workshops

developed cooperatively byNational Education Association

and

National Park ServiceU.S. Department of the Interior

National Education AssociationWashington, D.C. 20036

Availability:

National Education Association1201 16th Street, N.W.Washington, D.C. 20036Attn: Gordon Felton$2.25 per copy

This material prepared for the National Park Service,U.S. Department of the Interior; published 1972.

Library of Congress Catalog Card Number 72-83859NEA Stock No. 191-05994

CONTENTS

FOREWORD 3

George B. Hartzog, Ir.

ENVIRONMENTAL EDUCATION 4

Donald E. MorrisonJim A. Roady

ACKNOWLEDGMENTS 5

CHAPTER I. INTRODUCTION 6The NESA Program 6Purposes 7

CHAPTER II. ASSUMPTIONS ABOUT LEARNING AS GUIDE-LINES FOR DESIGNING ESA WORKSHOPS 8The Assumptions 8The Guidelines 10

CHAPTER III. PRE-WORKSHOP ACTIVITIES 11

Organizing the Steering Committee 11

Functions of the Steering Committee 11

Developing the Workshop Design 12

Selecting Workshop Participants 12

Selecting the Workshop Site 12

Making Workshop Arrangements 13

Planning Follow-Up Action 15

CHAPTER IV. THE WORKSHOP DESIGN PROCESS 17

Step 1: Defining Goals and Objectives 17

Step 2: Brainstorming 17

Step 3: Determining Limiting Factors 18

Finances 18Technical and Human Resources 18Time 19

Step 4: Selecting Workshop Activities 19Step 5: Sequencing Activities 20Step 6: Providing Support Systems 21

Step 7: Developing a Workshop Schedule 21

Summary 21

CHAPTER V. CONDUCTING THE WORKSHOP 23Registration 23Sleeping Rooms 23Meeting Rooms 25Seating Arrangements 25On-the-Spot Support 25Start-Up Activities 25Instructional Activities 25Refreshments 28Recording the Sessions 28Difficult Situations 28Evaluation 28Summary 32

CHAPTER VI. WORKSHOP FOLLOW-UP 34Summary 36

APPENDIX A. START-UP ACTIVITIES 37

APPENDIX B. INSTRUCTIONAL ACTIVITIES 39

APPENDIX C. MODEL WORKSHOP DESIGNS ao

APPENDIX D. NESA WORKSHOP SCENARIO 45

SELECTED REFERENCES 49

I'

t

FOREWORD

Environmental education, by its very nature, is acooperative venture involving all segments of hu-man society. Areas in which a unity of effort prom-ises great return are formal education and resourcemanagement.

Natural and cultural resources such as thoseconstituting the National Park System afford the ed-ucator a new teaching opportunityone wherethe processes of natural and social environmentcan be studied. Involvement of the surroundingschool community in resource areas broadens thehorizons of managers, teachers, and students.

As cooperation between educators and resourcemanagers develops, other segments of society be-come interested and exciting opportunities for par-ticipation and service emerge. Joint ventures of thekind this guide seeks to facilitate carry a potentialfor enriching human awareness that is beyond ourpresent abilities to predict.

The objective of the NESA program is to offer amethod through which educators may act in con-cert with nearby resource managers to establish

sound environmental education programs. The Na-tional Park Service, through its NEED (National En-vironmental Education Development) materials, of-fers one way the existing curriculum of any schoolcan be used in this effort.

It is my hope that this guide, a cooperative pro-ject of park specialists and educators, will be usedw:dely at a variety of sites to produce new pro-grams, techniques, and philosophy. The measure ofits effectiveness will be the development by stu-dents of their own personal synthesis of learningand living. The future of parks, of schools, perhapseven of man, rests on the outcome.

George B. Hartzog, Ir., Director,National Park Service

ENVIRONMENTAL EDUCATION

The quality of man's environment continues tobe a primary concern of the American public. Ef-forts are being directed toward pollution abatementthrough legislative and regulatory channels of gov-ernment at all levels. This approach is necessary,but a successful solution to our environmentalproblems requires much more. What is needed isan aware and enlightened citizenry equipped witha basic understanding of environmental problemsand the knowledge, skills, and motivation to solvethem.

Recognizing education's important role in thearea of environmental quality, the 1970 N EA Repre-sentative Assembly established a Task Force on En-vironmental Education to develop guidelines forappropriate curriculums to be used in developingenvironmental education programs.

The Task Force report, which was endorsed bythe NEA Board of Directors and by the Associationof Classroom feachers Executive Committee, Advi-sory Council, and Representative Assembly, wasadopted for implementation by the NEA Represen-tative Assembly on June 30, 1971. In part, the reportstated:

It is imperative that man, wherever he lives,comprehend that his welfare k dependentupon understanding the effect of human de-cisions on the complex interrelationships thatsustain natural processes. Man must be taughtto manage these relationships properly. Thereis a vital need for an educational approachthat effectively assists man in understandinghis relationship to the total environment. Thisnew approach, designed to teach citizens ofall ages, is called 'environmental education.'

To be effective, environmental education mustbe related to the total curriculum and must be a re-sponsibility of teachers in all disciplines. The inter-disciplinary nature of environmental educationmakes it an ideal vehicle for meeting students' and

4

LJAMEUrrs-

- ;....-.

teachers' demands that education focus upon is-sues that are vital and contemporary.

Teachers will need resources that extend beyondthe classroom and are not common to most in-structional programs. What follows is a guide to de-signing and conducting workshops to help teachersdevelop environmental education programs usingthe resources to be found outside the school.

It is hoped that this guide will assist teachers inmeeting the challenge all citizens faceproviding aquality environment.

Donald E. Morrison, president,National Education Association

Jim A. Roady, president,Association of Classroom Teachers

ACKNOWLEDGMENTS

This guide was developed by the EnvironmentalEducation Project with the assistance of the Associ-ation of Classroom Teachers, National EducationAssociation; NTL Institute for Applied BehavioralScience, associated with the National EducationAssociation; and National Park Service, U.S. De-partment of the Interior.

The following individuals participated in the de-velopment and conduct of the four experimentalworkshops and contributed their time and ideas tothe preparation of the guide:

Environmental Education ProjectJoseph T. Howard, director

Dennis A. Vinton, consultant

Judith E. Goldstein, program assistant

Saundra Hagans, secretary

Howard E. Lamb, consultant, NTL Institute forApplied Behavioral Science

NEA Staff CommitteeAlice B. Cummings, assistant to the executivesecretary, Association of Classroom Teachers

Glen E. Robinson, director of Research, NEA

John D. Sullivan, director of Communications,NEA

D. Richard Albertson, director, Center for Edu-cational Systems, NTL Institute for Applied Be-havioral Science

National Park Service,U.S. Department of the Interior

Vernon C. Gilbert, chief, Office of Environ-mental Interpretation

Hugh Bell Muller, NESA coordinator

James R. Pepper, environmental educationspecialist

9

William Featherstone, Roy Graybill, Paul

McCrary, Alan Mebane, Grant Petersen, RogerRogers, Gerald Sielaff, William Taylor, JohnTyers, Richard Youse, regional environmentaleducation specialists

Appreciation is also extended to the resource man-agement personnel, resource persons, teachers,and administrators from the following National ParkService areas and school systems who pooled theirtalents and experiences to provide invaluable assis-tance as participants in the environmental studyarea workshops conducted by the EnvironmentalEducation Project.

Montgomery County Public Schools andChesapeake and Ohio Canal National Histori-cal Park (Maryland)

Del Norte County Unified School District,Humboldt County Schools, and Redwood Na.tional Park (California)

St. Louis Public Schools and Jefferson NationalExpansion Memorial National Historic Site

(Missouri)

Maryville City Schools, Sevier County Schools,Knox County Schools, Tremont EnvironmentalEducation Center, and Great Smoky Moun-tains National Park (Tennessee)

Special thanks are extended toEugene Ezersky of Educational Facilities Labor-atories, Inc., who assisted with planning andprovided input on facilities at all workshops.

Richard Saul Wurman of Murphy Levy Wur-man, who provided many stimulating ideasand assisted with instruction.

Gabriel H.L. Jacobs of the Montgomery Coun-ty Public Schools, who provided the C&OCanal Inquiry Sheet and other valuable assis-tance.

Ann K. Kurzius of N EA Publishing for her edit-ing of the manuscript.

5

CHAPTER I

INTRODUCTION

During the 1971-72 academic year the NationalEducation Association and the National Park Serv-ice of the U.S. Department of the Interior conduct-ed a cooperative project. Its primary purpose wasto develop this guide to designing and conductingworkshops in environmental study areasboththose administered by the National Park Serviceand other similar sites throughout the country. Toachieve this goal, the Environmental EducationProject designed and conducted four experimentalworkshops, focusing on the rich resources of theNational Park Service's National EnvironmentalStudy Areas (NESA's) and those of the surroundingcommunities.

The workshops were held at Great Falls Park,George Washington Memorial Parkway, Potomac,Maryland; Redwood National Park, Crescent City,California; Jefferson National Expansion Memorial,St. Louis, Missouri; and Tremont Environmental Ed-ucation Center, Great Smoky Mountains NationalPark, Tennessee. Both classroom teachers and per-sonnel from the Park Service and other national,state, and local resource management agencies par-ticipated.

The NESA Program

The National Environmental Study Area (NESA)program is a cooperative venture of the U.S. De-partment of the Interior, the U.S. Department ofHealth, Education, and Welfare's Office of Educa-tion, the National Education Association, and local

6

educational communities. Study guide materials de-veloped by the National Park Service and the Na-tional Education Association are designed to beadapted to the regular curriculums of interestedschools. The NESA program provides environmen-tal learning experiences that make use of both thecultural and the natural worlds. It aims to help stu-dents relate to their world by (a) introducing themto their total environmentcultural and natural,past and present, (b) developing in them an under-standing of man's use of his resources, and (c)equipping them to accept a responsible and activerole in the world they are shaping and beingshaped by.

NESA's vary. The primarily natural ones exemplifythe elements, forces, and balances from which manis made and from which he builds his cities, so-ciety, and culture. In NESA's that are primarily cul-tural, the cultural significance generally springs fromidentifiable natural factors, such as a rise of groundthat made a good battlefield or a landing site alonga river that grew into a gateway to an interior re-gion. In these sites students learn to recognize boththe effect of the environment upon man's develop-ment and man's effect upon his environment. Theybecome aware that the environment and the indi-vidual are actually an indivisible whole.

The NESA guidelines, outlined in the publicationMan and His Environment: An Introduction to Us-ing Environmental Study Areas (see Selected Refer-ences), provide the framework within which eachlocal area can develop a program to meet its needs.

The NESA program is interdisciplinary, man-cen-tered, and based on the five environmental strands:variety and similarity, patterns, interaction and in-terdependence, continuity and change, and adap-tation and evolution. These strands and the NESAsites that exemplify them are not a "subject" to beadded to the teaching load. The strands are con-cepts with broad applicationorganizing elementsthat can reveal interrelationships throughout theenvironment. They can be applied in art, music,mathematics, history, social sciences, and com-munications. The more they are used, the richer aresource they become.

For further information about the NESA program,write to the NESA Coordinator, Office of Environ-mental Interpretation, National Park Service, Wash-ington, D.C. 20240.

Purposes

The purpose of environmental education is tofoster awareness of man's place in his environment.The purpose of an environmental study area work-shop is to facilitate commitment to ongoing envi-ronmental education by having teachers, resourcemanagers, and environmental specialists explorethe cnvironmental study area as a learning labora-tory. The purpose of thisguide is to assist in the de-sign and execution of environmental study areaworkshops. It will specifically consider workshopdesign variables, the design process, workshopcontent, and workshop outcomes.

Workshop design variables include generalgoals, human and natural resources available, sitecapabilities, and other factors. The workshop de-sign process gives systematic direction to the de-

signers of the workshop, helping them to shapegeneral goals into specific objectives and to selectactivities based upon sound principles of learningand group interaction. Workshop content encom-passes the knowledge, skills, and attitudes theworkshop seeks to develop, as well as the issuesthat come up during the workshop and the pro-cedures involved in implementing the design withreal-life people. Workshop outcomes vary accord-ing to the design variables, process, and content.Crucial to the outcome are continuing dialogueand follow-up to ensure ongoing commitment toenvironmental education.

This guide provides a design approach that maybe used to plan a successful workshop. It repre-sents a synthesis of ideas and suggestions obtainedfrom the Environmental Education Project's four ex-perimental workshops, which involved diverse par-ticipants in four vastly different settings. The key tosuccess in these workshops was careful attention tothe workshop rationaie and the workshop designprocess, discussed in detail in this publication.

The steps that will be outlined are not inviolate.Adapt them where necessary. Use of the ideas, sug-gestions, and guidelines will depend upon yourparticular objectives, resources, and limiting factorssuch as time, funds, and facilities.

The information contained in this gu;de is not re-stricted for use with teachers of any paiticular gradelevel or subject matter, but rather is addressed toany educator or resource manager with the visionand the will to provide real-life, relevant learningexperiences.

7

CHAPTER II

ASSUMPTIONS ABOUT LEARNING AS GUIDELINES FOR DESIGNING ESA WORKSHOPS

The growing wave of criticism of education fromall sides has brought educators to a reassessmentnot only of what is taught and how it is taught, butalso of where it is taught. An outstanding educatorand author, lohn Holt, has said, "It is a very recentidea, and a crazy one, that the way to teach ouryoung people about the world they live in is to takethem out of it and shut them up in brick boxes."'More and more teachers, realizing the validity ofHolt's statement, are extending the classroom to in-clude any setting whrle learning can take place.But they need training if they are to make the bestuse of the extended classroom in environmentaleducation. The environmental study area workshopcan provide this training.

While the emphasis in the following chapters ison instruction beyond the regular classroom, an ef-fective environmental education proyam must befully integrated with what goes on in the regularclassroom.

The Assumptions

Regardless of where instruction occurs, the fol-lowing assumptions about learning are generallysubscribed to by educators as basic principlesupon which sound instructional activities can bebased:

I. The learner learns besi when he is activelyengaged in what is being taught; he learns by do-ing.2. The learner learns best when he is using allhis senses.

11,41, lilu, thw. l'tnkutrumItig Nmd tims Vtodo, Poirtmn 1414111%

t otopiouloon, PloOl is MI

8 1 2.

3. Each learner has unique ways of processinginformation and experience.4. The learner learns something new in relationto something he already knows.5. The learner learns what seems important tohimwhat he feels a need to learn.6. Discovering for oneself generates a sense ofexcitement and satisfaction that reinforces learn-ing.

7. Most formal learning occurs in groups, andall groups have dynamics or interacting forcesthat can either help or hinder learning.

The focus of these assumptions is on the individ-ual learner's needs, senses, mental processes, andrelationship to others in a group. They imply thatlearning can and does take place anywhere. Thosewho would facilitate learning should keep thisclearly in mind.

These seven assumptions and their implicationsfor instruction can serve as sound guidelines to de-signing activities for an environmental study areaworkshop. Each assumption merits expansion.

1. The learner kams best when he is activelyengaged in what is being taught; he learns by do-ing. Since it is what the learner tines that stimulateslearning, activities involving partidpants in the ful-lest sense are a necessary element of every work-shop. During the planning stage, it is helpful toplace prospective workshop activities on a scale ac-cording to their learner involvement potential,ranking each somewhere between very low (simplysitting and listening) and very high (completely in-volved and personally responsible for learning).

As an example, take the activities in the One-Day

Learner kwohement Rating Scale

Leanerinvolvement

Kinds ofMIMI.,

Amount of Time namedfor Ad Mties

1

(in kactions of am hour)

LOW

HIGH

One-way communication

One-way communicationand demonstration

Directed discussion

Demonstration repeatedby leamer

Directed open-endedactivity

CompietelYbpen-endedactivity

Workshop Design (page 40) and place the amountof time allotted for each in the third column of thesample Rating Scale above. In the One-Day Work-shop Design, one quarter of an hour is allotted for"Welcome and Orientation," an example of one-way communication and a very low learner in-volvement activity. The half-hour "Start-Up Activ-ity" is an example of a directed open-ended activitywith high learner involvement. "Introduction to Ex-periencing the Environment with the Senses" is aor.2-way communication activity, but the 1-1/2-hour "Sensory Exploration of the Environment"that follows is another directed open-ended activ-ity. The "Discussion of the Morning Session" at12:45 is directed discussion, which would fall inabout the middle range of the scale.

Carrying this exercise through for the day reveals3-112 hours scheduled for activities with high learn-er involvement, 1-314 hours for those with some ormild lwrner involvement, and only 314 of an hourwith very low, learner involvement. This would ap-pear to be a workshop design with high learning

potential. If this kind of analysis of a potential work-shop design demonstrated that most of the activi-ties planned fell at or near the low learner involve-ment end of the scale, attempts could be made torestructure the workshop.

2. The learner learns best when he is using aNhis senses. Potential workshop activities should bescrutinized to determine which senses will be in-volved in carrying them out. If the activities focussolely upon seeing or hearing, other elementsshould be introduced to involve additional senses.The sensory-rich environment beyond the class-room provides many opportunities for using all thesenses.

3. Each learner has unique ways of processinginformation and experience. Since no two pmplelearn in exactly the same way, workshop activitiesshould be varied. It is best to schedule concurrentactivities with a common objective. For example,some participants might chemically analyze watersamples from a stream while others are making

9

basic observations about its rate of flow or theamount of sediment. A sequence of activities relat-ing to the ecology of a stream might be plannedand participants allowed to select those that aremeaningful to them.

4. The learner learns something new in relationto something he already knows. Relating some-thing new to what is already known gives the newinformation meaning. Therefore, workshop plan-ners should provide a variety of activities within theworkshop structure and make open-ended assign-ments so that individuals can respond according totheir different levels of readiness. For example, in anurban workshop, participants might be directed toscrutinize a small section of tho city in terms offunction rather than appearance. Although thesame assignment would be given to everyone, indi-vidual responses would reflect individual differ-ences in experience, perceptions, and understand-ing of the assignment.

S. The learner learns what seems important tohimwhat he feels a need to kam. The crucialquestion in any learning activity is whether thelearner perceives what is being taught as somethinghe needs to know. In planning activities, workshopdesigners can find out what prospective partici-pants want to know about a particular environmen-tal study area by including a cross section of themon the steering committee or by circulating a ques-tionnaire prior to the workshop. The questionnaireshould be designed to determine needs, issues, andproblems to be addressed by the workshop. It

might ask, "What do you need to know to teach ef-fectively in the natural environment?" or "What is-sues should an urban environmental study areaworkshop address?" Participants should be askedto respond in one-scntence statements. A compila-tion of the responses provides a basis for determin-ing workshop objectives and developing activities.

6. Discovering for oneself generates a sense ofexcitement and satisfaction that reinforces learn-ing. The thrill-of-discovery concept cautions againstproviding everything for participants. Activitiesshould be designed to allow participants to discov-er answers for themselves. Instead of stating, "Rab-bits, squirrels, chipmunks, mice, 12 species of birds,and over 100 species of insects have been identi-fied in this area," ask, "What evidence can you findthat animals live in this area?" Rather than tellingparticipants, "This county is a good example of sub-urban sprawl," ask them to "Devise a way to esti-mate the number of new homes built in this countyin the past year and draw conclusions from yourdata."

10

7. Most formal teaming occurs in groups, andall groups have dynamks or interacting forces thatcan either help or hinder learning. To facilitatemaximum learning, take care to reinforce the dy-namics of a group. It should not be assumed thatcombining a group of like-minded people will au-tomatically result in free and easy interactionswhereby they share their resources and learn fromeach other. It is often necessary to work directlywith the processes of a group. Anxiety and fear maybe dissipated by start-up activities that allow partici-pants to mingle, to share something of themselves,and to express their interests and expectationsabout the workshop. A climate of trust and togeth-erness is necessary if maximum learning is to occur.Examples of approaches to developing such a cli-mate are included in Appendix A.

The Guidelines

The following guidelines for designing workshopactivities have been derived from the seven as-sumptions about how people learn:

'1

1. Actively involve participants.2. Design activities that require use of all thesenses.

3. Vary activities and provide options.4. Consider partidpants' different levels of readi-ness for activities.5. Determine what prospective participants wantto gain from the workshop. Involve them inplanning for it.6. Design activities through which participantsdiscover for themselves.7. Plan activities to help participants get ac-quainted and feel at ease.

CHAPTER III

PRE-WORKSHOP ACTIVITIES

An environmental study area workshop may beinitiated by an administrator, teacher, or group ofteachers within a school system; by a person orgroup within a resource management agency wish-ing to initiate an environmental study area program;or jointly by a school system and a resource man-agement agency.

If the school system initiates the workshop, itshould contact the person in charge of the sitewhere it expects the workshop to take place. Awritten communication should explain the generalpurpose and rationale for the workshop. If a repre-sentative of the study area initiates the workshop,he should make formal contact with the office ofthe superintendent of the school system and withthe local teachers association. If the workshop willbe a joint effort of both the study area and theschools, a liaison person may be selected whokeeps both agencies informed.

Organizing the Steering Committee

The design and staging of an environmentalstudy area workshop should not overtax the timeand energy of one individual. It is a substantial un-dertaking requiring organization, careful coordina-tion, and efficient delegation of responsibilities.Therefore, it is advisable to establish a steering com-mittee to plan and coordinate the workshop. Theworkshop's general goal or goals should be alreadyin mind when this committee is organized.

If the workshop is being initiated from within theschool system, a resource management person withsome responsibility for the environmental studyarea should be asked to serve on the steering com-mittee. If the workshop is initiated by a resourcemanagement person, the school superintendentcan be asked to name a member of his administra-tive or supervisory staff to serve on the steeringcommittee, and the teachers association presidentcan be asked to designate a classroom teacher.Ideally, there should be both administrative andclassroom teacher representation. A cross sectionof prospective workshop participants should serve

on the steering committee to aid in the formulationof objectives based on their felt needs for learning.

It is important to keep the steering committeesmall enough to function effectively (four to eightpeople). Convening the committee is the responsi-bility of the chairman. If the initial invitation toserve on the steering committee is verbal, it shouldbe followed up with a written confirmation detail-ing the time, place, and purpose of the first meet-ing. For example, if a resource management personconvenes the meeting, the general purpose mightbe to plan a workshop to help teachers use the en-vironmental study area(s) he oversees for educa-tional activities.

Functions of the veering Committee

When consensus on the general purpose hasbeen reached, the actual planning of the workshopshould begin. Major elements in planning in-clude-

.61 "al: 0

1. Developing the workshop design.2. Selecting participants.3. Selecting a site.4. Working out physiral arrangements.5. Designing follow-up lction.

11

Developing the Workshop Design

Developing the actual design of the workshop isthe most important planning task. A sequence ofactivities is required, beginning with the determina-tion of specific goals and objectives and culminat-ing in a complete, detailed blueprint of the work-shop. This sequence will be discussed in detail inChapter IV.

Selecting Workshop Partkipants

Self-selection by means of an open-ended invita-tion circulated throughout the school system is rec-ommended. This approach is predicated on the as-sumption that voluntary participants will share asincere interest in and commitment to environmen-tal education. If too few people respond, additionalparticipants can be selected from among recom-mendations by the teachers association, the super-intendent's office, or administrators within theschool system.

While physical and natural science teachers arefrequently identified with environmental educationand will in all likelihood be represented at theworkshop, other disciplines have an equal contri-bution to make. It is highly desirable that teachersof the language arts, creative arts, and social scien-ces be represented.

Most workshops will probably be oriented to-ward teachers. However, the workshop experiencecan be enhanced by the participation of adminis-trative staff (their numbers being dependent uponworkshop objectives) and of persons familiar withnatural and man-made features of the study area.Resource managers, rangers, interpretive naturalists,and environmental specialists can generate a newawareness of the area's educational potential. Oth-ers to be considered either as potential participantsor as resources for specialized workshop activitiesinclude teachers experienced in using the area,local college or university faculty, park planners,landscape architects, and related professionals, es-pecially if their involvement leads to integration ofthe workshop efforts into other activities of theschool system or study area. Recommendations ofnames should be sought from the environmentalstudy area staff, the National Park Service regionaland main offices, and the municipal or state recrea-tion and park systems. City and state environmentaleducation consultants can also be contacted.

The initial selection of participants should bebased upon the workshop objectives and designvariables, while the final selection should be based'on the individuals' interest in environmental edu-cation, desire to learn, availability to participate in a

12

group experience, and commitment to adaptingand using the workshop experience in future en-deavors. To ensure regular, long-term use of the en-vironmental study area, it is best to draw workshopparticipants from nearby.

Common understandings, interests, and expecta-tions among participants are important. However,diversity of race, ethnic background, profession,age, sex, and perspective broadens and enrichesthe workshop experience. The greater the variety ofparticipants, the greater the opportunity to explorecreative approaches to investigating and using envi-ronmental study areas.

While the initial contact with participants can bemade by telephone, it is essential to confirm theirparticipation in writing. A questionnaire such as theone on pagel3can be mailed to all participants toelicit information that wiH guide the structuring ofworkshop activities. Final details should be trans-mitted to participants no later than one week priorto !he workshop. Reading materials should be in-cluded in this mailing if participants are expected tobe familiar with them during the workshop.

The number of participants in a given workshopwill vary with local resources and objectives. Theimportance of individual involvement should bekept in mind when deciding upon the number ofparticipants. Where desirable, arrangements shouldbe made for activities to be carried out in smallgroups or teams.

Selecting the Workshop Site

The primary consideration in selecting a site forthe environmental study.area workshop is its edu-cational potential. A diversified area increases thenumber and variety of activities that can be under-taken, but something can be learned from any site,be it virgin forest or city dump. The final selectionwill be determined by the site's appropriateness forlarge group instruction.

Logistical questions must also be considered inselecting a workshop site:

Is the area easily accessible?Are there places to park?Are lavatory facilities available?Is there a sheltered area in case of inclementweather?Is there a place to sit down to eat?Is water available?Is electricity available, if needed?If it will be an overnight workshop, are accom-modations available close by?

mot responsibilities

Umber pf years:Of experience,,in

c)llege

radUite field pf:stuR`..t;i"

1.1spla

tcgrpund,experience;orinierest.ienv,ronniental

Such questions must be considered in the contextnot only of the workshop itself, but also of the sub-sequent use that will be made of the area.

Three basic criteria used by the National ParkService to identify potential environmental studyareas make good questions to consider whenchoosing a workshop site:

1. Are there features that lend themselves to in-terpreting man's relationship to his environment?2. Does the site have an overall "sturdiness" suf-ficient to offer a wide range of educational op-

41;

portunities without impairment of the essentialintegrity of the environment?3. Do its location and facilities make it conven-ient for regular use by area schools as part of cur-riculurn-related educational programs?

Making Workshop Arrangements

Housing. Arrangements for housing, as for mealsand transportation, will vary according to the logis-tics and length of the individual workshop. One-day workshops will not require overnight accom-modations, unless start-up activities are planned for

13

tbarrergtor

the evening preceding the workshop day. If hous-ing is required, it should be as close to the studyarea as possible to cut travel time and to facilitatethe general flow of activities. For many reasons, on-site housing is preferable. A resident facility allowsthe group to establish greater unity and offers manypossibilities for workshop design. .

Most participants can be placed two in a roomor in dormitory-style accommodations unless thereis a reasonable objection. Room assignments canbe made at random, to honor individual preferen-ces, to facilitate communication among participantsof different backgrounds, or to effect a racial mix.

Meals. It is advisable to house participants in afacility that also provides meals. Menus should gen-erally be selected in advance to conserve time andmoney. A variety of foods may be included duringthe workshop, but for the most part everyoneshould be served the same menu. Breakfasts can betaken at participants' leisure, but the post-breakfastassembly time should be firm. Luncheons and din-ners should be group events. Depending upon lo-gistics, all meals can be scheduled at a convention-al eating establishment, or lunches can be served atthe study area.

A simple lunch will suffice for a one-day work-shop and can be provided by the individual partici-pants. If the steering committee assumes the mealresponsibility, the menu should be chosen in ad-vance. If the meal is served at a hotel, resident facil-ity, or commercial eating establishment, the groupshould arrive on time to avoid difficulties. Commer-cial restaurants often require a guaranteed servingnumber 24 hours in advance. Determine this num-ber as accurately as possible, remembering thatmany restaurants prepare for an additional 5 per-cent in unexpected guests. If a box lunch or smor-

14

gasbord is provided in the study area, refrigerationmay be an important consideration.

Transportation. Initial transportation to the studyarea or housing facility may be by carpool or indi7vidual vehicles. During the workshop, the groupcan be transported from site to site in carpools orbuses. It is usually advisable to travel in teams orstandard groups to avoid confusion. Travel timeshould be allotted in the workshop schedule andmay be used to conduct certain activities or obser-vations.

Resource persons. Resource persons can con-tribute significantly to the quality of the workshop.They can be selected to introduce and assist withactivities, to answer questions, to provide periodicinput, or to add specific content material about thearea at which the workshop is conducted. Some-times the availability of a specialist or expert mayjustify the inclusion of an activity through which hecan share his experiences and knowledge. If a per-son with the appropriate skills and background fora partkular activity cannot be located, the activityshould be avoided.

Resource persons can be drawn from the studyarea itself, from the school system, from local col-leges or universities, or from any number of organi-zations in the vicinity. Usually such persons willdonate their services. Should it be necessary to of-fer a small honorarium or consultation fee, the de-tails and amount should be clarified before thecommitment is made. If possible, resource personsshould be invited to meet the group informallyprior to their scheduled presentation.

If the workshop lasts more than one day, enter-tainment or group activities such as dancing, sing-ing, or games may also be offered. Individuals with-in the group with particular skills may be asked to

lead such activities.Miscellaneous. A variety of printed material may

be used during an environmental study area work-shop. Many organizations will provide bibliog-raphies and other materials in quantity withoutcharge or at a significant discount. Use the bibliog-raphies to identify the materials most relevant to theworkshop and contact the publishers or distribu-tors. If a series of workshops is planned and if stor-age space is available, sufficient material for manyworkshops should be ordered at one time.

It is important to order films, filmstrips, and otheraudiovisual materials in advance, since many itemsare in heavy demand. Equipment should also be re-served well in advance and arrangements made tohave it delivered to the workshop site if necessary.All audiovisual aids should be screened before theworkshop.

The need for publicity may or may not be signifi-cant. The extent of media coverage will be one ofthe decisions of the steering committee. A newsitem in the local paper and/or the school or re-source area bulletin should be considered in termsof its potential to gain untapped support for the en-

vironmental education program. Pre- and post-workshop coverage and later follow-up informationwill inform the community and the professionals ofthe progress in environmental education. In fact,periodic items in many communications media maybe a valuable public relations activity for the schoolsystem or resource area. A sample press release ap-pears below.

The workshop schedule and information sheetoutlining important details should be mailed to par-ticipants in advance. A suggested schedule formatappears on page21 Extra copies should be includedin the packets of materials distributed at the work-shop. The information sheet should inform partici-pants about transportation (if appropriate), housingand meals (if necessary), special attire or materialsto be brought, and the name(s) and telephonenumber(s) of the contact person(s). Other informa-tion should be included as required. A sample in-formation sheet appears on page 16.

Planning Follow-Up Action

Suggestions for designing workshop follow-upactivities will be given in Chapter VI.

SEUDOVILLEXAUNCy1ltplIMENTAL:00,CATION,,

,,

,seUdoVille::.. s:aso to t e environmental education curncu um:a coriunittee 6f teacheii.:Y#T*00410, 1..!.t. : ..,.' .(0,iir:' i';'..'iti'liiiii- p- 9(4 .i

laiiihChed With an*tiVironMentall'stUdieiVOrkihorili be h. i Sugarloaf Park, May 15 .i,!iiary goal .iif: :trie yviii0:60:ii:::-*tio,iliaoi0::*(07.4',":"*11, ationalresourcey,ovirOnmentaI.StUdyitea it';:the',-04k throUghif a. Viii. '1U1' twit 41i1,1 e':'site.

,

...taliiefat4i'.'jii7,:iliO'li;:irriciShOire',;:....ther',qPieit'ov!".e:;.:SChOsof!,:, District, the tom ,',:, eac ersii-asSOciationand the ffatiOnaTPark,SerVieeEi'hfeeWteiC 'erivits ' iaiVel 'IiiVOiVed:fit'..i e....dif.'''aiii enViriMMentatieiniing'eitperieriCe''' -s?...'. !"-:

'The ."'strancW`cOncept"' -,r, ihe:used'as/an, approach to .o serving and understanding the , en-

vironment persons ,..Wh-et er or not they have ; a

.., liaCkgiOund in ''*!0,e;.,:.the.';',Ove::::it.iiiiiii:::.:;:iiit4jaiiiii.:,?in ',:iinterd's dence, variety ,:anare

.2 ..iplilar4ir,,ti,t,t0Fiii lO:r*.u:41'::-.4.0.'...0:i."0.%.',4'' .,31911iti.9.6.:!.*.. litiirRi9ur.-p#060.i. 001i.!ipt'41.1.110;:c1,0)'.4C*ItieS..*:,ill,'iipi.eiciil.e!:hiCeliiiiieisit

*hi of:Ehlrohineht0'StOiei;:;the;'s(siti Conservation i'lieiiiiiiitehii!ihd,:the:ICCWiik nstr

'oil ,C9ivjPar,ii., Th*it!ktiiii ,Iiiiii .,1:.0.)..0.044000..0)iiiitits''.0ifiiiinirel,'Ita!: 100.,

f1,01. in the' cOrtiMiin4:'4nil':Iii4': tf active,:in,refitecttaitti'Vitietn1 t e` itAdd tional information is .available l ro the isu mien' ' s office, ';'"

15

.. MEMORANDUM:TO:

FROM:SUBJECT:

,

April:3WorkihoP .PartiCipanisSteering :CoMMittee . . 4

Sugarloaf park Environmental Study Area.**

. ,

.

.

. ..

:,,t-:::: ' ' '''' -:f :: ';'::'''',.,::::s.'. ' t !4,- ..,.., 14.,..1,.....!)!-. ..... ,:3-', j`

We are happy that you have aCcepted the invitation to particiliate in the.SUgarlOaf,Park:Environ ,.n.

mental Study, Area Workshop. The followintinformation should,beuseful toyou,,in,planningiurv.:,,the workshop. Should you .have further,' qUestions; Or requi!e:assfstance, pleasi;c0tact.:Cleveland or Carlos Cervantes:at 382-5677..

,

.

7:t, -

DATE : The workshop Will in at:9 a.m.' and acljOUrn( '4 p.M.'on,,.: ..: '. . - . , , ...,. . , ,. .

,15.:PaitiCiriants;:should'artiv0,aftwe,Taniarkk,Elementa

',:;'.4 -,,,,'"? '',:,.''ip :',

nr!ciat,

11ciir: 81,1

x lunchei will,

'16416.41111fter

CHAPTER IV

THE WORKSHOP DESIGN PROCESS

In order to design a complete, logical, innova-tive, and exciting sequence of activities, the work-shop steering committee should follow a systematicplanning process consisting of the following tasks:

1. Determining goals and deriving specific ob-jectives2. Brainstorming for activities that support learn-ing and are in line with the specific objectives3. Determining limiting factors4. Selecting the most appropriate activities5. Sequencing the activities6. Determining support systems needed to con-duct the workshop (materials and people)7. Developing a workshop schedule.

Step 1: Defining Goab and Objectives

The most important step in the design process isto identify, as precisely as possible, the goals, spe-cific objectives, and desired outcomes of the work-shop. A surprising number of workshops are heldfor vague reasons, with equally vague notions as todesired results. The experimental nature of work-shops leads some designers to reason that each par-ticipant will find his own meaning in the experi-ence. While he will to some extent, to carry suchreasoning to its ultimate conclusion would meanthat merely providing an opportunity for people to"do their own thing" would be sufficient rationalefor a workshop. Obviously, this is not the case.

Without specific objectives in mind, it is very dif-ficult to plan meaningful activities. The specific ob-jectives should flow from the overall goal(s) setforth by the initiators of the workshop. The objec-tives are the knowledge, skills, and attitudes thatparticipants are expected to carry away as a result ofthe workshop experience. Knowledge impliesawareness and an ability to relate new facts to thosealready known. It means knowing somethingthenumber of white pine needles in a bundle or thepopulation of the state capital. Skills involve thedemonstrable use of knowledge; acquiring them ismore complicated than acquiring information.Skills could include using a beating net to catch in-sects or an inquiry technique to discover answers.

Attitudes involve feelings or emotions and are themost difficult to develop, because they are generat-ed by many forces often beyond the workshop de-signers' control. It is important to realize that atti-tudes are affected not only by the workshop con-tent (what is being done), but also by the work-shop process (how it is being done) and by howpeople feel about what they are experiencing. Atti-tudes are formed by the way people are taught(process) more than by what they are taught (con-tent).

To illustrate, suppose the overall goal of a work-shop being designed is "to acquaint people withthe Pine Grove Environmental Study Area and itsresources." It is difficult to design workshop activi-ties for such a general aim. It is much easier andmore helpful to determine specific outcomes de-sired from the workshop experience, by asking,

1. What information about the area should theparticipants know?2. What skills do they need to best use the area?3. What attitudes should they have about theenvironmental study area, its resources, availabil-ity, etc.?

Answers to these questions provide the specific ob-jectives upon which to build a workshop design.

Step 2: Brainstorming

The second step in the planning process is tobrainstorm for activities that will facilitate the suc-cessful achievement of each specific objective. Giv-en the objective, members of the steering commit-tee are challenged to think of as many activities aspossible, whether or not they might work. As fast assuggestions are voiced, a recorder writes them on ablackboard or large piece of paper (i.e., newsprint)so that all can see them. Only after the group hasexhausted its ideas for each objective does it de-cide which ones are most realistic; these it workson in greater detail. The rationale behind brain-storming is that generation of ideas stimulates otherideas, By suspending critical judgment of whethereach idea is good, practical, or realistic, groups are

17

able to generate ideas that would not come up in amore typical planning process.

in .otatRecord

rint;FváIütetF

Brainstorming facilitates the designing of freshand exciting workshops. For individuals with pre-vious experience in conducting workshops, it helpscombat the tendency to drift into a pattern and usethe same activities over and over.

Sep 3: Determining Limiting Factors

The workshop design must be constructed with-in the framework of existing limitations, such astime, resources, and finances. In order to maximizethe very creative potential of the brainstormingstep, it is important to identify the limiting factors

18

...2111111110

and to deal with them to the best of one's abil-itycreatively but realistically.

finances

The major limiting factor is probably finances. Ifthe workshop designers see money as an over-whelming limitation, they can easily fall into thetrap of limiting expectations. Two- or three-dayworkshop designs have a greater impact and makemore significant contributions than do one-dayworkshops, but they inevitably cost more money toconduct. If a three-day workshop is needed toachieve the objectives set forth, but housing can-not be funded with available resources, it may bepossible to develop three one-day experiences toaccompli-h the same objectives. The point is not toallow limitations to dictate a workshop design thatwill not fill the needs or achieve the objectivesidentified. If additional funds are needed, be ag-gressive in trying t.,) find alternate ways of fundingthe workshop. Given a good idea and an excitingpurpose, local chapters of such groups as the lzaakWalton League or the Audubon Society might bewilling to help the workshopif not with money,perhaps with other types of resources.

Technical and Human Resources

Availability of technical and human resourcessubstantially affects the workshop design. For ex-

ample, a site may be excellent for geological stud-ies, but if a professional geologist or an individualknowledgeable about rocks and minerals is notavailable to direct the study, it will not be meaning-ful It is important to identify the resources availableearly in the planning stage. In addition, workshopplanners must assess the methods the resource per-sons will use to carry out their assigned responsibil-ities. If the goal is for workshop participants to learnby experience, the requirement for experts to teachby imparting information will not be high.

Time

Workshop participants will have many demandsupon their time. In some school systems releasedtime to participate in a workshop requiring morethan one day will be difficult to obtain. Other com-mitments may also prevent participation in an ex-tended workshop. One possible solution whichhas already been suggested is to schedule threeone-day workshops over a period of time ratherthan one workshop in three consecutive days;another is to schedule a three-day workshop todovetail with a weekend.

Judicious use of time for the programed portionof the workshop is essential. Whether the work-shop is one, two, or three days long, remember thattime must be reserved for travel, meals, personalneeds, and, in longer workshops, rest and relaxa-tion. Six structured hours for a one-day workshop isusually the maximum available. Obviously, only ac-tivities capable of accomplishment should bescheduled.

Step 4: Selecting Workshop Adivities

Taking into account the limiting factors that exist,the steering committee must determine which ac-tivities developed in Step 2 best meet the specificobjectives of the workshop.

The start-up activity should help participants getacquainted and learn about each other's varyingbackgrounds and interests. If participants are al-ready acquainted, the start-up period may be usedfor group discussion of the planned workshop ac-tivities and personal expectations. In a two- orthree-day workshop, allot two to three hours forthe start-up period. In a one-day workshop, limitthe start-up to 30 minutes.

Certain workshop activities are appropriate forlarge group participation, depending on objectives,resources available, etc. However, greater individ-ual involvement usually occurs when smal groupsor teams engage in the same activity or similar onessimultaneously. Team-building can be one aim ofthe start-up activities. Team-building exercises,which help participants become better acquainted,are especially important if groups expect to con-tinue a working relationship following the work-shop.

The activity selection phase of the planning se-quence should examine the degree to which all ob-jectives of the workshop will be met by the activi-ties and where the emphasis must be placed. Deter-mine the amount of time to be allotted for each ac-tivity, making sure that the outcome of each justi-fies the time spent. Obviously, if a five-hour activityis planned to accomplish one objective and a one-hour activity to accomplish another objective, thefirst objective is being given a much higher priority.

It is also important at this stage to think of alter-native activities for various points in the work-shopespecially in longer workshops, where sev-eral optional activities might be conducted simul-taneously, to be pursued by participants accordingto their interests. Optional activities allow partici-pants to explore selected areas in depth withouteveryone having to be involved at the same level.The planning of optional activities requires moredetail work and greater resources, but the extra ef-fort to respond to individual differences and inter-ests brings added rewards for participants.

A survey form like the one on page2Ocan helpsteering committee members select opportunitiesfor individual participation according to interest.After brainstorming, they may investigate numeroussites within the environmental study area, completethe form for each, and then discuss their findings

19

ApproXimate distanCe.fram OVernight accommodations appropriat

Significant features of the site:

Name, address, and title of contact person at site:

Imes will be allOtted,dUring the*cirkshori foe,OptiOnal.StOdy aCtiViti`o ,t he .enyironMental st tidy. area: you will have; an opportunity to.

eaieciank the h)llOWig.frOin'lliri5:' MoSt: preferred to least)pre

Plariti and aiiiinali:of the:tare, ,'Geology of the.area;.,Inquiry'activitiei alongithe:riVeSoil -and,Water testink!I nVestigatiOn 'Of s ;.influenCe

before making a final selection of the most appro-priate optional activities. In addition, an activitypreference sheet such as the one shown above canbe mailed to all prospective participants early in theplanning stage so that the optional activities can betailored to their interests.

20

Step 5: Sequencing Activities

Sequencing activities is an important part of theworkshop design process. There should be a logicalreason for the sequence chosen, Generally, thebest sequence is one in which each planned activ-

2 /-1

ity builds smoothly on what has been learned inthe previous one. In planning the sequence, as-sume the role of a participant and mentally proceedthrough the planned activities one by one, check-ing your reactions and revising the sequence of ac-tivities when they don't seem to flow smoothly.

Step 6: Providing Support Systems

When all workshop activities have been se-

quenced, determine the support systems needed toconduct them, e.g., resource personnel, instruc-tional materials, audiovisual equipment, food, lodg-ing, transportation, etc. Brief staff and resource per-sonnel responsible for conducting particular activi-ties and specific assignments, and orient them tothe total workshop design. The mechanics of ac-quiring, checking, and testing all necessary equip-ment and material may appear routine, but theseare critical tasks which should be delegated to re-sponsible people.

Step 7: Developing a Workshop Schedule

The final step in the design process is to developthe workshop schedule. The schedule should out-

line for each planned activity

1. What is going to happen.2. When it is going to happen.3. Where it is going to happen.4. Who is responsible for the activity.

Remain flexible so that the schedule may be modi-fied or expanded. Provide each participant with aschedule, and announce and explain any necessarychanges promptly. The schedule will not only serveas a staff worksheet during the workshop, but willalso provide a focus for reviewing and evaluatingthe workshop upon completion and for improvingthe effectiveness of future workshops. A sampleschedule appears on page 22.

Summary

The workshop design processdetermininggoals, objectives, and limiting factors, selecting andsequencing activities, providing support systems,and developing a scheduleculminates in a com-plete, detailed blueprint of the workshop. Athoughtfully constructed design will ensure a moresuccessful workshop.

21

8:15-9:00

9:00915

ot.

WOrksholPoialisailii0

-u merit/Retuenito

,A)4. A44"'"!' .14';'-amarac

2 2A

IL) 0

CHAPTER V

CONDUCTING THE WORKSHOP

Undue preoccupation with procedures and rou-tine tasks during the workshop will minimize par-ticipants' involvement and may interfere with theirlearning experience. Adequate advance planningand on-site coordination will reduce the risk ofproblems arising to interrupt the smooth flow of ac-tivities.

Registration

A friendly welcome and organized check-in pro-cedure set the tone and atmosphere for the work-shop. The registration table should be located nearthe entrance to the facility or meeting site. If pos-sible, the table should be visible from the entrance.If not, put up a sign or signs in an area throughwhich all must pass, indicating where to register.The registrar should provide each participant withthe following items:

1. Name tag2. Roster of participants3. Packet of information and instructionalmaterials4. Receipt for fees collected (if necessary)5. Other items as required.

Registrants should be clearly informed of whereand when the workshop activities will begin andshould be given any other information that will af-fect them during the workshop. At overnight work-shops, they should be given room assignments anddirected to a room registration desk at the hotel orcenter. Room assignments should be worked outwith the facility management in advance.

Set up the registration table 30 minutes beforethe announced time to accommodate early arrivals.However, the registrar should not register anyoneuntil he is ready to proceed in an orderly, precisemanner. Keep the registration table in operationuntil the announced terminal time, and make ar-rangements to accommodate an occasional late ar-rival without preventing the involvement of anyworkshop staff in the welcome and orientation ac-tivities.

Sleeping Rooms

Rooms for overnight workshops can be assignedin a variety of ways. Twin-bedded rooms not onlyeffect an appreciable saving, but also facilitate par-ticipants' becoming acquainted with each other. Ifparticipants have stated preferences for roommates,such wishes should be honored when feasible.

23

Seating Arrangements

Large Group (6 or more persons): ImpersonalFacilitates information dissemination (lectures,films, demonstrations) by a single authority withlittle group participation.

0

X

Small Group (3-6 persons): PersonalFacilitates specific work tasks and problem-solv-ing activities with or without a group leader.

Dyads (2 persons): Highly PersonalFacilitates the most intimate communication be-tween participants. Best arrangement for devel-oping rapport between two people.

24

Large Group (6 or more persons): PersonalFacilitates information sharing (evaluation, dis-cussion, problem solving) with low-key leader-ship and substantial group participation and in-teraction.

X

Small Group (3-4 persons): Highly PersonalFacilitates team-building and getting acquaintedexercises with or without a group leader.

participantX leader

Some participants may specifically request a privateroom. If this request has budgetary implications,make perfectly clear the amount that will be under-written and the individual's personal responsibilityfor the balance. The rationale behind room assign-ments should be clearly explained to participantswell in advance to minimize confusion and misun-derstanding at registration time.

Meeting Rooms

Coordination between workshop and facilitystaff is important to ensure that the required meet-ing rooms or activity areas are available and set upproperly. Materials should be available, seating ar-rangements as specified, and electrical equipmentoperational. An entire activity can be disruptedshould one of its basic elements fail to function orbe unavailable. One person should be assigned thejob of checking ahead of time that each activity androom set-up is in order. The size of the meetingroom must in all cases be appropriate to the size ofthe group using it.

Seating Arrangements

Seating arrangements affect learning, group cli-mate, and the interaction of participants. Suggestedarrangements and their implications are illustratedon the opposite page.

On-the-Spot Support

If typewriters, duplicating machines, or otherequipment will be needed, advance planning is es-sential, since it cannot be assumed that the site willreadily meet all physical needs. Magic markers, writ-ing paper, chalk, masking tape, blank name tags,and first-aid supplies should be available.

Start-Up Activities

The intent of start-up activities is to help theworkshop gain momentum quickly. Generally, themore personally involving these activities are forparticipants, the greater the possibility of stimulat-ing positive actions within the group. In contrast, alengthy introduction of staff, other personnel, andvisiting dignitaries, or a detailed discourse to openthe workshop, runs the danger of alienating partici-pants and inhibiting their meaningful involvementin subsequent activities.

The general theme of all start-up activities is ex-ploration. Participants should be given opportuni-ties to explore (a) interpersonal relationships, (b)

\It4 L:1

workshop objectives, and (c) workshop resources.Any activities that help to speed up explorations inthese areas are start-up activities. Some examplescan be found in Appendix A.

Instructional Activities

The most important consideration in all work-shop activities is whether they stimulate and sustainparticipant involvement. It is what the participantsdo, not what the instructor does, that results inlearning. The instructor should view himself as a fa-cilitator of learning rather than as an imparter ofknowledge. His manner should reflect sincerity andfriendliness, and he should communicate a genu-ine interest in learning himself. An acute observerof teaching and learning has noted, "When a stu-dent perceives a teacher to be an authentic, warm,and curious person, the student learns."* There isno reason to believe that this is any less true in anenvironmental study area workshop, where the"student" may be a teacher, and the "teacher" a re-source management person.

The most careful consideration should be givento how the workshop's instructional activities arecarried out. The seven assumptions about learningwhich were developed into useful guidelines forplanning activities (see page10) are equally impor-tant in conducting activities. The following instruc-tional activity was designed with the seven guide-lines in mind. The method of application will beelaborated upon on page 27.

'Postman, Neil. Sensorsheet. Boulder, Colo: the Ensiloninenlal Studieshoject and Larth Science leather heparation III I, anuaiy

25

OW Canal Inquiry Sheet

When the C&O Canal was in use, barges were towed up and down the canal by mules walkingalong the towpath. Long ropes ran from the barges to the mules. Instead of having someone tellyou more about the canal, your job is to find out about it by yourself, or by working with others.Take some time to look over the canal and the locks. Try to picture in your mind how a lockworked, and draw it (on the other side of this sheet) as you respond to these questions, or whenyou finish. If, after exploring the area, you need more information or have any queitions, the in-structor is available to help you.

1. Where were the gates of the lock?

(Mark them on your drawing.)

2. Show on 'your drawing which way the gates pivoted, How do you know?

3. At the trench parallel to the lock, listen carefully.- What do you hear?

What do you think was the purpose of the trench?

Show it on your drawihg.

4. Can you find soh* Of the hardware froth the 'gates or 'some 'sigh of where itwas? Show it on your. draWing.

5. Can you find the straight grOoveS wOrn into the Stones oh the downstream end towpathside of the lock.___How deer, are they?HoW do they feel?What'di).,you think might have worn the grooves into the stOnee ShoW.therii-,on your drawing.

6. Sometimes the men who cut stones for the kicks signed their work with a mark;,WhiCh Was.

somewhat like a brand used oh cattle. If YoU find 'any stich Marks.," draw theM here:.

7: How long, wide, and high could the barges uied Oh 'the canal have been?,HOW do

Length Width eight

a List 'other things you have found ihteresting, and tell; whythey interest, ye

9. What else would you like to knoW abPut the':Cait? 'Canal?e 't

26

1. How does the C&O Canal activity involvethe learner? The inquiry sheet directs the learner todo a number of things that require him to be ac-tively involved. He must measure and generally ex-plore the area. While he is directed to do somevery specific things, he is not restricted from pursu-ing other avenues that may interest him.

2. What senses are apt to be used in carryingout this activity? The learner must rely heavily onthe sense of sight, as many of the questions directhim to look for certain things. But he is also askedto listen (to running water, not to the instructor)and to feel the smoothness of the grooves to pro-vide a clue as to what might have caused them (thetow ropes).

3. How are differences among learners accom-modated in carrying out this activity? Although alllearners are given the same set of questions, differ-ent ways of expressing answers are encouraged. Al-so, the instructor is available as a resource to assistlearners who may be encountering difficulties.

4. How are the previous experiences neededto get the most out of this activity taken into ac-count? While the related experiences that may havepreceded this activity are not indicated, learners areallowed to explore before answering the questionsgiven them. Depending on previous experiences,this exploration might be of short or long duration.

4.1

No time limit is indicated.

5. How is it assured that the activity is one thatthe learner sees as important for him? This is notobvious from the inquiry sheet, but the latitudeprovided gives the learner some opportunity topursue those things of greatest interest to him, as inthe last two questions.

& How are techniques to encourage the learn-er to discover for himself incorporated into this ac-tivity? Very little factual information is given thetotal group, although some individuals might re-quest additional information. The questions are de-signed to help learners make discoveries and drawconclusions for themselves.

7. What provisions are included for lesseningany anxiety the learner may have about partkipat-ing in this activity? The lesson is designed so thatthe instructor is available to answer questions orconcerns that may arise as the learner carries outhis exploration.

Analyzing the C&O Canal activity in terms of theseven guidelines reveals it as one that provides formuch direct learner involvement and therefore asone with a high potential for facilitating learning.Other instructional activities are detailed in Appen-dix B.

27

Refreshments

Coffee breaks not only refresh participants byproviding a change of pace, but also provide timefor sharing experiences and getting better acquaint-ed. Arrangements should be made in advance forservice of coffee, tea, and milk in the morning andlight refreshments in the afternoon. Usually a resi-dential facility can provide refreshments. If not,make other arrangements to have them availableand set up at the site, e.g., using thermal containersprovided by members of the steering committee.Try to schedule snack breaks so that they contrib-ute to achieving the overall objectives of the work-shop and do not disrupt productive activities. Analternative to the break is to provide refreshmentson a continuous basis so that participants can servethemselves at will.

Recording the Sessions

A taped record or typed not es of workshop ac-tivities will facilitate post-workshop reporting of thesequence and significance of events. Small cassetterecording units are the most practical if the groupwill be moving from place to place outdoors. Con-tact the board of education of the participatingschool system or the management of the workshopfacility for loan equipment. If a series of workshopsis planned, consider purchasing the equipment.

Where available, videotaping is an excellentmeans of recording workshop activities. Videotapecan provide a permanent record of the workshopfor use by other interested groups, or it can be re-used to tape significant events at different work-shops.

Be selective in tape recording. Tapes are of smallvalue unless transcribed and used. Determine yourfollow-up needs, and record accordingly.

Difficult Situations

Workshops cannot be designed to meet allneeds. Should a participant express concern aboutthe subject matter and its handling, or even aboutthe availability of coffee, avoid defensiveness andrespond in a mariner that will not increase tension.The following guidelirws may be lwlpful:

'I. Make a consckntious effort 10 umlmstandwhat is being saidnot just the words, but theirunderlying meaning. For example, when a parti-dpant complains about the lack of coffee, thetranslation might be, "You are not really taking

28

11..

t

good care of me." Try to understand his point ofview.2. Convince the individual of your sincere effortto understand the problem, by paraphrasing oracknowledging what he has said.3. Whenever possible, turn the confrontation in-to a problem-solving situation by giving the par-ticipant the rationale behind the decision he isquestioning. Involve him in seeking ways toovercome the problem as he sees it.

Evaluation

Accurate feedback is vital to the designing offuture workshops. It may be obtained from spon-taneous comments and from formal group discus-sion sessions. If the atmosphere created during theworkshop encourages openness and heist, partici-pants will express their opinions without fear.

Forms may also be used for evaluation. Keepthem short and easy to fill in. In a one-day work-shop, a single evaluation at the end may be suffi-cient. A sample Overall Workshop Evaluation Formappears on page29; questions should of course bemodified according to the workshop design andthe evaluation requirements.

In a longer workshop, it may be advisable to dis-tribute several forms at well considered intervals toevaluate sites, activities, or approaches. For exam-ple, the Site Exploration Form on page 31 can befilled out by each participant for each site visited.The responses will help educators and managers ofthe environmental study area to increase its futureeducational potential by incorporating new facil-ities or materials or by modifying existing features tofacilitate access, use, and interest.

Activity evaluation should focus on both processand content. Process evaluation refers to method:continuity and flow of activities, relevance andcontribution of each to the achievement of work-shop objectives, relative emphasis (time) given toeach activity. For example, use of a filmstrip to pre-sent the concept of environmental strands is a pro-cess. To evaluate it ask, "Was the filmstrip an effec-tive means of presenting the strands concept?" Theconcepts and ideas conveyed in the filmstrip arethe content. Content evaluation should measureusefulness of material, strengths and weaknesses,validity of information and concepts presenkxl,and relevance of subject matter to workshop Objec-tives. Evaluating the filmstrip's content would in-clude asking, "Is the strand approach a useful or-ganizing device for learning about the environmen-tal study area?"

29

30

Site Exploration Form

Name Date Weather

Directions: Read the form first; then answer the questions that seem pertinent to you.

1. Describe the site explored:

2. If you had to name this site, what would you call it?

3. Approximate distance and direction from assembly area:

4. Approximate time needed to wail( from assembly area to site:

5. What do you see at this site that lends to its instructional value?

6. What would you expect students to do at this site?

7. What information do you need to get the most instructional mileage from this site?

8. What could be done to the site to make it more usable for instruction?

9. What equipment or support materials would be useful in carrying out instructional activities atthis site?

10. What problems might be encountered at this site?

11. What follow-up action would you recommend for this site or for the study area in general?

31

Evaluation forms may be designed for activities ingeneral (see page 33) or for specific activities (seebelow). Specific activity evaluations can providefeedback on the degree to which participants un-derstood and were able to use a particular conceptand on their needs for additional assistance. The in-formation elicited, if reviewed immediately, may beused to restructure subsequent activities in accor-dance with these needs.

Summary

Creating a productive learning environment forthe workshop requires thorough participant orien-

tation to the facility and activity schedule, satisfac-tory room assignments for extended workshops,adequate and appropriate meeting areas for the ac-tivities, and equipment and materials in good work-ing order. According to post-workshop needs, ses-sions may be recorded to preserve an accurate rec-ord of events. Feedback from participants can beobtained through process-content questionnairesor oral evaluations at different times during theworkshop. To enhance the human aspect of thelearning experience, workshop staff should be alertfor participant dissatisfaction and the opportunityto turn a potentially unpleasant situation into con-structive interpersonal communication.

seof the Strindite

r

Name of teaM or individual Date Weather

:Directions: Complete this form 'individually or as a team fOr eiCh site inVeitigat

1." What' effects did looking for' strands have On yOui- perCeptien of the environment?

2. Did looking for strands helli.or hinder .your awareness of the environnient?' How?

3. Did the strands concept help to unify different elements in the iMniediate enVironment? How

4. What modifications or changes in the area might improve the learning petehtial of the skeinrelation to the strands concept?

5. What assistance do you need to make more effeaive. use of the strands:approach?

<2,

6. How could you 'relte the strands approaCh ,to Your dwn instructional practiCes?

32

Evaluation of Se kited Activities

Direction& Read each question and circle the number in the column that most nearly representsyour answer. NOTE: Feel free to comment, in the space- provided and on the reverse side.

1. Did the presentation on drawing parallels between the!Tian-made and the natural environments give you ideasabout new ways of viewing the environment?2. Is this parallel approach an appropriate one to use withstudents?3. Do you feel that carrying out the field activity was a usefulexercise?4. Did you find the team reports on field activities usefuland helpful?5. Did the information communication session provide youwith new ideas?6. Did the "Places for Environmental Education" presenta-tion provide new insights into how facilities can enhanceenvironmental studies?7. Did the discussion of possible follow-up actions give youuseful ideas?8. Are you interested in being involved in follow-up envi-ronmental education activities?

.64

$$ oit

3 2 1

5 3 2 1

3 2 1

5 3 2

5 2

1

5 2 1

5

CH AFTER VI

WORKSHOP FOLLOW-UP

The workshop itself will have little impact with-out follow-up action, which should be consideredat the outset of the planning process. Consider theworkshop the initial step in a far-reaching plan toincorporate the use of environmental study areasinto a broader environmental education programwhich ideally should involve all areas of the curric-ulum. Just as the exploration of the natural environ-ment can reveal many of the interrelationships thatexist there, so too can a well thought-out environ-mental education program reveal many of the inter-relationships of traditional school subjects.

Follow-up action should consist of more thantaking a class of students for a one-day field trip tothe same environmental study area where theworkshop occurs. Ideally it should encompass acomprehensive program plan with broad involve-ment of students in environmental education. Theimportant thing is to continue to build on themomentum and interest generated by the work-shop.

34

Integrating the use of an environmental studyarea into the existing curriculum involves coordi-nating and using people and resources outside theschool system. Consequently, establishing a contin-uing dialogue between key individuals in theschool system and in the surrounding communitycan be an important contribution to the success ofa comprehensive environmental education pro-gram.

Immediately following the workshop, prepare areport summarizing highlights and recommenda-tions. Copies should be distributed to all workshopparticipants as well as to key officials in the organi-zations participating in the workshop. Generalhighlights should also be made available to themedia outlets of the participating organizations aswell as to the press and interested communitygroups. Letters should be sent to all participants, re-source persons, and others who contributed to theworkshop, thanking them and encouraging theircontinued involvement.

Follow-Up Evaluation

1. Your name (optional).

2. Occupation.

3. Grade level and/or subject(s) taught OR official title

4. Have you used the workshop site subsequent to the workshop? Yes

5. Have you used any other environmental study area since the workshop?Yes No

6. If you have used the workshop site or other environmental study area(s), indicate the numberof times, number of students involved, teachers or others participating, and nature of the activitiesconducted

7. Do you plan to use the workshop site or other environmental study area(s) during the currentschool year? Yes No _If so, please indicate when and for what purpose(s).

8. Have you made any changes in your programs as a result of the workshop experience?Yes No If so, please specify.

9. Have you found any of the materials distributed at the workshop helpful in your program?Yes No If so, please specify

10. Have you found any of the people with whom you became acquainted at the workshophelpful in your program? Yes No If so, explain briefly,

11. Do you need additional support or resources to implement environmental education ac-tivities in your program? Yes No If so, please specify

USE THIS SPACE TO COMPLETE ANSWERS TO QUESTIONS OR TO MAKE ADDITIONALCOMMENTS.

35

If post-workshop evaluations are deemed neces-sary, and if time and resources permit, considerholding an evaluation conference. Conferencesprovide face-to-face interaction and generate agreater commitment to carrying out other follow-upactivities. Another alternative is to conduct a fol-low-up survey by mail, two or three months afterthe workshop, to collect the information needed toimprove future workshops, justify financial sUpport,etc. Set a deadline date for returning the question-naire, and include a self-addressed, stamped en-velope.

Follow-up questionnaires may be answered an-onymously. They should ask carefully wordedquestions to avoid ambiguity and lessen the chanceof multiple interpretation and confusion. Wherepossible, phrase questions that can be answeredwith a simple yes or no, or on a response scalesuch as "frequently / sometimes / not at all." Asample follow-up questionnaire appears on page35

36

Summary

There are a number of follow-up actions thatshould be considered a logical and vital extensionof the workshop. Most important is a plan that in-corporates the workshop into a broader environ-mental education framework. Such a plan may beso broad as to involve the development of commit-tees to write curriculum guides and develop stu-dent activities. It may include the designing andstaging of subsequent workshops. Or it may simplystrive to help workshop participants incorporateenvironmental study areas into their regular instruc-tional program. In any case, the follow-up planshould be action-oriented, based on sound think-ing, and directed toward goals that are meaningfuland attainable. Above all, it should be oriented to-ward providing more creative learning opportuni-ties for students through direct experiences withthe environment.

U..1

APPENDIX A

START-UP ACTIVITIES

A Rart-Up for Strangers

Objective: To allow a group of strangers to meetquickly and overcome initial shyness.

Step 1. Ask participants to look around and findfour others they do not know. Instruct each groupof five to sit in a circle and get acquainted.

Step 2. Stop the getting-acquainted process after 10minutes, and ask the participants what they said toeach other to get acquainted. They'll usually re-spond with

Name.Where I work.Where I was born.Family information.

After listing several responses on a blackboard oron newsprint large enough for everyone to see,spend a few minutes talking about how easy it is toplay a role in getting acquaintedhow we avoidexposing ourselves very much, by giving our"name, rank, and serial number" when we first in-troduce ourselves to strangers. Note that people areusually more interesting than their roles suggest.

Step 3. Again ask each participant to find four oth-ers he does not know. This time, however, thegroups of five cannot get acquainted by exchangingany of the information already listed, except fortheir names. This time they must get acquainted bytalking about other things. Let them talk 10 minutes.

Step 4. Stop the process and once again ask howpeople became acquainted. List their responses.Generally they will include

Interests.

Hobbies.Values.Political philosophies.

Note the differences between the two lists. Ask par-ticipants to describe differences between their firstand second groups. Typically they will perceivegreater involvement, intimacy, and exploration inthe second. Ask them to try to set that climate forthe workshop by avoiding role playing and by en-countering each other on meaningful issues.

A Rad-Up for Workshop Goals

Objective: To explore the goals of the workshop in

light of participants' expressed needs and interests.

Step 1. Ask each participant to think about what hewould like to get out of the workshop. Then allowfive minutes for everyone to write his objectives onpaper.

Step 2. Ask each participant to find one other per-son he does not know well and to share expecta-tions with him. Allow five minutes for this.

Step 3. Ask each pair to find another pair withwhom to share expectations.

Step 4. Ask each foursome to find another four-some. Hand out a list of workshop goals to eachgroup of eight, and ask if the expectations theyhave Ikted can fit within the workshop goals. Allow15 minutes for group discussion.

Step 5. Ask for general reports from the groups. Ifthere is a high correlation between personal objec-tives and the objectives the workshop is designedto achieve, no restructuring is necessary. If not,consider what can be done to help. Do not spendtoo much time at this point on persons or groupswith needs impossible for the workshop to satisfy,and do not confuse workshop goals with how youare going to meet them. The important thing is toget people involved in looking at their own needswithin the context of the workshop goals.

A Stad-Up To ExploreHuman Resources in the Group(for groups under 40)

Objective: To facilitate a quick sharing of workshopparticipants' skills and resources.

Many participants bring skills that would be im-portant to share with the group, but they are usual-ly reluctant to come right out and say, "I'm reallygood at this." This exercise legitimizes a quick shar-ing of self and allows everyone in the group to in-fluence the exerdse.

Step 1. Share with the group this dilemma: it wouldbe desirable if everyone could really get to knoweveryone else before starting on other workshopactivities, but the limited amount of time makes thisimpossible. As one way of exploring in a short time,ask the participants what kinds of questions theywould want to ask to get to know each other bet-ter, and list them for everyone to see. Questionsthat reveal skills and resources should be encour-

37

aged. Examples might include--

If you had one more thing in your life todo, what would it be?

What hobbies or interests do you have?What is the most exciting thing you have

done in the last six months?What are some skills you could share with

other participants?

Step 2. After 10 minutes, collapse the categories asmuch as possible, putting the questions in some or-der and numbering them.

VP

38

Jam.

eg

a

"4".--

Step 3. Give each participant a large sheet of news-print and a magic marker. Allow 10 to 15 minutesfor everyone to write down the numbers of thequestions and his answer to each.

Step 4. Hang up the individual sheets with maskingtape and have the participants mill around to readand discuss them. Give them an opportunity to askquestions of each other directly or with their magicmarkers on the newsprint. Where possible, do notremove these sharing sheets, so that they can beread again as participants become better acquaint-ed throughout the workshop.

e

21

APPENDIX B

Introduction to Strands Concept (No. 2)

INSTRUCTIONAL ACTIVITIES

Introduction to Strands Concept (No. 1)

Objective: To demonstrate that conceptual strandscan serve as an organizing device for unifying differ-ent elements of a particular environment.

Step 1. Have individuals make a list of five things ofwhich they are aware or impressions they get intheir present location.

Step 2. Walk to a second location and have eachperson make a similar list of five items. Then haveeveryone share his 10 items with the total group.

Step 3. Direct each person to group his items intoany categories he likesplants, animals, nonlivingthings, natural things, man-made things, colors,sensory impressions. (If large numbers of partici-pants are involved, this can be done in teams.)Share the ways in which items were grouped.

Step 4. Ask participants to look for related items indifferent categories and draw lines between them.Let individuals give examples of related items andexplain how they are related.

Step 5. Ask participants to consider how their listsmight be different at midnight, at another time ofyear, 50 years ago, or 50 years in the future. Sharethese speculations with the total group.

Step 6. After everyone has had an opportunity toparticipate, relate the strand concept to what hasjust been done by making. observations such asthese:

In grouping items, it is necessary to look forvarieties and similarities.

However grouping is done, patternsemerge.

In looking at how things are related, it is

necessary to consider interactions and interde-pendence.

In speculating about how things were inthe past or will be in the future, one is reallyconsidering continuity and change.

By carrying time extension even further,adaptation and evolution can be considered.

When these points are made, the activity may beterminated, or there may be additional discussionon how the strand approach can be used to tie to-gether different elements in the environment.

44'1

Objective: To demonstrate that conceptual strandscan serve as an organizing device for unifying dif-ferent elements in a particular environment.

Step 1. Direct participants to list as many differentthings as they can identify or describe at the site infive minutes.

Step 2. Have them list the groups into which thedifferent things could be placed. (Groups can be asspecific as "trees" or as broad as "living things.")

Step 3. Ask each participant to indicate which ofhis individual items are dependent upon or reactdirectly with something else on his list.

Step 4. Have participants indicate which items ontheir lists have probably changed most in the past10 years and which have probably changed least.

Step 5. Elicit individuals' ideas about how the livingthings at the site have adapted to the physical con-ditions there.

Step 6. Relate the discussion generated by thesequestions to the strands. Explain that the strands arethe constants that run through the total environ-ment. Since they can be identified in all situations,they can be used to help give unity to the total en-vironment. This exercise can be repeated at a totallydifferent site to reinforce this point.

Application of Strand Approach

Objective: To provide practice in applying the con-ceptual strands in different sites.

Step 1. Explain that the conceptual strands providea way of viewing different aspects of the environ-ment and help to reveal how everything in the en-vironment is interrelated. Go through the strands,and have participants identify examples of eachstrand in the immediate environment.

Step 2. Assign one or two strands to individuals orteams and direct them to find a site where they willlook for evidence of a particular strand and list theirfindings. Allow about 30 minutes for this activity.

Step 3. Reassemble the group, and let individualsor team recorders present what was listed and re-late each observation to a particular strand.

Step 4. This exercise can be concluded by havingparticipants fill out the evaluation form on the useof the strands concept (see page32) or by sendingthem to another site to look for evidence of otherstrands.

39

APPENDIX C

MODEL WORKSHOP DESIGNS

The following model designs for a one-clay and atwo-day environmental study area workshop arepresented as hypothetical examples. They are notintended as a shortcut for the workshop designprocess. Each of the designs is based on a generalgoal from which specific objectives have been de-veloped; activities in the models are structured toachieve these objectives.

1-Day Workshop Design

General GoalTo create an awareness of the environmental

study area through use of all five senses.

Specific Objectives

1. To introduce participants to the environmen-tal study area and to familiarize them with itsresources2. To develop in participants an awareness ofthe environmental study area through direct sen-sory experiences3. To share individual experiences for the benefitof others in the group4. To critique and evaluate the sensory approachprocess and explore its possible applications.

A....%. .

830400 a.m.'. .

Registration -t.

. &table sboiild be set, up for distributing name tags-and miter-'.'ials 'to. Partieipants. irpoptarriVil;`, II ""ne iPerrnanent'fatilitylk'aVailable a tent Stieltee,niai be'.'set UP' .':-''''.''.'-''

,

9..00.-915 Welcorire ?

: IntrOductions' ,

*. OrientitiOn

Introductions; bverView :of ,Workshiip Purpose: ei ination-of,,. , : ,.'objectives 'and expected oiriCOmeS'.shOuld ben Oen Iii'Woiti.-;shop.'"riireiti. /1111 official :representhig ttre'?.ES,A7shotrld, make,Welcoming reMarlis...tet!eaChyParticipritit,inkteduci himself if

. tirOe permiti.-.'

. .915-94 r ' 'Statt-up activities',; 'and teambutlding

, Have participanti gat r".iii groups of ,fOur,:for'',start up,'activities..1MterWards;';ailreachPartiCipant tir ielict 'a krtPer ioi.the,day'S 'aCtiVitieS::'Eir ain,1* tliXti tWolneiribei'teams.;;Will,, thegroup structure for sensory exPerientes: AllOw\loptiout4 fortheltwo.PeOPlek fp:cacti:14'am to get,60ei.acquaiilied.7,..i'

... .3,. . . ,

. 9:451a.00.

. . ... ' . '

Coffee. brea rrange,to have coee and ,lia,..itIthe', site pastrtes.optiona, Allihi thiiiiiiVi "tO be *ii*iiiiiitOO'Ot iliiiteinibirilding eeiiiii'' ,':,,',./:-

40

Time Activity Explanation

10:00-10:30 Introduction tosensory explorationexercise

Explain the purpose of the sensory exploration exercise (elabo-rate from workshop objectives and other resource materials).Tht first sensory exercise should focus on taste, smell, and tex-ture. Instruct pairs to explore the ESA and "collect" and re-cord as many tastes, smells, and textures as possible. One teammember should record all sensory observations for discussionlater. Upon return, pairs will arrange displays of their collec-tions to share with the other participants. Entertain questions.

10:30-12:00 Sensory explorationof the ESA

Allow each pair to explore the ESA on their own. Do not re-strict or constrain the activity. Some participants will get moreinvolved than others. Instruct pairs to allow sufficient time toarrange their displays for sharing with other teams.

12:00-12:45 p.m. Lunch Participants should have been instructed in advance to bringbag lunches. If lunch is the workshop director's responsibility,provide box lunches or a smorgasbord.

12:45-1:15 Discussion of morningsession

Although participants probably will be sharing reactions infor-malty by now, time is provided here for feedback from thetotal group. This should be limited to general observations andcomments, since group sharing and critique will come later.Use the discussion as a lead into the secondary sensory ex-ploration experience, explaining that this activity will focus onsight, sound, and touch.

1:15-2:45 Second sensory explora-tion of the ESA

Each pair will take a "blind" walk through the ESA, with onepartner blindfolded and the other serving as a guide. Rolesshould be switched midway through the exercise. Suggestedhike routes might also be given. During this activity, partici-pants should become familiar with a wide variety of sights andsounds in the ESA.

2:45.3:00 Refreshments Choice of beverages will depend on the weather, but a limitedvariety should be available, e.g., coffee and soft drinks.

3:00-3:45 Group sharing ofexperiences

Provide an opportunity for teams to view one another's dis-plays and share their experiences in informal group or individ-ual discussion.

3:45-4:15 Critique and evaluation Provide for an open and frank discussion of the day's activi-ties. Evaluation might include oral feedback, a written critiqueby each participant, and a written evaluation form. Take care-ful notes or record the entire oral evaluation session for use indeveloping future workshops and in providing participantswith a synopsis of the workshop. Allow time for teams to re-turn objects "collected."

4:15 Adjournment Thank steering committee and others who assisted, as well asparticipants.

;-2,

4 1

2-Day Workshop Design

General Goal

To introduce participants to the ESA and ac-quaint them with approaches to its use.

Specific Objectives

I. To introduce participants to the environmen-tal study area and to familiarize them with itsresources

2. To acquaint participants with the strand ap-proach3. To acquaint participants with the man-made/natural environment parallel approach4. To involve participants in working directly toapply these approaches5. To critique and evaluate the approaches andrecommend ways to use them with students.

Time Activity Explanation

First evening

4:00-5:30 p.m. RegistrationRoom assignment

Set up registration table in readily accessible area of residentfacility. Place a sign near the entrance to guide participants tothe table. Room assignments should be made in advance. Par-ticipants should be given name tags (prepared ih advance), aworkshop schedule, directions for room check-in, and loca-tion and time of first session.

5:30-600 WelcomeOrientationIntroductions

Welcoming remarks, overview of workshop purPose, explana-tion of specific objectives and expected workshop outcomes.should be given by the workshop director. Participants shouldintrodUce themselves if time permits.

600-7:30 Dinner The dinner menu should be selected in advance and servedbanquet style. Small tables seating six to eight are ideal. All de- .

tails should be worked out with faCility staff well in advance.

7:30-8:30 Start-up activities.Team-building exercises

Room environment and arrangement should be informal, butcarpeting on the floor is desirable. Dress should be casual. Askpanicipants what information they would like to know aboutthe others in the group. Ask participanti to team up With threeother peOple they would:like to work with during the Work-

' shop. Allow 10-15 minutes' for teams to get acquainted. :

8:30400 Media presentation Show filmstrip'Man and His EnvirOnment: A New Approachto Environmental EduCation." DistribUte enVironinental,edu-

.

cation materials.

First day

7:30-9:00 t m.Breakfast Allow participants to have breakfast on their own Or in groups :

of their choosing. , ,.,

900-9:15 Travel to ESA 'If the houSing facility is IOCated on ihe ESA site, no,travel,time :

need be scheduled. If traVel is inVolved, the tithe reqUiredshould be determined in advanee.,

9:15-1030 Orientation to the ESA

.

-

Someone thoroUghlY1.,famillar, with.,the' ESA should take thegroup on a tour of the area, point ng out noteworthy features,eXplaining historical and 'cUltural, significance,' and indkating

, primary uses. A map of the ESA and any available printed ma-'-terial will be helpful.'

,

42

1

Time Activity Explanation

10:30-10:45 Break Arrange to have coffee and tea at the site. If weather is warm,cold drinks might be provided.

10:45-12:00 Introduction to thestrand approach

Introduce the group to the strand approach explained in Manand His Environment An Introduction to Using Environmen-tal Study Areas (NEA, 1970) and in several documents pro-duced by the National Park Service. These materials should beobtained in advance and serve as basic resource material forthe workshop.

12:00-1:00 p.m. Lunch Bag or box lunches should be provided at the site.

1:00-2:30 Strand approachexercise

Each team should be assigned a particular location within theESA and asked to relate that location to the five strands. Thereare several variations to this exercise, and teams should be al-lowed to develop their own if they wish. The publicationsmentioned above contain information on this activity.

2:30-4:30 Team reports anddiscussion

Bring teams together in a central location. Ask each team tospend half an hour critiquing and writing up the strand ap-proach exercise. Provide refreshments during this time. Formsmay be prepared in advance to guide this exercise and provideuniformity in reporting. Ask each team to select a reporter, andallow 5 to 10 minutes for each report. Discussion may followeach report or may conclude the session. This session shouldbe recorded.

4:30-6:00 Free Time Return to housing facility. Allow free time to relax and preparefor dinner. No formal activities during this time.

6:00-7:30 Dinner Follow same procedures for dinner as on previous evening.

Second evening

7:30-9:00 p.m. Introduction to thenatural/man-madeparallel approach

Assemble group in meeting room and explain the concept ofdrawing parallels between the natural and man-made environ-ments. (For additilnal information see materials developed bythe Group for Env4onmental Education.) Discuss the conceptof making environments "observable." Introduce the varioussystems that serve as the basis for drawing parallels: patterns ofuse, movement, life support systems, cycles, population, levels(at, above, or below ground level). Give examples ofnatural/man-made parallels for each category. Assign one cate-gory to each team. Dire .t teams to plan for activity develop-ment exercise to be conducted the next day.

Second day

7:30-9:00 a.m. Breakfast,t

Same procedure as on pre,;ous morning.

Cont'd

4:3

DO:000*P( 61parallel aetiiiitiei 4

!1_,. -Circ;-,P;k...- ,,,;ArayettO,;.EKCOndlic,:,fi.,-nalft;41e6 orAsse 131 "'-..it,activ,ilyt.den,,,yelopme_. ntedoxerciss,;-Pla.hped:ilkiirevIclils'''.eViti

Instruc.t:,jeacbt"teatn,to.7,,,e,yelop, ji`,sPecifiaaCtia's t.'4: VOne by student groupin ao: our5aEthti- E.'. irliV

shoul,d be,' 6...i:e,dr.!:ciria:prthe:hterialsni;6eitiee- '11,:ts--1;::.-6,:ipaC,::::::;..1,74!:,

iliiiik:-,,'iiiiig 17*. 1' fr.7.1.131,r11:..ateic!ri ind'shoUld

.nat 0 rat :*eny,ironments;...leams'.sh:oliCt' ,:41Orlesn'n:"iheIV

mom' pg:t: Dci, hot PlatifaYOriiill 'Criifii4'01V,.,6i4d4i.-..., 1.- the''o.n.'"..e/ et,..:,. , CC

.7....,.,.'.. 4' . ... .1 ...,..4.i.,', ,,- ... .,. i.,,,,, ', e,..., to.:,1 ' ,'..?,.3),z.,,,,4<tt.04..,,,,e.:.... "AA-,; !

t;make'i:Cof eiailabie :: i ivi; Central lOcation4WteaMsloak4-,,, , ...,"w n It yishoose.

i. N

Handlesame, as .,611, previoUs yZi.,fiaftarnocesessionzitqo bev'-..C-Ond acted, at lbeisitel? ore return ho using ifoclunc

'17.'conduct 4fternoomsession.thereXhoiCeikill,depend.An

ogistico requirements ot partitmants room cnectc..oul:k meand., -neral(conitenience;

,i.....,,,,.. . ,,,,,,,I,; ,,,,'...;.. ,,,::,.f :-. :).;!i.-t,-7.dNix.5, , .;:. , , ..ert ? ,!.,sseMble grouk,tAllaw:ife,OTAQm.ttf,p,_!4fiLl.*Tr, ,-..(09r.:,

4fit"iipliiti'On' `Pa rallei:alt tyri des' exerctse:NIOW,51o1 0;T* tes4

o'li.',0:ai'..*k't':'jn.$:.f.i'.10:ifrt:r1:0t.ic..':::)Ia'txl:;iosscai(figrt,arilinj7gdpc.',rlj'...otirisnk.t....

,,,,:.- . A.,: trip! ' al Eiepofti: hi.Ye n given, epo

shouktbe recoroeat 10,.

::p.::::,11:41.,on.vr.fttip,-w'm.,..1441--740..ty-xt.A.... .to::,..to

'Allowittme;t ?nWrietailed!-,critique-andipiai honk?-.-, 4- - .- --,- .,-,- -n-7 ....:4r ..,..,,,,,r0,4 .."s'k1.tiorkshboth; ntten;,a .oral4tot s ot dibe

PY.Iliteiriiiiiitiop. 'amcetviipt- ..,..F.,..t.tt,;-,1151openglgIssiotpa.. ...e'n'CiiiniFfrinit,t ii, ,- ,...., .. .

ity,i,,r_esst..:41,, ptocessiandAspn elerne,, nt

Akvkshoet6ncltideleAiteraseillitinho 1).0.0..-"T'. ,.. Oita6it -. , '.4400. 1 ...W.M. I

ir.r. 1.9411-to,ii)bt .619,0(4,444'acticinl,orurecOrnrivitaii.w re4 kg- iii tro MI heTalteR4un It raeliel ,ti p Coss

-toffit=4:..44,4r0.4Aitaft.v.litkv ..', ....PrAl

TRATefitrchtliitiiiiarrgOliketw grarw logia:-. f .. .....,.....,_,......- -, ...

y°dike filiver- ,i'i,,,-!=.4.

344

APPENDIX D

NESA WORKSHOP SCENARIO

What follows is an illustration of how an envi-ronmental study area workshop might develop. It isintended to give persons unfamiliar with stagingworkshops a quick view of the total process. It isnot intended as a model nor does it purport tocover all contingencies for any given workshop.

For the past year and a half, the teachers and stu-dents in Pseudoville School District have beenworking together to develop an environmentalstudies program. The program, involving the dis-trict's intermediate grade students, is based on aninterdisciplinary approach. The teachers have or-ganized a committee to revise the curriculum to in-tegrate environmental education into subjectstaught in the intermediate grades: social studies,math, science, communications, and art.

The committee has decided to base the environ-mental education program on the strand approach.It has adopted the booklet Man and His Environ-ment: An Introduction to Using EnvironmentalStudy Areas as its guide to planning a program thatcombines dassroom study and direct experience instudy areas outside the school.

?:9

The committee has had little trouble planningthe classroom component of the program. How-ever, difficulties have arisen in planning the outsideenvironmental study phase. With the exception of afew field trips, the Pseudoville teachers have neverconducted programs outside the school. They arenot familiar with the learning potential of the sur-rounding community, they do not know what re-sources are available to them, and they are uncer-tain about how to use these resources as part oftheir program.

The committee has learned that several otherschool systems have developed environmental ed-ucation programs using facilities of the nationalpark located 30 miles away. A decision is made tocontact the park to seek help. The committee chair-man drafts a letter to the park superintendent ex-plaining the program and asking about possible as-sistance.

The following week, the committee receives aletter from the environmental education specialiston the Park Service staff. He explains that the parkcontains a designated National Environmental

45

Study Area (NESA) and that he and other NationalPark Service (NPS) personnel are available to helpdevelop and conduct a program. He suggests thatthe committee meet with him and encloses litera-ture describing the NESA program.

The committee is enthusiastic, and a meeting isarranged. At the meeting, the environmental educa-tion specialist explains the NESA program in detail,indicating that the school district is welcome to usethe human and natural resources of the park. Afterfurther discussion the committee decides that thebest way to acquaint teachers with the NESA lnd tofamiliarize them with the strand approach is to con-duct a workshop at the environmental study area. Itdecides to form a steering committee to plan theworkshop. The group discusses the functions of thesteering committee and decides that it should besmall enough to operate effectively while still beingrepresentative of the levels and departments in theschool and park systems. The decision is made toask six people to serve on the steering committee.Representing the school system will be the presi-dent of the local teachers association or his desig-nee, the curriculum development specialist, a

social studies teacher (chairman of the originalcommittee), and the assistant superintendent incharge of instruction; representing the NPS will bethe environmental education specialist and an in-terpretive naturalist. The social studies teacher,selected as committee chairman, agrees to draft apreliminary agenda and to call a meeting of thecommittee within the next two weeks.

The initial meeting of the steering committee is tobe held at the park. The chairman phones commit-tee members to clear a meeting date and follows upwith a letter to each, giving the time and location ofthe meeting. The letter also lists the major agendaitems: developing the workshop design, selectingworkshop participants, and determining the work-shop site.

The park interpreter begins the steering commit-tee meeting by leading the group on a tour of thearea, pointing out significant features of the site andpaying particular attention to the designated NESA.It is decided that the NESA site will be used forconducting workshop activities.

Committee members discuss the workshop de-sign and suggest that it be based on the philosophyand goals of the NESA program. The environmentaleducation specialist points out that the NESA phil-osophy is based on the five environmental strands:variety and similarity, patterns, interaction and in-terdependence, continuity and change, and adap-tation and evolution. He notes that the strands can

46

serve as an organizing device to make the interrelat-edness of elements in the total environment (in-cluding man) more understandable to the individ-ual student. He concludes by stating that the goalof the NESA program is to develop environmentalliteracy leading to a personal environmental ethicbased on an understanding of the earth's life sup-port systems and how they work.

After agreeing that the overall goals for the work-shop should be to inform teachers about the NESAphilosophy and to familiarize them with the NESAsite and its instructional potential, the committeeproceeds to develop specific workshop objectivesrelated to these goals: (a) to acquaint participantswith the NESA and its resources, (b) to explain thestrand approach and demonstrate its usefulness,and (c) to involve participants in using the strandsin exploring a site.

The selec..,n of participants is the final item onthe agenda. It is agreed that they should be repre-sentative of various subject areas and grade levelsand should be committed to following through af-ter the workshop. It is felt that at least one personrepresenting the school district administrationshould be involved. All members of the steeringcommittee agree to be involved, either in staff rolesor as participants.

The committee members volunteer for individualassignments to carry out before the next meeting:arranging for food and transportation, gathering ma-terials, handling publicity, identifying potential re-source persons, arranging for advance informationfor participants, and coordinating participant selec-tion.

The steering committee decides to hold anothermeeting within two weeks, this time at the schooldistrict office. Committee members agree to be pre-pared to report on assignments and to completepre-workshop planning at that time. The committeechairman will coordinate assignments and answerquestions. She agrees to prepare a written report ofthe first meeting and an agenda for the secondmeeting and to mail them to committee memberswithin the week.

The second steering committee meeting beginswith individual assignment reports. It is reportedthat 18 teachers have responded to the workshopnotice, indicating an interest in participating. Uponreviewing the list, the committee decides to issueinvitations to all 18.

The workshop design is taken up next. Becauseof limited resources, the committee decides on aone-day workshop. Possible dates are discussed. Itis reported that released time has been authorized

for teacher participation, and the workshop is setfor a Thursday.

The committee brainstorms to develop possibleactivities for achieving the workshop's objectives.Among the ideas suggested are the following:

1. A lecture on the NESA philosophy2. Exploration of the NESA site3. Identification of plants and animals at the site4. Identification of rocks and minerals at the site5. Explanation of man's influence on the area6. Explanation of the strand approach7. Demonstration on the use of the strands8. Individual application of the strand approach9. Discussion of how use of the area and thestrands could be integrated into each teacher'sregular program.

Becoming realistic and critical, the committee dis-cards the first idea because of the low level of parti-cipant involvement it provides and because a moresubtle approach is thought to be more effective. Itdecides that the N ESA philosophy can be revealedin the selection of activities and the way they areconducted. The second suggestion is incorporatedas part of ideas 6 and 7, and it is decided that an in-direct introduction to the strands will be most ef-fective. The group decides that while activities 3and 4 would acquaint participants with some of theresources of the area, they are not crucial to achiev-

ing the overall goals of the workshop and cannotbe included in the amount of time available. How-ever, some things inherent in these suggestions willbe brought out as the NESA is explored under theguidance of persons conducting other activities atthe workshop. Number 5 is thought to be so im-portant that it deserves a more involving activitythan an "explanation" and will be emphasized dur-ing the introduction to the strands. Number 8 isconsidered essential if participants are to make sub-sequent use of the strand approach with their stu-dents. The committee feels that suggestion number9 is very important but should be the responsibilityof individual participants and the possible theme ofa follow-up workshop or seminar.

After making these decisions, the committeeagrees to include a half hour for helping partici-pants get acquainted. Then it sequences all the ac-tivities and develops a tentative workshop sched-ule.

Workshop assignments are discussed. One com-mittee member is selected to serve as workshop di-rector. Another agrees to conduct the start-up ac-tivities. The Park Service environmental educationspecialist agrees to conduct the introduction to thestrand approach. Other committee members are as-signed specific responsibilities for preparing andmailing advance materials, conducting registrationand preparing name tags, handling supplies andequipment, ordering and collecting support mater-ials, providing refreshments and lunch, and record-ing.

One week prior to the workshop the final ad-vance mailing of materials is made. The mailing in-cludes a tentative workshop agenda and an infor-mation sheet spelling out the time and place of theworkshop, travel arrangements, and other pertinentdetails.

Workshop participants gather at the specifiedschool at 8 a.m. on the day of the workshop. Ar-rangements have been made with several partici-pants to use their private automobiles for transpor-tation to the workshop site. The group leaves theschool at 8:15 for the 45-minute drive to the site.

Since no meeting facilities large enough to ac-commodate the group exist at the site, an outsidemeeting area has been set up. Five picnie tables arearranged in a horseshoe shape under a tent-likeshelter open on the sides. Name tags and packets ofmaterials are set out on one of the tables.

Upon arriving at the site at 9 a.m., each partici-pant is provided a name tag and packet of materialscontaining a workshop schedule, list of partici-

47

0 o OatI.,

pants, list of goals and objectives, map of the area,and booklets describing the park and the NESAprogram.

The workshop officially gets under way at 9:10.The committee chairman introduces the park su-perintendent, who extends a welcome to the groupon behalf of the National Park Service. Then theworkshop staff are introduced. In the discussion ofthe day's activities that follows, they point out thatthe primary purposes of the workshop are to famil-iarize participants with the environmental studyarea and its instructional potential and to introducethem to the NESA philosophy and the strand ap-proach.

The discussion lasts until 9:30. The next half houris devoted to activities designed to help partici-pants get better acquainted with one another andto develop teams. Arrangements have been madeto provide coffee and doughnuts about 10 a.m. Thecoffee break gives participants an additional oppor-tunity to get better acquainted with their teammembers.

The introduction to the strand approach, consist-ing of six specific steps, lasts from 10:15 until noon.The objective of this activity is to demonstrate howthe strands can serve as an organizing device forunifying different elements of the environmentalstudy area. As the group explores the area, evi-dence of man's influence there is also emphasized.

Shortly after noon, the group breaks for lunch,which each participant has brought along. Bever-ages are provided by the steering committee.

At 1 p.m. there is a short review and discussionof the morning's activities. The objective of the af-ternoon session is to provide practice in applyingthe strands approach at various sites within theNESA. Following orientation, each team is assignedone of the five strands and is given 45 minutes tofind a site where there is evidence of that strandand to record its findings.

At 2:15 the teams regroup at the shelter area.

48

a....r

..rj.e

Each team is then given 30 minutes to prepare a re-port of its activity. Coffee and cold drinks are pro-vided for teams to have on their own while theywork on their reports. Each team is then asked topresent a five-minute report to the group, with nodiscussion between reports. The reports end at3:15, and a half hour of open discussion follows.

The day's program concludes with an evaluationof specific workshop activities as well as a generalevaluation of the workshop itself. Written evalua-tion forms, prepared in advance, are filled out byeach participant.

At 4:15 the steering committee chairman thanksthe group for participating in the workshop. Sheannounces that a report will be prepared withintwo weeks and will be mailed to all participants,and that the steering committee will meet the fol-lowing week to evaluate the workshop and recom-mend follow-up action. The workshop adjourns at4:30 p.m.

The following week the steering committee holdsa meeting to review the participants' evaluations.Generally the comments are favorable and indicatethat the participants' understanding of environmen-tal study activities was greatly expanded by theworkshop. Many participants express the need tointegrate the strands concept and the use of envi-ronmental study areas into the regular classroomprogram. The committee members agree to con-tinue as a functioning unit to develop guidelines toassist teachers in meeting this need.

During the next three months the steering com-mittee will gather resource materials and other in-formation and key them to the regular classroomunits so that students will become familiar with theinterdisciplinary nature of the strands and of envi-ronmental education. Wherever possible, commit-tee Members and the teachers who participated inthe workshop will also provide direction in devel-oping new curriculum materials geared spedficallyto the needs of the school system.

r.Ar

SELECTED REFERENCES

The following materials may be useful in conduct-ing environmental study area workshops. Mostcontain specific activities or exercises for studyingthe environment, both natural and man-made.

American Camping Association (Bradford Woods,Martinsville, Indiana 46151). Acclimatization:A Sensory and Conceptual Approach to Eco-logical Involvement. A detailed guide to initi-ating a sensory approach to environmental in-vestigation. 1972. 138 pp. $3.25.

American Education Publications (Education Cen-ter, Columbus, Ohio 43216). Ecology Books.32- and 48-page booklets for secondary stu-dents present factual information and self-di-rected instructional activities. Brochure avail-able.

American Geological Institute (2201 M Street,N.W., Washington, D.C. 20037). Environment-al Studies. Packets of interdisciplinary mater-ials. Innovative lessons emphasize artistic, so-cial, mathematical, and scientific aspects of theenvironment. 1971. $5 per packet (approxi-mately 30 cards).

American Association for Health, Physical Educa-tion, and Recreation (1201 16th Street, N.W.,Washington, D.C. 20036). Man and His Envi-ronment: An Introduction to Using Environ-mental Study Areas. Presents an interdiscipli-nary approach to environmental education forteachers through the use of five conceptualstrands. Filmstrip also available. 1970. 56 pp.$1.75 per copy; quantity rates available.

Burgess Publishing Company (426 South Sixth

Street, Minneapolis, Minnesota 55415). FieldStudy Manual for Outdoor Learning. Compila-tion of outdoor exercises, many of which areeasily adapted to the regular curriculum. 1968,122 pp.

Educational Facilities Laboratories, Inc. (477 Madi-son Avenue, New York, New York 10022). En-vironmental Education: Facility Resources.Presents an overview of places and things inthe national parks, schools, and communitiesand suggests ways to use them to build effec-

live programs in environmental education.Cites specific examples in urban and naturalenvironments. Prepared for the National Edu-cation Association's Environmental EducationProject (administered by the Association ofClassroom Teachers and funded by the Na-tional Park Service). In press. About 64 pp. $2.

Government Printing Office (Superintendent ofDocuments, U.S. Government Printing Office,Washington, D.C. 20402). NESA: A Guide (re-vised edition). Basic guide for the National En-vironmental Study Area program, including theinterdisciplinary technique and philosophy forsetting up and using NESA's, as well as materialon the meaning and application of the five en-vironmental strands. Prepared by the NationalPark Service, U.S. Department of the Interior.Stock No. 0-389-991. In press. Approximately64 pp. Approximately $2. All Around You.Contains classroom and outdoor activities re-lating to the urban and the natural environ-ment for upper elementary and junior highstudents. Includes teacher's guide. Developedby the Bureau of Land Management, U.S. De-partment of the Interior. Stock No. 2411-0035.1971. 126 pp. $1.50.

Group for Environmental Education (GEE!, 1214Arch Street, Philadelphia, Pennsylvania 19107).Our Man-Made Environment, Book Z Con-tains 17 problem-solving exercises designed tomake the man-made environment more mean-ingful to seventh graders. Learning To GetAround. Contains 16 lessons to help studentsvisualize their surroundings and create and in-terpret maps for their own purposes. Brochureof GEE! publications available.

Interstate Printers & Publishers, Inc. (19-27 NorthJackson Street, Danville, Illinois 61832). Tipsand Tricks in Outdoor Education. Containsdetailed descriptions of activities that can beconducted outdoors relating to most in-schoolsubjects. 1970. 184 pp.

National Audubon Society (950 Third Avenue,New York, New York 10022). A Place To Live.Teacher edition plus workbook for upper ele-mentary students. Contains exercises to makestudents aware of the natural environment in

r 349

the urban environment. Workbook, 75 cents;teacher's guide, $1.50.

National Wildlife Federation (1412 16th Street,N.W., Washington, D.C. 20036). Environmen-tal Discovery Units. Inquiry-oriented activitiesfor teaching ecology, K-12. $1 or $1.50 perunit. Brochure available.

Scholastic Book Services (904 Sylvan Avenue,Englewood Cliffs, New Jersey 07632). EarthCorps Study Program. Consists of several activ-ity-oriented kits for elementary grades to devel-op environmental awareness and teach the ef-fects of man's actions on the interdependencyof living things. Each kit serves 23 pupils and 1teacher$24 per kit. (Additional student ac-

50

tivity books at 75 cents each sold only withkit.)

Silver Burdett Company (250 St. lames Street, Mor-ristown, New jersey 07960). Adventure in En-vironment Classroom Book, Outdoor Book,and Teacher's Guide available for upper ele-mentary grades; projected to include K-12. De-signed to familiarize children with ecologicalprocesses by relating them to the regular cur-riculum. Developed by the National Park Serv-ice, U.S. Department of the Interior. NEED Pic-ture Packet and Teacher Guide. Full-color en-vironmental photos on twelve 18 1/2" x 23"cardboard cards to stimulate discussion in ele-mentary through high school grades.

511

Checklist for Planning and Conducting anEnvironmental Study Area Workshop

Tasks prior to the workshop

Decide to conduct an environmental study area workshop-Initiate contact with either school system or resource area/agency

Form steering committeeDevelop workshop design

_Agree on goalsDetermine objectives in light of goalsBrainstorm (generate) activities to achieve objectivesIdentify limiting factorsSelect activitiesSequence activities- Identify necessary support systems for activitiesOutline general schedule_ Select participants_ Select workshop site

Arrange for housing (if necessary), meals, transportationContact resource personsGather materialsHandle publicityDevelop specific scheduleDevelop information sheetsMail advance materials to participants

Tasks during the workshop

Register participantsAssign rooms (if necessary)Check meeting placesProvide on-the-spot supportProvide refreshmentsConduct start-up activitiesConduct instructional activitiesRecord the sessionsEvaluate activitiesHandle difficult situations

Tasks following the workshop

_Send thank you letters to those providing assistanceEncourage continued use of the workshop sitePrepare summary report of workshopConduct follow-up evaluation

,Other

5