Chris Wyland on Place-Based Learning and Education for Sustainability

"... the other aspect in terms of educating for sustainability, is that, it just makes sense. As an educator, from seeing the impact it has on the authenticity of the student learning, but also, the impact is has on student engagement in society. Too often we expect kids to sit and receive, and not enough do we bring them in to the decision-making process. It's not fair to give them this world that has climate change and has all of these negative aspects going on around them, and to not give them the skills and the chance and the opportunity to make changes for a more sustainable future." - Chris Wyland on Place-Based Learning and Education for Sustainability

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Merging Math and Project-Based Learning in a Virtual Environment

repost from: greenschoolsnetwork.org By: Sanch Lawrence, Sep 29, 2020

I vividly remember my last in-person class before COVID-19 upended school as we know it. It was March 13, 2020, the day before Pi day.

I was teaching a lesson on simplifying a rational expression to my eleventh-grade Algebra 2 students at Clara Barton High School in New York City.

Students were casually discussing a Facebook post about COVID-19 as they worked in groups practicing problems in preparation for the upcoming Algebra 2 regents exam. Meanwhile, my coworkers and I were discussing the possibility of school being canceled for a few weeks or possibly the rest of the school year.

No one fully understood the health implications of COVID-19 and the impact it would have on in-person learning. And no one could’ve anticipated how the shift to remote learning would change the landscape of education, specifically how educational technology (ed-tech) would become essential to learning. Like water shapes itself to a vessel, educators had to transition from the traditional “chalk and talk” way of instruction to become smart-board, tech-savvy teachers. While challenging, this transition provided an opportunity for educators like myself to experiment with synchronous and asynchronous methods of teaching, as well as test out a host of ed-tech tools. For example, Zoom became a favorite among educators because of its breakout rooms, polling, and security features. Ed-tech tools quickly transformed the laptop screen into a classroom, where teachers, students, and parents could co-create a productive and collaborative online learning community.

I faced a couple of key challenges in transitioning my math classroom to a remote learning environment. My top priority was establishing a virtual classroom that accommodated multiple learning styles to ensure all my students had access to and could complete their assignments. Then came the challenge of covering what remained of the eleventh-grade math content for that year. I was personally challenged to find a way to deliver that content so it connected students to current events. The death of George Floyd, coupled with COVID-19, touched a nerve in students and stirred up strong feelings that needed to be expressed. Many of my students are aware of police violence in their neighborhoods and have experienced it themselves. How could I give my students an opportunity and an outlet to explore these issues while teaching math and meeting their multiple learning styles? The answer was project-based learning (PBL). PBL was a natural way to address these challenges; however, I had never used PBL in a virtual environment before.

I became a PBL Practitioner after attending hours of training offered by the New York City Department of Education’s Academic Integration Network and the Cloud Institute for Sustainability Education. I turned to these organizations again as I began to think more deeply about how I could facilitate authentic learning experiences in a virtual classroom that were personalized, interest-based, student-designed, and self-directed, all components of good PBL. Together, we designed interdisciplinary projects with themes that were designed to offer student choice. My class ultimately… [continued at: greenschoolsnationalnetwork.org/merging-math-and-project-based-learning-in-a-virtual-classroom]

Sustainable Lessons for Schools During Covid19

John Henry and Jaimie P. Cloud discussed why short-term, unsustainable thinking during #COVID19 could lead to long-term unsustainable schools. Einstein once said, “The significant problems we face cannot be solved with the same level of thinking we used to create them”. Now, more than ever, is the time to think about #reopeningschools with the long term health of our school communities and every system and function of the school in mind. We know that sustainable actions create healthier schools at lower operational costs. Taking courageous steps now and solving problems by thinking differently, instead of taking actions driven by fear, could make a big difference in the health and well-being of our students and schools.

Educating for Sustainability: Case Studies from the Field, PreK-12

The Cloud Institute and The Derryfield School contributed to the newly released Educating for Sustainability: Case Studies from the Field, PreK-12.  Jaimie Cloud and Brentnall M. Powell were two of the authors selected for the e-book, which showcases inspiring stories of Education for Sustainability (EFS) in action across the country. The case study, Inventing the Future: The Teaching of Environmental Studies, features Jaimie's work with Powell, the course instructor and Dean of Faculty and Academic Programs at The Derryfield School in Manchester NH. The two worked together to "sustainablize" Derryfield's year long, humanities based environmental studies course.

“When we were first growing the field of Education for Sustainability, all we had were aspirations,” states Jaimie.  “Now we have case studies, research and student work as evidence. It is joyful work and it improves lives. Not bad.”  

Educating for Sustainability: Case Studies from the Field, PreK-12 is a publication of Shelburne Farms, Shelburne, Vermont. Shelburne Farms is a nonprofit organization educating for a sustainable future. The Farm collaborates with educators, schools, and other partners to advance education for sustainability in Vermont, nationally, and internationally. Shelburne Farms’ campus for learning is a 1,400-acre working landscape and National Historic Landmark. Shelburne Farms serves over 150,000 program participants and visitors annually on-site alone.   

To access the FREE e-book, Educating for Sustainability: Case Studies from the Field, PreK-12 please visit Shelburne Farms website. 

Photo Credit: The Derryfield School: A digital poster made by a student as part of the Consumption/Waste/Design Unit. 

Embracing Education for Sustainability (EfS) with Jaimie Cloud

This post, written by James Gast, was originally published on The Willow School website, 9/9/16.

“What kind of future do we want?” That’s the central question that Jaimie Cloud poses to educators and students.

As president of The Cloud Institute for Sustainability Education, Cloud has since 1993 worked with schools to “sustainable-ize” their curricula. It’s her contribution to the kind of future she wants – one where human beings thrive all over planet Earth, without undermining the fundamental support systems of Nature and Society.

On August 30 – 31, 2016, Cloud worked with Willow’s teachers to align elements of their curriculum with the “enduring understandings” associated with educating for sustainability and its nine core content standards: Cultural Preservation & Transformation; Responsible Local & Global Leadership; The Dynamics of Systems & Change; Sustainable Economics; Healthy Commons; Natural Laws & Ecological Principles; Inventing & Affecting the Future; Multiple Perspectives; and Strong Sense of Place.

Over the coming school year, Cloud will continue to consult with Willow and to coach faculty to deepen our understanding and delivery of sustainable education, and to more effectively document and map the curriculum as a whole.

“We had two goals in bringing Jaimie in this summer,” said Willow’s Head of School, Jerry Loewen. “One was to become more focused and more effective in our delivery of sustainability education. The other was to provide the entire faculty with a totally shared experience and totally shared definitions and expectations.”

The workshop marks Cloud’s third round of work with Willow in the last decade. Over that time, she has noticed a maturing of the school and a deepening sense of grounded-ness.

“I am glad to be back,” said Cloud, who collaborated closely with Loewen and Assistant Head of School Amy Swenson to customize her two 2-day workshop for Willow’s needs.  “I look forward to working with Jerry, Amy and the faculty to build a regenerative curriculum to match the buildings!”

For Willow’s veteran teachers, the workshop offered a chance to more fully map their courses in relationship to one another, and to document what’s been working. For new hires, it was a chance to learn more about the Willow brand of education.

“Jaimie Cloud’s work on developing the whole child through a lens that appreciates the interconnectedness of all things is incredibly inspiring,” enthused Willow’s new third grade teacher Amy Arnold. “The EfS curriculum is just one more reason I am thrilled to be part of Willow. I cannot wait to see our students in action—working together toward their greatest purpose!”

Throughout the coming school year, teachers will document and map aspects of their curricula online.  Cloud will serve as a coach, visiting Willow monthly to work with teacher-leaders as they embed appropriate knowledge, skills and dispositions of Education for Sustainability into exemplary curriculum units to share with their colleagues.

“The habits of mind we are developing for our students through these efforts are vital not only for them and their future, but for the broader community,” explained Loewen, “so we are examining ways to spread this work much more widely this year.”

The end goal of all this effort is to truly teach our students in ways that make them agents of effective and sustainable change for themselves, and ultimately for the world.

EFS in Schools: Compass Charter School

Photo Credit: CCS Website

Today, we’d like to introduce you to Compass Charter School,  a new progressive elementary school located in Brooklyn, NY. The school, which opened in 2014, currently offers kindergarten through second grade, but plans to serve children in grades K-5 at full capacity. Compass Charter School is the result of a 2012-13 journey by three Brooklyn teachers who traveled the nation in search of what is working well in the American education system. Brooke Peters, Michelle Healy, and Todd Sutler called their expedition The Odyssey Initiative (OI) and returned home to establish a school using lessons learned along the road.  “ From our experience on the trip, we decided to start a new school that was progressive, inquiry based and one that connected with authentic experiences in the real world,” explains Healy.  It soon became clear that a charter school was the best fit for the trio’s innovative philosophy, which required a departure from the traditional public school structure of leadership and budgeting.  

A Mission is Born

Upon their return, the travelers noticedthat a number of the schools encountered on their journey were using Education for Sustainability (EfS) as a unifying framework and ultimately connected with The Cloud Institute.  “It turned out that some of the schools we visited were partners with The Cloud Institute so we got to see the program firsthand and how they worked with Jaimie,” describes Healy.  EfS seemed to connect many of the ideas the trio wanted to focus on for their new school.  “We found that it brought everything together for us.  We wanted it to be natural and have a social justice and economic side,” says Peters.  “EfS helped us get the vocabulary and the framework. It lead us to Jaimie and the mission was born.”

The Road Map Emerges

Intrigued by the EfS standards,  Healy and Peters first attended The Cloud Institute’s Summer Design Studio (SDS) in 2014.  They immediately noticed the SDS was not a typical Professional Development (PD).  “It really was a design studio,” says Healy.  “Jaimie was there and flexible when we needed it, but she was also able to step out if we wanted to do some work designing.”  The two spent the week exploring how to vertically align the EfS standards with K-5 curriculum and integrate Science and Social Studies standards in a meaningful way. “ Even though our school wasn’t approved yet, we just paid for the studio to help us develop what we wanted and where we wanted to go,” explains Healy.  “We added very special foundational things, like overnight camping, a trip to see civil rights things and more, all depending on the units and years.  That was the road map.” Another benefit of participating in the SDS was the opportunity to connect with others doing this work. “We also met some other people while we were there and we got to visit and learn from educators in NJ and other places. So it was a nice networking event as well, “ describes Peters. Once the school opened, the two returned to the SDS to work on unit design, this time accompanied by the school’s new Sustainability Coordinator, Kristen Beneke and a few founding faculty.  Jaimie began monthly on-site coaching to support school leadership and faculty to help build the school, refine the units and focus on content skills and assessment. The team is planning to return to SDS this summer to continue to document and map their curriculum.

An Integrated EfS Curriculum

The Compass Charter School created a curriculum that aims to connect children with the natural world and the systems that sustain communities. Located in one of the most racially and culturally diverse places in New York City, the school takes advantage oflocal resources, such as people, green spaces, architecture and history.  Sustainability is woven throughout the entire curriculum, including a twice weekly Sustainability Studio and ongoing classroom units at least three times a week. Teachers and staff meet every week to plan the integrated sustainability lessons. All curriculum is aligned with EfS standards as well as Common Core and Next Generation Science standards. In grades K-2, students immerse themselves in the natural world and begin scientific inquiry through play, exploration, and hands-on activities. Once grades 3-5 are added, students will participate in civic engagement by researching natural and built environments, and designing and implementing service projects within their own community.

Walking the Talk

At Compass Charter School, sustainability education doesn’t end at the classroom door. Green practices are implemented throughout the school such as vermiculture, composting, recycling and even CSA (community supported agriculture) shares distributed at the student-run farmer’s market in the schoolyard. Community members help to provide healthy snacks, cleaning products, and water bottles for the students. The classrooms at Compass offer natural environments that contain wood furniture, plants, and signs made by the students and teachers. Students transfer what they learn in the studio throughout their day at school and at home. Families donate recycled materials for arts and crafts projects and students recycle and reuse materials by transforming them into new objects. Everyday a student comes into school with a new object from nature that they must share or use as inspiration for a piece of writing about the Earth.

The Odyssey Continues

Creating a school from the ground up is as energizing as it is daunting.  “We are riding the bicycle and building the bicycle at the same time,” explains Beneke.  “It’s a challenge, but from it we will create something beautiful.” And they are not doing it alone.  The Cloud Institute’s partnership has been vital to Compass Charter School’s early progress.  “I don’t know where we would be without the dedicated assistance from The Cloud Institute.  It’s the centerpiece.“ says Peters. ”EfS brings it all together.”

For more on Compass Charter School, visit their website.

EFS in Schools: Kapalama Middle School

Aloha! Today, we’d like to introduce you to Kapalama Middle School, located on the island of Oahu in Hawaii. This native Hawaiian middle school, on one of The Kamehameha School’s three campuses, “educates children of Hawaiian ancestry to become good and industrious men and women in spirit, mind and body and to use their talents and abilities to positively contribute to the world.” Kapalama’s unique building is designed with an open floor plan and giant common spaces. Innovation is a priority here, as the school embraces Education for Sustainability, curriculum mapping, effective instructional practices, character and student leadership.

A serendipitous beginning

The Cloud Institute’s relationship with Kapalama began almost by chance.  In the Spring of 2011, Dr. Pua Kaai, Principal of Kapalama Middle School  was inspired to explore EfS after reading Jaimie’s chapter, Educating for a Sustainable Futurein the book, Curriculum 21 Essential Education for a Changing World (Ed. Heidi Hayes Jacobs. 2010). Soon after, Dr. Kaai, Dr. Erika Cravalho, Middle School Curriculum and Assessment Coordinator and several other key members of the leadership team at Kapalama shared a meal with Jaimie at one of Heidi’s curriculum mapping conferences in Saratoga, New York and a productive partnership was born. Back in Hawaii, two enthusiastic Kapalama teachers volunteered to participate in The Cloud Institute’s EfS Curriculum Design Studio™ in NYC and followed that up with ongoing Skype coaching sessions with Jaimie throughout that Fall. Hoping to engage more members of the school community, leaders at Kapalama invited Jaimie out for a whole school professional development day that included a keynote address and the EfS Intro. She returned that next summer, taking the first full cohort of teachers through their own EfS Curriculum Design Studio™. Since then, Jaimie has been coaching the entire faculty and most staff members via SKYPE throughout the year. In addition, she has been making the trip to Oahu each February (someone has to do it!) to provide the full faculty PD day and to work on whole school sustainability on site. She returns  each summer to support Kapalama teachers during their Studio as they innovate, design, document, map and “sustainablize” their courses and units, assessments and performance criteria.

“This is something we have to do”

Sustainability holds special meaning for native Hawaiians, making EfS a great fit for Kapalama. “It has been about really getting kids to think hard about how to live well within the means of nature, which is very much, what our ancestors did and what our ancestors personified. When we met Jaimie in Saratoga, the more she spoke about the work of EfS, the more I realized EfS is so much of who we are culturally at our school, and our people.  It was nice to expand our understanding of sustainability beyond the concept of reuse, reduce, recycle to include the ideas of systems thinking, sense of place, and cultural preservation and transformation,” explains Erika. “We are starting to think about how we can get our students to think critically so they can thrive in, not just our current reality, but in the future we will invent together. Working with an indigenous population of children, this is something we have to do.”The school’s  long term commitment to this work has produced tangible results. “All of the teachers are at that point where EfS standards are part of their curriculum mapping every day. It’s operational,” describes Pua. “It’s been really interesting to see how the use of standards has evolved over the years. The trend has shifted from only focusing on content standards, like science or math, towards the EfS Standards and how the various disciplines can work together to achieve them.  It’s more holistic, culturally relevant, and it just makes more sense.” Stressing the benefits of including the whole school in this work, she says, “What we do is bigger than the classroom.  It’s about each of us shifting our mindset to thinking about our thinking, and the sustainability perspective.”

Erika points to one of Kapalama’s interdisciplinary exemplars: an extensive unit on Biomimicry that involves ELA, Science, Math, Social Studies and Technology. “It caught fire, which is a fantastic thing to watch.” Another exemplar includes a student developed planet-friendly app for increasing the regenerative capacity of the aina (Hawaiian for land). EfS at Kapalama doesn’t end when the students leave for the day. Recently a group testified about sustainable development issues at a local community meeting, showing that in-school learning has real life results.

Looking Ahead

Kapalama recognizes the importance of assessment and data collection in successfully doing this work. Jaimie’s most recent February visit focused on the question, “To what extent are we actually educating for sustainability, and to what extent are we assessing for it?”  To this end, a large scale analysis was initiated on their mapping software, Rubicon Atlas, seeking evidence of EfS content and performance indicators in the core curriculum. It took one second to “push the button” to get the data, and then Jaimie and the faculty spent the rest of the day analyzing the data and determining their strengths, gaps and next steps.

The results?  

In summary: Every team and every discipline is targeting EfS standards and indicators; all EfS standards (not all indicators yet) are being targeted in the Middle School; many but not all EfS indicators being targeted are being assessed for, and that will be the focus for the rest of this year and next.  “It was thrilling. The energy in the building was palpable,” says Jaimie. "There is so much is going on and more to do, as always." In addition to assessment, calibration and the development of EfS performance criteria, the rest of the remaining work in the sixth and final year of this long term contract will focus on fully passing the “baton” to the team who will carry the work forward in perpetuity.  Or in Hawaiian, Mau loa "forever"...

Keep Calm and Lead On: Practice really does make perfect!

We all know that person… focused, positive, kind and able to bounce forward from even the most challenging circumstances.  You may think that these sought after qualities are hard wired in certain folks and out of reach for the rest of us. Well, according to the latest scientific research, we can actually “learn” these skills, much in the same way as we would master a musical instrument.  The secret?  Practice!

In the article, How Science Reveals that “Well-being” is a Skill, world renowned neuroscientist Richard Davidson makes the case that by practicing the skills of well-being, we can get better at them.  He breaks well-being into four “constituents” or skills: resilience, outlook, attention and generosity -- each well researched and documented in the field.  He claims that if strengthened, we can all promote higher levels of well-being, regardless of our personalities or circumstances. What does that have to do with contributing to a sustainable future?  Everything. Well-being is what we are striving for when we say we want a sustainable future for all. Dr. Davidson’s attributes of well-being are also listed as learning outcomes of Education for Sustainability. In other words, if we develop and practice them, we are better positioned to make a contribution to a sustainable future for ourselves and future generations.  So well-being is a “two-fer”-- simultaneously our preferred future AND the means to get there.

The Skills of Well-Being

Let’s dig in a little deeper into these four skills of well-being. As you read on, think about the relationships between these attributes and our sustainability. Dr. Davidson describes resilience as the ability to recover from the inevitable “bad stuff” that comes our way. “It’s not what happens to you, but how you respond to it” is not just great advice, but is actually based in science. Outlook, he says, is the ability to see the inherent goodness in others and to savor the positive experiences in our lives. Research shows those suffering with depression have disruptions in these underlying neural pathways. We’ve all had the experience of being distracted in today’s plugged in world and know know first hand how  it can directly impact our lives. Studies show that almost 50% of our waking time is spent not paying attention to what we are doing, leading scientists to call a “wandering mind, an unhappy mind.” And who knew that when we practice generosity, we actually activate the well-being circuits in our brains, resulting in a win/win for us and those we are kind to!

Train Your Brain

We are constantly being shaped by the world around us, whether we are aware of it or not. Dr. Davidson encourages us to take more responsibility for the intentional shaping of our brains “in ways that would enable these four fundamental constituents of well-being to be strengthened.”  He refers to the mounting research that suggests that mental training in the form of mindfulness meditation or compassion exercises, can make a difference in our brain’s ability to foster well-being. Just like running scales and arpeggios on the piano, science says that a regular meditation practice gets results.

Leading from a Place of Well-Being

Now, let’s get back to that one person in our lives who always seems to have a sense of calmness and purpose. Chances are they are a pretty good leader, too.  The ability to deal with adversity, stay positive and focused and to give others the benefit of the doubt are valuable qualities for inspiring others and helping them feel more comfortable with innovation.  Developing these skills intentionally can help all of us meet our potential as change agents as we educate our kids, our communities and ourselves for the future we want.  

Educating for Mindfulness

While the research on adults suggests that mindfulness strengthens our skills of well-being, experts are still figuring out how to best adapt these techniques for kids.  Many schools across the country have embraced programs to help students learn to be mindful of their breathing, senses, thoughts, and feelings with good results. The Cloud Institute has aligned our EfS Standards and Performance Indicators to the attributes of mindfulness and creativity for those schools that have taken on all three as strategic initiatives. Designing curriculum, assessments and activities that foster mindfulness  prepares students to take their role in creating a sustainable future.    

Learn more about Dr. Davidson’s approach and try out his sample exercises here.  And remember… practice makes perfect!

Lori Braunstein is the Director for Change Leadership at The Cloud Institute for Sustainability Education and the founder of Sustainable Cherry Hill, a NJ based civic organization. Follow along as she writes about “change agentry”, community/school partnerships and more. You can reach her at lori@cloudinstitute.org.