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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS

CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

Module 9 - Ecoliteracy
Objectives
1. Explain ecoliteracy in developing a sustainable environment
2. Discuss the seven environmental principles of nature
3. Describe a green school
4. Articulate how ecoliteracy can be integrated in the curriculum, practices in the school
and demonstrated in the classroom

Concept Exploration
In many places, people are struck and devastated by various natural disasters,
locally, nationally and globally. Thus, disaster preparedness and risk management have
been the targets of the government and educational institutions through various plans and
programs. In this case, environmental awareness has to be reiterated and strengthened
in schools and integrated in the curriculum, while everyone has to be oriented on taking
care of and sustaining the environment through eco-literacy practices.

Ecoliteracy and Sustainable Development

Ecological literacy refers to an individual’s understanding not only of ecological
concepts, but also of his/her place in the ecosystem (Meena & Alison, 2009). It was first
introduced by David Orr in 1989 in his essay “Ecological Literacy.” He indicated that
knowing, caring, and practical competence form the foundation for ecological literacy; and
that the root of environmental crisis is the individual’s inability to think about actions. Thus,
he emphasized the importance of experience in one’s natural environment that can enable
humans to shift perspective from one of an economic emphasis to one of balance
amongst economics, ecology and cultures.
Orr (1992) also argued that the ecologically literate person understands the
dynamics of the environmental crisis, which includes an understanding of how people
have become so destructive. Therefore, identifying school students’ ecological literacy
levels is a necessary step to investigate their behavior, attitudes, sensitivity, and
behavioral intention. In order to create awareness among students, it is important to foster
correct knowledge to ensure positive approach to the environment (Hares, Eskonheimo,
Myllytaus, & Luukanen, 2006).

Ecological literacy also meant to enable conscious and participant citizens to make
informed decisions or take action on environmental issues (Jordan, et al., 2009). Efforts
in this direction include books by experienced ecologists for the general public, of which
two outstanding examples are Levin (2000) and Slobodkin (2003).
Ecological literacy (also referred to as ecoliteracy) is the ability to understand the natural
systems that make life on earth possible. To be ecoliterate means understanding the
principles of organization of ecological communities (i.e., ecosystems) and using those
principles for creating sustainable human communities. The term was coined by
American educator David W. Orr and physicist Fritj of Capra in the 1990s - thereby a new
value entered education; the “well-being of the earth”.
Ecoliteracy concerns understanding the principles of organization of ecosystems
and their potential application to understanding how to build a sustainable human society.
It combines the sciences of systems and ecology in drawing together elements required
to foster learning processes toward a deep appreciation of nature and our role in it.

Prepared by: Joy Therese L. Villon, MAEd

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

Systems thinking is the recognition of the world as an integrated whole rather than a
collection of individual elements. Within systems thinking, basic principles of organization
become more important than the analysis of various components of the system in
isolation. Ecological literacy and systems thinking implies a recognition of the manner in
which all phenomenon is part of networks that define the way that element functions.
Systems thinking is necessary to understand complex interdependence of ecological
systems, social systems and other systems on all levels.

Sustainability is a qualitative and quantitative condition that demonstrates the

human capacity to survive over time. It is qualitive in a way that we want well-being
although, it is difficult to measure. But it is also quantitative in that natural capital and
ecological carrying ecological imperative for human society to exist within the carrying
basis for integrated thinking about sustainability. It supports the frame of mind, ethics and
the type of practice that will support the kind of thinking ecological imperatives. To achieve
sustainability, we must trace the roots of our cultural assumptions and work on ecological
illiteracy. Our society has created the ecosystem’s ability to support life. This
unsustainable and reckless action is direct result of lack of ecological understanding and
lack of sense of urgency. With this in mind, ecological literacy aims to replace fragmented
thinking with new cognitive and social capacities necessary for design.

Ecologically Literate Person and Society

For Wahl (2017), an ecologically literate person can apply such understanding to
the design and organization of communities and the creation of a negative culture. To be
ecoliterate means to understand the principles of organization of communities (i.e.
ecosystems) and to use those principles for creating sustainable human communities
(www.wikipedia,org). An ecologically literate person understands the essence of
independence and interconnectedness and that we are all part of a living system. An
ecologically literate person translates this understanding into actions that demonstrate
conscious efforts to maximize value contribution to our collective well-being, now and for
future generations.
On the other hand, an ecologically literate society would be a sustainable society,
which does not destroy the natural environment on which they depend. Thus, ecological
literacy is a powerful concept as it creates a foundation for an integrated approach to
environmental problems. Advocates and catalysts champion eco-literacy as a new
educational reform emerging from holism, systems thinking, substantiality and
complexity. Wahl (2017) claimed that nurturing ecological literacy in students of a wide
range of ages has become the goal of sustainability education programs worldwide.

Ways to Develop Ecoliteracy in Schools

A growing number of educators feel the need to foster learning that genuinely prepares
young people for the ecological challenges presented by this entirely unprecedented time
in human history. Thus, the goal is to raise students with an important perspective called
“socially and emotionally engaged ecoliteracy”, which is a process that offers an antidote
for fear, anger and hopelessness which result from inaction. Hence, the act of engaging
in ecological challenges on whatever scale is possible or appropriate. It develops
strength, hope and resiliency among young people.

Prepared by: Joy Therese L. Villon, MAEd

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

Ecoliteracy is founded on a new integration of emotional, social, and ecological

forms of intelligence. While social and emotional intelligence extend students’ abilities to
see from another’s perspective, empathize, and show concern, ecological intelligence
applies these capacities to an understanding of natural systems and melds cognitive skills
with empathy for all of life. By weaving these forms of intelligence together, ecoliteracy
builds on the successes—from reduced behavioral problems to increased academic
achievement—of the movement in education to foster social and emotional learning. And
it cultivates the knowledge, empathy, and action required for practicing sustainable living.

To help educators foster socially and emotionally engaged ecoliteracy, we have

identified the following five practices. These are, of course, not the only ways to do so.
But we believe that educators who cultivate these practices offer a strong foundation for
becoming ecoliterate, helping themselves and their students build healthier relationships
with other people and the planet. Each can be nurtured in age-appropriate ways for
students, ranging from pre-kindergarten through adulthood, and help promote the
cognitive and affective abilities central to the integration of emotional, social, and
ecological intelligence.

1. Develop empathy for all forms of life

At a basic level, all organisms—including humans—need food, water, space, and
conditions that support dynamic equilibrium to survive. By recognizing the common
needs, we share with all organisms, we can begin to shift our perspective from a view of
humans as separate and superior to a more authentic view of humans as members of the
natural world. From that perspective, we can expand our circles of empathy to consider
the quality of life of other life forms, feel genuine concern about their well-being, and act
on that concern.

2. Embrace sustainability as a community practice

Organisms do not survive in isolation. Instead, the web of relationships within any living
community determines its collective ability to survive and thrive. By learning about the
wondrous ways that plants, animals, and other living things are interdependent, students
are inspired to consider the role of interconnectedness within their communities and see
the value in strengthening those relationships by thinking and acting cooperatively.

3.Make the invisible visible

If we strive to develop ways of living that are more life-affirming, we must find ways to
make visible the things that seem invisible.
Educators can help through a number of strategies. They can use phenomenal web-based
tools, such as Google Earth, to enable students to “travel” virtually and view the landscape
in other regions and countries. They can also introduce students to technological
applications such as GoodGuide and Fooducate, which cull from a great deal of research
and “package” it in easy-to-understand formats that reveal the impact of certain household
products on our health, the environment, and social justice
4. Anticipate unintended consequences
Teachers can teach students a couple of noteworthy strategies for anticipating unintended
consequences. One strategy—the precautionary principle—can be boiled down to this
Prepared by: Joy Therese L. Villon, MAEd
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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

basic message: When an activity threatens to have a damaging impact on the

environment or human health, precautionary actions should be taken regardless of
whether a cause-and-effect relationship has been scientifically confirmed. Historically, to
impose restrictions on new products, technologies, or practices, the people concerned
about possible negative impacts were expected to prove scientifically that harm would
result from them. By contrast, the precautionary principle (which is now in effect in many
countries and in some places in the United States) places the burden of proof on the
producers to demonstrate harmlessness and accept responsibility should harm occur.
Another strategy is to shift from analyzing a problem by reducing it to its isolated
components, to adopting a system thinking perspective that examines the connections
and relationships among the various components of the problem. Students who can
apply systems thinking are usually better at predicting possible consequences of a
seemingly small change to one part of the system that can potentially affect the entire
system. One easy method for looking at a problem systemically is by mapping it and all
of its components and interconnections. It is then easier to grasp the complexity of our
decisions and foresee possible implications.

5. Understand how nature sustains life

Ecoliterate people recognize that nature has sustained life for eons; as a result, they have
turned to nature as their teacher and learned several crucial tenets. Three of those tenets
are particularly imperative to ecoliterate living.

First of all, ecoliterate people have learned from nature that all living organisms are
members of a complex, interconnected web of life and that those members inhabiting a
particular place depend upon their interconnectedness for survival. Teachers can foster
an understanding of the diverse web of relationships within a location by having students
study that location as a system.

Second, ecoliterate people tend to be more aware that systems exist on various levels of
scale. In nature, organisms are members of systems nested within other systems, from
the micro-level to the macro-level. Each level supports the others to sustain life. When
students begin to understand the intricate interplay of relation- ships that sustain an
ecosystem, they can better appreciate the implications for survival that even a small
disturbance may have, or the importance of strengthening relationships that help a system
respond to disturbances.

Finally, ecoliterate people collectively practice a way of life that fulfills the needs of the
present generation while simultaneously supporting nature’s inherent ability to sustain life
into the future. They have learned from nature that members of a healthy ecosystem do
not abuse the resources they need in order to survive. They have also learned from nature
to take only what they need and to adjust their behavior in times of boom or bust. This
requires that students learn to take a long view when making decisions about how to live.

Seven Environmental Principles of Nature

Considering the key to understanding environmental problems is to learn about
ecosystem. Ecology can be best appreciated in schools through a more practical and
more relatable perspectives and manner of orientation and realization.

Prepared by: Joy Therese L. Villon, MAEd

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

1.) Nature knows best. This is the most basic principle of all the principles featured in
this blog. We humans have to understand nature and follow its rules, because if we want
to ensure a continuous and steady supply of resources, one must not go against natural
processes. If we, humans, caused any disruption in the cycle of nature, this can bring
imbalance to our ecosystem.
2.) All forms of life are important.Each organism plays a fundamental role in nature. It
is easy to appreciate the beautiful organisms like butterflies, especially if one knows their
important role in pollination. The giant ones like elephants, the whales, the alligators –
are the ones we respect mixed with fear or wonder and the products they produce. But
when it comes to unlovely, squirmy, and troublesome creatures, this principle is unusually
overlooked.
3.) Everything is connected to everything else.In an ecosystem, all biotic and abiotic
components interact with each other to ensure that the system is sustained. Any intrusion
from outside may cause an imbalance and collapsing of the system.
4.) Everything changes. The environment is constantly changing. Organisms also
develop through time. However, with our current technology, we have affected these
natural changes that these changes now cause problematic events to us. Humans should
rethink their relationship with the environment. Because what we believe that is beneficial
to the environment often turn out to be catastrophic.
5.) Everything must go somewhere. Everything ends up elsewhere. It doesn’t just
disappear. For example, if you throw a piece of candy wrapper away, it disappears from
sight but does not cease to exist. It ends up elsewhere. Gases released in the atmosphere
may spread but it will end up a component of the atmosphere and can be brought down
by rains. Any particular type of waste should always be a concern to us. It may be a
pollutant or a resource depending on certain factors. Be a responsible person and throw
your trash in a proper place.
6.) Ours is a finite earth. Earth’s resources can be classified as either renewable or
nonrenewable. Renewable resources are those that can be easily replenished by natural
cycles (e.g. water, air, plants, animals) while non-renewable resources are those that
cannot be replenished through natural cycles. Although renewable resources can be
replenished, it is important to understand that these are renewable only if they are not
overused and not destroyed from factors such as pollution.
7.) Nature is beautiful and we are stewards of God’s creation! Among all creatures,
humans are the only ones made in God’s image and have been given the right to have
dominion over all His creations. Being the most intelligent and gifted with reason, humans
are capable of manipulating creation to their own advantage. Yet, creation exists not to
be ravaged or abused but to be taken care of. Humans cannot exist without nature. They
are co-natural with the environment they live in. If the environment they live in is
destroyed, with it will go Homo Sapiens.

Towards a Green School and Education Sustainable Development

Schools play a great role in the development of academics but also environmental
ethics and care for nature among students.
The school environment, therefore, should encourage, support and nurture
students’ capabilities on green environment as integrated in the curriculum and
instruction. This will allow them to connect with their surroundings and attend to their
health and safety needs, while motivating them to learn and imbibe a sense of
belongingness and sensitivity towards the school society and even this planet.

Prepared by: Joy Therese L. Villon, MAEd

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

Environmental issues and concerns can be effectively addressed when all efforts
of staff and students are geared toward adopting environmentally sustainable principles
at all levels, from planning and decision-making up to their execution in the school’s
functioning as part of the daily routine, such as creating a Green School.

Green School: The concept and background

The concept of Green school was introduced in Europe in the 1900’s while the Rio Earth
Summit of 1992 took cognizance of the need to take action in every area in which human
impacts on the environment. The World Summit on Sustainable Development (WSSD) in
Johannesburg in 2002 catalyzed the efforts to bring about a shift in educating about
environment to educating for sustainability. This shift is reflected the international climate
of thinking about Sustainable Development that meets the needs of the present without
compromising future generations to meet their own needs.
There was a continuous misuse and abuse of natural resources in quest for development
that would tend the future to be at stake. Hence, we need a deeper understanding and
action to respond to environmental issues and challenges that our Earth is confronted
with.
Recognizing education as critical means to achieve sustainability, the United Nations
launched the Decade of Education for Sustainable Development (DESD) in 2005, to
integrate principles, values and practices of sustainable encourage behavior that will
create a more sustainable future in terms of environmental integrity, economic viability
and a just society for present and future generations (UNESCO,2005). A key objective of
the UNDESD is to foster better-quality teaching and learning for ESD. This calls for
reorientation of thinking and practice of formal education, including teaching-learning
approaches and assessment.

Green schools and ESD. The Green School is visualized as a school guided by the
principles of environmental sustainability. It seeks to create a conducive environment to
fully utilize all resources and opportunities inside and outside and the school and orient
teachers and students on environmental sustainability through active involvement of the
community. It demands on-going, continuous and synergistic efforts of all stakeholders
toward improving the environment of the school and surrounding. Students’ learning
experiences outside school help them to consolidate and apply knowledge, gain
understanding of environmental processes, interrelationships and issues, acquire life
skills and help foster attitudes, values and sensitivity toward environmental concerns.
A “Green School” is identified with those elements and practices that inculcate
environmental sensitivity to promote environmental sustainability through various
environment-friendly means and encourage judicious use of resources. It also caters to
the physical, mental and emotional needs of a child by ensuring a school environment
that is physically safe, emotionally secure and psychologically enabling.

Essentially aspects of Green School Environment. The greenness of a school finds

expression in various aspects of the environment. The Green School has clean, healthy,
protective and green surroundings. It also promotes both the physical and psychosocial
health of learners and others in school; ensures a healthy (provision of health services,
such as nutritional supplementation and counseling), hygienic (safe drinking water, neat
and clean classrooms, playground and parks, etc.) , safe learning environment with
healthy practice (e.g. a school free of drugs, corporal punishment and harassment); and
brings children closer to nature and involves them in taking care of it. Thus, A Green
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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

School is a school that engages the school community, especially children, in critical
thinking and learning by adopting participatory, practical and collaborative approaches to
work together and make the school environment healthier for students and staff by
involving the whole community to work towards a sustainable future. A Green School
adheres to the following precepts:
1. Learning about the environment. It focuses mainly on acquisition of knowledge and
understanding of the surroundings and related issues.
2. Learning through the environment. It refers to the processes of learning while being
engaged with the environment inside and outside the classroom.
3. Learning for the environment. It aims at developing an informed response and
responsibility towards the environment beyond acquisition of skills and knowledge.

Understanding Green Curriculum. For a curriculum to be Green, it must include the

following aspects:
1. Environment is encompassing, multidisciplinary and dynamic, has scientific, social,
economic, political and technological dimensions.
2. Being holistic, A green Curriculum views environment as all that is around and
aims to give a better understanding of the way the world functions its operations,
its alteration because of the actions of human race and its consequences.
3. It holistically addresses sustainability concerns, such as protection and
conservation of natural resources, traditions, culture and heritage, safety and
security, physical and emotional assurance, health and sanitation issues, concerns
for equity and justice and interconnection between and among natural, social
physical and cultural environment.
4. This requires a teaching-learning approach where students are provided time and
space to explore different facets of environment and interconnect them.
5. A green curriculum is mutual concern of teachers and students.

A green school is a school that creates a healthy environment conducive to

learning, while saving energy, environmental resources, and money.
Therefore, a green school is:
1. reduces environmental impacts and costs
2. improves occupants’ health and performance
3. increases environmental and sustainability literacy

Characteristics Of A Green School

Green, healthy, and high-performance schools provide many benefits for students,
teachers, parents and the community, including:

1. Protect Health
Schools, built with more daylighting, better ventilation, and healthy green building
materials and paints are healthier for students and staff.

2. Increase Student Performance

A lack of fresh air can reduce student attentiveness. Studies have shown that student
test scores can improve up to 20% when kids learn in green classrooms that have
more daylighting, improved classroom acoustics, and healthier paints and carpets that
don’t release toxic chemicals into the air.

Prepared by: Joy Therese L. Villon, MAEd

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

3. Save Energy, Save Money

Operating costs for energy and water in a green school can be reduced by 20% to
40%, directing more funding towards teacher salaries, textbooks, and computers.

4. Reduce Water Usage

On average, a green school reduces water usage by 32%. This reduction has direct
savings for the building, as well as substantial societal benefits, such as reducing
stormwater runoff, and transporting and treating wastewater.

5. Improve Teacher Retention

A green school can reduce teacher turnover by as much as 5%, which improves
student learning and school community, and can result in financial savings for the
school.

6. Improve Daily Attendance

Students in green schools are absent less frequently. Thus, it reduces absenteeism
by 15%.

7. Provide A Unique Educational Opportunity

Buildings can become teaching tools and important features of science, math, and
environmental curriculum when green features and advanced technology and design
in schools are used to excite kids about learning real world applications of green
technologies. BPS is committed to using schools and schoolyards as living
laboratories

8. Create Green Jobs

Investing in building green schools is an investment in green jobs, including green
construction, building product manufacturing, and green architecture.

9. Improve Equity
Greening public schools creates an opportunity to improve the health and educational
settings for all students, while taking into account students’ diverse identities and
needs.

Dark Green School Program: Philippine Environmental Perspective

A Dark Green School (DGS) is a school that delivers environmental Education
through assimilation of the environmental philosophy by the students in formal
lessons, as well as in activities outside the classroom.
Accordingly, schools must:
a. Be clean and neat as evidence of good management and housekeeping
b. Call for green spaces, appropriate land use, planning conservation of materials
and energy, proper waste management, segregation, use of appropriate materials
and avoidance of harmful one and respect to others’ right to a smoke-free air.
c. Have management policies and guidelines that would create a healthful and
ecological campus.
d. Have a well-planned environmental curriculum for all level is, adequately oriented
and trained faculty, and administrative, library and financial support

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

e. Have faculty and students who are aware and appreciate the environmental
program of the school
f. Reach out to an outside community to spread concern for Mother Earth and
facilitate projects and programs that improve the environment
g. Engage in research that adds knowledge in the ways of nature and the impact of
human activities

Ecological Living Practices

Sustainable ecological living is based on different sets of principles. To assess, the
impact of our choices and actions, we need criteria from studying the basic facts
of life as follows (Capra, 2003): (1) Matter cycles continually through the web of
life;(2) Most of the energy that drives the ecological cycles flows from the sun; (3)
Diversity assures resilience; (4) One species’ waste is another species’ food; and
(5) Life does not take over the planet by combat by networking.
The dimensions of sustainability describe the environmental impacts of our
activities, the causes of which come from the socio-economic and political systems
of the society. Sustainable development entails three dimensions: environmental,
economic and social.
Ecological living larger understanding of how things connect and are
interdependent that begins with addressing the causes of negative impacts on the
environment. Ecological living and literacy therefore, provide people with the tools,
knowledge and wisdom for taking concrete actions on their immerses desire to
contribute to a better world and future (Capra, 2003).
Therefore, ecological living means to live in a way that it: (1) respects and
replenishes the carrying capacity of our planet: (2) honors our interrelatedness
with all expressions of life; (3) enhances the qualitative aspects of our
relationships; and (4) brings forth the best of our human capacities for the
cocreation of an ecologically sustainable and caring world.

Smitsman (2014) mentioned practical suggestions on how we can support the

change for sustainability through ecological living. In order to sustain outer actions
for ecological living, it is helpful to remember and draw inspiration from the inner
or personal development dimensions of ecological living. The following are inner
and outer ecological perspectives. To wit: A. Inner Ecology (Smitsman, 2014).
1. Become a catalyst of change to help co-create a better world and future.
2. Care for and relate with non-human beings while spending time with nature.
3. Make the most of sustainability crisis that forces us to learn, dream, think,
design, act and relate in new ways.
4. Join the rest around the world in becoming agents of sustainability.
5. Nurture and nature by taking care of our body and become aware of our
natural body rhythms.
6. Become more energy efficient and learn to recycle our own energy.
7. Learn to compost our own waste and no need to dump this unto others.
8. Become aware of rights, needs and well-being of future generations and
explore how we can support this in our actions
B. Outer ecology (Smitsman,2014)
1. Educate ourselves about resources that we, our family and/or organizations
utilize to fulfill and sustain our needs.
2. Reduce, reuse, repurpose and recycle.
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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

3. Be aware, of rights, needs and well-being of future generations and explore

how we can support this in our actions.
4. Find out any child labor practices or natural resources that were sacrificed
in the process of producing products and services.
5. Recycle grey-water.
6. Collect and use rainwater.
7. Create an organic vegetable garden.
8. Compost organic waster and use the compost in the garden.
9. Create a garden (with a balance of endemic/indigenous plants) to support
local wildlife (animals, insects, trees and plants).
10. Create a roof garden (green roof) as a natural air-conditioning alternative to
increase garden space.
11. Buy organic and local products as much as possible.
12. Support local businesses and organizations that care for our planet.

Integrating Ecological Literacy into the Curriculum

The Center for Ecoliteracy promotes a variety of teaching strategies, based on practices
matched to students' levels of development and on brain-based research, to foster the
knowledge, skills, and values essential to sustainable living. We recognize that students
learn best when teaching strategies are varied to include hands-on activities, time for
reflection and thoughtful discussion, a mix of indoor and outdoor environments, and
opportunities to participate in interdisciplinary projects.

1. Place-based Learning

Nearly a century ago, John Dewey called for experiential learning that engages
students in their own environments.
An increasing number of teachers are embracing place-based learning as a
strategy that captures students' imaginations and advances environmental stewardship
and civic engagement.

Place-based learning begins with asking questions such as, "Where am I? What is
the natural and social history of this place? How does this place fit into the larger world?"

Successful place-based programs involve students as participants in the life of their

communities. Successful projects demonstrate many of the following characteristics:

1. Learning takes students out of the classroom and into the community and
natural environment
2. Projects have consequences; students' contributions make a difference to
environmental quality and to the well-being of communities
3. Place-based projects are integrated back into classroom lessons
4. Students want to learn in order to apply their knowledge to solving real
problems
5. Students play an active role in defining and shaping projects

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

6. Students collaborate with local citizens, organizations, agencies, businesses,

and government. Working alongside community members, students help make
plans that shape the future of their social, physical, and economic environments
7. Students are encouraged to view their community as an ecosystem and to
understand the relationships and processes necessary to support healthy living
8. By mapping their school and its surrounding community, students create visual
representations of the systems nested within larger systems that constitute
their local place in its wholeness
There is a growing body of research on the benefits of place-based learning. Among them:
higher test scores, better grade-point averages, improved classroom behavior, increased
self-esteem and problem-solving abilities, and higher-level thinking skills.

The Center for Ecoliteracy encourages place-based learning through activities such as
mapping the local environment to learn key ecological and cultural principles, studying
the interplay between local society and the environment, supporting habitat restoration
projects, and working with local citizens to improve the quality of life in their communities.

2. Project-based Learning

While many teachers involve students in projects after exposing them to traditional
instruction, project-based learning is not an extension or add-on but is central to the
curriculum. Based on challenging questions requiring complex thinking and skills, project
based learning is often interdisciplinary.

Projects vary in length — from a couple of weeks to an entire school year — and require
students to use a variety of resources, including the community, technology, outside
experts, written resources, and the Web, as well as each other. Rather than being the
"expert," the teacher acts as a facilitator to learning.

Research shows that project-based learning increases critical thinking skills and fosters
positive attitudes toward subjects such as mathematics and superior performance with
conceptual questions and applied problems.

Furthermore, elementary teachers who have used project-based learning identify several
positive benefits, including better attitudes toward learning, better work habits, improved
problem-solving capabilities, and more self-esteem.

The Center for Ecoliteracy has supported teachers in designing project-based learning
experiences such as habitat restoration, modeling the evolution of agriculture, and
changing the food in schools.

3. Socratic Inquiry

"Socratic inquiry" is named for the Greek philosopher Socrates, who believed that
questions — not answers — stimulate learning.

Rather than teaching facts and information, Socrates encouraged young people to
question their assumptions, values, and preconceptions.

Prepared by: Joy Therese L. Villon, MAEd

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

Through this process, students uncover their beliefs, misconceptions, and values, and
eventually clarify their thoughts related to the topic under discussion.

Through engaging in Socratic discussions, students can become more adept at critical
thinking, improve their listening skills, learn to better articulate their thoughts and ideas,
and become more tolerant of diverse opinions.

In Socratic inquiry, the role of the teacher shifts from direct instruction to facilitating
discussion. Through skilled questioning, the teacher asks students to clarify their
statements, identify weaknesses in their arguments, and provide evidence for their
reasoning.

The Center for Ecoliteracy has developed curriculum grounded in Socratic inquiry, such
as a teacher's guide for the highly publicized film Food, Inc. Through this curriculum, high
school students discuss and debate issues such as animal welfare, workers' rights, the
right to know what is in our food, and the copyrighting of genetically modified plants. By
debating controversial issues, students come to a more sophisticated understanding of
their complexities.

4. Experiential Learning

Grounded in the work of John Dewey and Jean Piaget, experiential learning recognizes
that learning is an active process.

Traditional schooling views the teacher and text as experts and the learner as a passive
recipient of that expertise. By contrast, experiential learning promotes involvement in the
real world and defines the teacher's role as a facilitator of learning. The process of
learning takes precedence over the behavioral outcomes, and is based on the premise
that learning is a continuous process, with experience at its foundation.

When students participate in experiential learning, they frequently follow what is known
as "the learning cycle." This is a process, based on constructivist theory, which starts
with unstructured exploration, followed by what developmental theorists call concept
formation and concept application.

For example, when studying decomposition using a worm bin, students start by examining
a scoop of the bin's contents. After having time to explore, they identify questions to
pursue (concept formation). They design and carry out further investigations and report
their findings to the class (concept application). The cycle is repeated as students test
ideas and refine or change their assumptions and understandings.

Experiential learning is vital to schooling for sustainability. Only through direct contact with
the natural world will students develop an in-depth understanding of fundamental
ecological principles. By working with others to solve real-world problems, they also
develop skills at the heart of sustainable living.

Prepared by: Joy Therese L. Villon, MAEd

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PED 10-BUILDING AND ENHACING NEW LITERACIES ACROSS
CURRICULUM
Southern Luzon State University College of Teacher Education
2ND SEMESTER A.Y-2021-2022

The Center for Ecoliteracy promotes experiential learning through our emphasis on school
gardens, food and cooking, civic engagement, and the schoolyard as a learning
laboratory.

5. Interdisciplinary Learning

Interdisciplinary learning emphasizes connections between traditionally discrete

disciplines such as math, science, history, and language arts, rather than limiting learning
to one content area at a time.
When teaching and learning are organized around themes, problems, or issues, students
seek knowledge and skills from a variety of disciplines to provide an expanded and more
complex understanding of the topics they are studying.

When done well, interdisciplinary learning eliminates the fragmentation and the learning
of isolated skills. It allows students to access a particular theme from different entry points
as they work with a range of sources of information and perspectives; it also allows
teachers to better differentiate instruction and create more interesting and rich methods
of assessment.

Research has demonstrated that interdisciplinary teaching can increase students'

motivation for learning as well as their level of active engagement. In contrast to learning
skills in isolation, when students participate in interdisciplinary learning they recognize the
value of what they are learning and become more involved in it.

Furthermore, studies show that students learn more when they apply a variety of skills to
what they are studying and when they interact with their classmates, teachers, and
members of the community. (https://www.ecoliteracy.org/article/teaching-strategies)

References:
• Bishop,E. (2014). Critical Literacy: Bringing theory to Praxis. Journal of Curriculum
Theorizing 30(1).
• The University of Melbourne.(2018). Critical Literacy:Developing Your Critical Literacy
Skills.
• Alata,E. &Ignacio,E.(2019). Building and Enhancing New Literacies Across
Curriculum.Rex Book Publishing.
• De Leon,E.(2020).Building and Enhancing New Literacies Across
the
Curriculum.Lorimar Publishing

Prepared by: Joy Therese L. Villon, MAEd