Skip to main content

Posts

Showing posts from February, 2012

Environmentalist vs. Environmental Educator

Colorado Master Environmental Educator Certification Response Emphasis on Education, Not Advocacy Response to “Two Hats” by John Hug As a citizen, environmentalist, community member, caring neighbor, and environmental educator I wear multiple hats. Especially living in a small town (5,000 people) within in a small valley (approximately 50,000 people) as an engaged member of the community in multiple roles, I wear multiple hats. These include Education Outreach Coordinator at Roaring Fork Conservancy, Thompson Divide advocate, St. Mary of the Crown Confirmation teacher, Colorado Mountain Club Trip Leader, amongst others. While working at Roaring Fork Conservancy I have to wear the hat of objective science driven teacher and outreach specialist. I have to make sure I’m towing a rather even keeled objective perspective looking at issues from a holistic watershed wide view. When mobilizing fellow citizens for cause of protecting Thompson Divide, I wear a more advocate/activist hat as I’m r

Inquiry and Exploring

Colorado Master Environmental Educator Certification Response Questioning, Analysis, and Interpretation Skills An understanding of the role of inquiry is essential to being a quality environmental educator. Others have alluded to inquiry naming it a sense of wonder and naturalist intelligence.  Inquiry is a process that starts with a passion for knowledge and understanding beyond the realm of previous knowledge. Inquiry is a willingness and openness to learning. Inquiry is a cycle of asking, investigating, creating, discussing, and finally reflecting. Project-learning allows for the full cycle of inquiry naturally and inquiry also lends itself to problem solving and interdisciplinary lessons. Due to the nature of my current work situation, it’s difficult to ever have enough with students to truly develop complete inquiry lessons. I do believe that my philosophy of teaching and how I develop lessons uses components of inquiry learning and embraces inquiry methods as much as possible in