blog 2

Topics that I’m using are Direct-instruction and enquiry-based learning. As our group is going to make a learning for K-12 students on the topic of climate change. As direct instruction-based learning is a step-by-step and systematic process, making a baseline for students is important. I’m sure they would have heard at least about weather and climate, but don’t know what it really means. DI will help us to bring all the learners to the same page/baseline. As mentioned in the video Aswell that DI is more of the same skill level together. And this is important as well for a topic like “climate change,” as it is not just hotter summers or mixing weather change with climate change.

Firstly, we will divide the content into small parts to set the foundation for learners. We will start with basic topics such as how the climate works, how it used to be before industrialization and how it is after industrialization. And then progress with the sequence by telling how humans are overusing fossil fuels provided by nature to harm nature, what greenhouse gases are, how they impact the earth and damages cause by them. Also, we will try to connect it to day-to-day life by discussing how plastic use, waste, and overconsumption affect the environment. We will use some basic visuals and examples to establish cause and effect relation. For example, we can show them in visuals about how gradually the overall temperature of earth has melted and how the ice over the polar caps is melting. Showing them the videos of melting caps and how flora and fauna are affected by this (animals like polar bears, penguins). As stated in the video as well, DI learning parts are mostly used to establish a foundation and basic concepts to feel prepared, not overwhelmed.

Lastly, Inquiry-based learning is a learner-centred approach where students learn by asking questions. According to the article, enquiry-based learning starts with a shared focus question. And then, given the opportunity to gather evidence from different sources and analyze them, forming opinions and make judgments to draw their conclusions.

This will also be a small part of our learning after students are done with foundational and basic concepts through DI. And then we will try to do a short enquiry with them, such as asking “how climate change affects us”, “how can we reduce it”, and we will use some age-appropriate images, with some facts for more understanding about some topics, such as wildfires, floods, tsunami and drought. Then we can ask them to perform activities by working in pairs to gather/observe more information, ask questions or identify patterns. Will take their feedback and conclusions, such as actions they think we can take to reduce the impacts. However, this enquiry section is small, but given more time, we will prepare something else for them as well.

Refrences

Ontario English Catholic Teachers’ Association. Inquiry Guide: Supporting Teachers in the Use of Inquiry with Lessons Based on the (2013) Revised Social Studies, History and Geography Curriculum and Environmental Education. OTF/FEO, 2014.