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EVENTS

Training Manual In Environmental Education for DIETs

The EESS project was piloted in 100 schools in each participating state. In order to mainstream the process of strengthening EE in school education, it was necessary to reach out to all schools and teachers in the state. The DIETs have the mandate to train in-service teachers and provide a means of mainstreaming environmental education. It was therefore necessary to share the experiences of the EESS project and to orient the DIET staff of each EESS State about important environmental concepts, issues and concerns, so that they can translate it into their training programmes. Hence a Training Module (TM) Manual was developed for each EESS State, in consultation with various experts, representatives from DIETs, etc. Discussions are also being held to offer this module in BEd courses.

This manual is aimed at helping Teacher Educators in DIETs in effectively organizing Environmental Education in their institutions.

Training manual in Environmental Education for DIETs is a potpourri, reflecting the essence of the above five modules. In contains five sections and is planned around a five day intensive workshop, with one and half hour sessions.

The manual is self-explanatory, self-contained and prescriptive in approach, with explanations, texts of transparencies, handouts, activity sheets, additional notes, etc. The contents have been enumerated by taking concepts / topics / examples from the State School Textbooks and a few environmental problems of the state.

This manual is divided into five sections

Preface

Section I: Introduction to Environmental Education

This section provides a basic understanding of Environment education. It is organized under 3 sessions.

· Session 1: gives introducing to the concept of environment and an overview of some of the basic concepts related to it.

· Session 2: helps to appreciate the place of humans and their relationships with the environment, impact of their activities on it, problems arising out of it, the threats perceived, etc.

· Session 3: focuses on the need to conserve environment and the role of education in it, in this one get to know the various components of environmental education, historical background, meaning and importance, its principles / approaches, etc. This session also aims to give you an overview of the significant efforts made in the country by government and non-governmental agencies in promoting environmental education.

Section II: Processes in Environmental Education

This section aims at helping teacher educators to incorporate EE dimensions in their teaching without increasing their teaching load. For convenience, the Section is presented in two sessions.

· Sessions 1: presents the processes involved in analyzing contents from any discipline, identifying the concepts and mapping them for effective transaction.

· Session 2: while mentioning the two different approached to EE incorporation, discusses steps involved in infusing EE at school level.

Section III: Methods in Environmental Education

Keeping in view the deliberate need to training teachers in employing effective methods of teaching EE concepts, in this section, five methods to teaching have been dealt in detail to demonstrate how they could be utilized for infusing and transacting EE concepts. These are Surveys, Project, Field trips, Games and Role-plays. These methods have been enumerated by concepts from both Scienceand Social Science topics.

For convenience, the section is cast under four sessions devoted to the topics:

1) Survey method

2) Project method

3) Games

4) Field trips

5) Role plays.

The sessions, besides highlighting the significance of these methods in the teaching of EE, also enumerate the various steps involved in employing them in classroom situation by taking specific examples from the school textbooks.

Section IV: Educational Technology for Environmental Education (Part I, Part II and Part III)

Environmental Education (EE) is a multidisciplinary and interdisciplinary subject. Just as in the case of other disciplines, EE also has a wide variety of objectives.

For achieving these diverse objectives, a teacher may have to plan and provide a variety of learning experiences. For example, to develop an understanding of the fundamental concepts in EE, a teacher could use lecture and demonstrations, and similarly, to develop and foster environment friendly attitudes and behaviours, he/she could think of. This sections focus on techniques of teaching EE using various educational technologies through following sessions:

· Session 1: Introduction to Audio visuals and their Specific Advantages

· Session 2: Posters and Charts in EE

· Session 3: Graphs, Maps and Transparencies

· Session 4: Models and Audio programme

Section V: Environmental Education Activities in Schools

This section provides details of organizing EE activities such as eco-clubs, eco-exhibitions, nature walks, environmental quiz and guest talks. It should be mentioned that while many of these activities could from a part of the activities of an eco-club, they could also be organized independently. In other words, an eco-club could serve more as a spring board for all other EE activities in the school.

For convenience, the section is presented in 4 sessions:

· Session 1: presents the details of initiating and sustaining an eco-club in a school,

· Session 2: outlines the details of planning and organizing an eco-exhibition.

· Sessions 3 and 4 describe planning and organizing a few other EE activities such as nature walks, guest talks, environmental quiz, and school garden in a school.