- What is ESD?
- Review Process
- Take Action
- Professional Development
- A project of
The resource takes the form of a workbook that guides the students through the steps for taking action on a local issue.
The students first draw a map of their community in order to identify its key assets and important issues. The students also identify their own strengths through a reflection activity. They then try to pair particular needs of their community with their own abilities and interests. The students select an issue based on the information collected during these activities and create an action plan. The action plan is implemented and the results are celebrated.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
Although the resource provides a step by step guide, the students conduct their own examination of issues within their community without influence or interference.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
This resource does a wonderful job of demonstrating the interplay amongst the economic, the environmental and the societal issues affecting our communities with the multiple case studies and the mapping activity.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
The primary focus of the resource is to take action by making a positive realistic change in the students' community.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
The students are provided with plenty of opportunities to share their ideas and beliefs.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
In the assessment of the needs and the assets of their community the students are encouraged to look for the aspects of the community that may trouble them.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Very Good|
In order to draw their map, the students are encouraged to walk around their community and to look with a different perspective.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The entire resource is focused on the community in which the students live.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
The resource does not address this component.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
The resource is structured so that the students decide the objective of the action and how to get there.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The strength of the resource in this area depends entirely on the final action that is chosen by the students.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Very Good|
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
A key element in the resource design is to have students identify and then apply their own strengths in the learning.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
The focus of this resource is teaching skills and process that students apply in authentic circumstance.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
The focus of this resource is less on the classroom and more on taking action. There are no assessment tools provided nor are there any accommodations suggested.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
There are numerous stories and examples throughout the workbook that illustrate what others young people have done within their own communities.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Very Good|
The entire resource is based on allowing the students to guide the activity and make their own choices.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|