Previously, we reflected on our own praxis as a teacher within classroom in addressing climate issues. We will now zoom out and see the praxis embedded within the larger system of the curriculum.<\/p>\n\n\n\n
In groups, we will start looking at the BC curriculum (or a piece of it) and hack it from the climate change lens. Each group will take a different part of the curriculum and then present their findings to the rest of the class. Guiding questions: <\/p>\n\n\n\n
Step 1: Mind Mapping<\/strong> – Based on your hacking exercise, you will share your findings through a mind map. Using words and phrases, put down your findings on a chart\/through a poster.<\/p>\n\n\n\n Step 2: Cross-curricular Inquiry<\/strong> – To take a step further into the hacking, your group will start exploring possibilities of what\/where climate conversations can be incorporated in different parts of the curriculum. (For example, if your group has chosen to look at Math curriculum, identify how\/where you see climate as a conversation coming up)<\/p>\n\n\n\n Step 3: Gallery Walk<\/strong><\/p>\n\n\n\n Groups will choose a representative who will stay with their chart\/poster while the rest of the groups will move around to visit other posters.<\/p>\n\n\n\n As you engage with other poster, ask questions, share your own findings that resonate with other groups and have conversations about what you notice in your hacking activity.<\/p>\n\n\n\n Post the gallery walk, engage in a large group sharing of what we are noticing with the BC curriculum currently with regards to addressing climate change.<\/p>\n","protected":false},"excerpt":{"rendered":" Previously, we reflected on our own praxis as a teacher within classroom in addressing climate issues. We will now zoom out and see the praxis embedded within the larger system … Continue reading Curriculum Hacking<\/span>