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Connecting Social Emotional Learning (SEL) and Reflective Practice:  A major theme.. 

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Day One: Exercise one will be a an outdoor sharing circle from the Humanistic teaching philosophy Knowles (1913-1997), where program expectations will be co-created by teacher & student. There will be a focus on SEL and Reflective Practice. (45min)

https://casel.org/fundamentals-of-sel/

Affective Social Domains:

·         Active Listening, self-regulation

·         Mutual Respect, social awareness

·         Active Participation, teamwork

·         Share Knowledge, safe rules

·         Following Instructions

·         Self-reliance during independent work

·         Belief in the democratic process

·         Demonstrate, explain, shares

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Phase 5 **Final class will be the Appreciative Inquiry (AI) activity, students will sit in a sharing circle outside, in a familiar, calm setting under the shade of trees. Students will bring their journals and participate in a One-2-4-all exercise.

Our WHY. Acknowledging complexity and learning to think critically beyond the classroom our home, community, country.  Reflect on it - Write about it - Share it !

6 months after this experience, each student will be encouraged to submit a one page summary of their key learnings. These summaries will be shared with EntomoSys and they will nominate one lucky University scholarship winner.

The video enclosed will be the final parting exercise. I hope to leave the students with a sense of discernment. What now, what is next in their environmental journey.

** Critical Pedagogy: Students will be nudged to think critically about the future of food security both locally and globally and challenge the status quo. Paulo Freire (1921–1997) father of critical pedagogy:

https://www.globalgoals.org/

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The World's To Do List: We Need Urgent Action | The Global Goals

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Students will be introduced to "reflection" during Phase 1:

They will be instructed to have their journal on them at all times, so if they have something emerge they can ensure it is captured. The only assessment during this program will be at the end in Phase 5. Students will be asked to demonstrate their key learnings. This will be done as a (1-2-4-All) Appreciative Inquiry Activity.

The model by Kolb (1984) will serve as a good guide throughout this program, as it emphasizes the importance of "experiential learning."

Note: at the end of each phase I will have specific questions for students to reflect on:

a. what was unexpected ?
b. what was fun?
c. what did you fear the most?
d. what was your biggest take-away?

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I will always remember that "nature" is a powerful co-teacher.

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Challenge 1: Create a rich learning environment that support SEL and phycological safety.

"Children who feel comfortable with their teachers and peers are more willing to grapple with challenging material and persist a difficult learning tasks" Reichl, (2017).

Challenge 2: Nature as a Co-teacher:

-  How will I challenge my self to be more present.

-  How will my practice today take risks in moving away from the full control of assumed ends?

-  And how might it continue with that tomorrow?

-  How can I invite the natural world to be present in my practice?

-  Is there room for the unknown, spontaneous, and unexpected to appear and be taken seriously in my educational work?

-  Learning with(in), from, and through the more-than-human world, where the environment meets the students.

Citation: Morse et al., (2018,p.247)

**I will reflect prior to this experience & post workshop and share my learnings with the class in Phase 6.

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Harvesting insects that can be used in 3 days:

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Phase 4 **Student Centered Learning: Class Project Small Scale Harvesting: This portion will be co-facilitated by the outdoor Ed teachers & two  ENTOMOPHAGY experts. End state, with a view to donate harvested insects to local restaurant to support a fundraiser. All fundraising dollars will be donated to the local food bank.

Psychomotor & Affective Domains, students will be hands-on guided by experts. Sharing, contributing and learning together. Students will construct their own knowledge through experiential learning.

Adheres, alters, arranges, combines, compares, completes, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.

Critical Pedagogy: Identifying, problem solving, gathering data, reaching conclusion, finding solutions, sharing outcomes.

** Students journaling and mapping their own experience throughout.

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Catch a few insects to share with the class but leave nature as you found it. Be respectful of place. Leave nature as you found it.

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Duration: 2:30 minutes

Phase 3 **Student Centered: Wild Forging of Insects, sampling in class: students will be encouraged to sample insects in a safe manner, voluntary of course.

Student centered: now is their opportunity to discover for themselves. They may choose safe options of their liking to share with class. Teacher will co-facilitate with nature as the co-teacher.

Psychomotor Domain:

Students will be given an opportunity to practice the following psychomotor skills while collecting insects. They will be jumping under and over logs, exploring hard to reach areas of the forest during this activity.

·         Fine Motor Skills

·         Precision

·         Procedures

·         Techniques

·         Execution

Affective Domains: (Being a good co-teacher)

Students will do the following: complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join with a partner, explain, propose, reports, selects, shares.

Journaling and Reflection on the days activity: (reports)

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# 7 Phase One: Place Responsiveness, exploring Entomophagy. 

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# 7 Phase One: Place Responsiveness, exploring Entomophagy. 

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Exercise One: Kicking off the workshop, co-creating the container (45min). Using an outdoor space. Slide decks #5 & #6 of Padlet.

Exercise Two: Classroom introduction to key concepts. PPT and videos on Entomophagy. See course outline + artifacts (1:30min).

Exercise Three: Outdoor exploration. Learning through hands on tactical experience. Inquiry & discovering, connection to nature, outdoor lunch. Reflective Journaling, drawing. (2hrs)

"End in View" for Day One, learning key concepts, exploring local habitats. Getting better acquainted with "place", who walked before us, how did they live off the land. Thoughts, feelings & emotions?

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1. Champion food sustainability and environmental friendly feed alternatives: Through learning about Entomophagy and harvesting their own insects, grade 12 (youth) will be spreading community awareness of this innovative environmentally friendly practice and contributing to the furtherance of EntomSys research into food sustainability.

2. Emerging participant researchers: By learning about Entomophagy students will have an opportunity to become young budding researchers, using critical thinking while being open to new imaginings and outcomes along the way.

3. Value Driven Project: Learn more about universal kindness, compassion and cooperation, empathy. Have students sit with and reflect on the tension that exists between individual needs and the collective in regard to world hunger?

4. Teacher will highlight the importance of Wild Pedagogy and Place Responsiveness during all lessons. See general outline for references. Who walked these lands before us? What may have they eaten? And, what might we learn from this?

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Building Hope through Community.

Every year our company hosts an intercity youth ministry workshop called “envisioning hope.” During this 5 week program students will be taught the importance of leading through a moral lens. They will receive hands on education and intensive training on how to (forage, and harvest insects for food consumption.) Our focus this year is Entomophagy, our goal is to win a 20,000 grant through EntomoSys. We share similar values and strive to give back in a meaningful way.

Big Idea:

- Value alignment demonstrated by a final local fundraiser which will raise funds to feed the intercity poor.

- "Community Capacity Building", our program will highlight the work of EntomomoSys and their generous support.

Funding will go toward staffing costs for two course facilitators, a field trip to a local insect harvesting farm and all cost associated with the class harvesting project.

Demographic - 16 to 18 year of age.

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Phase 2 **Student Centered: Go to an expert: learn firsthand from a local ENTOMOPHAGY farm. Field trip, summary of what was learned, students can video or take notes in personal journal. Teacher as co-facilitator.

Duration; 2hr 30min
Ends in View:

Affective Domain:
- Active Listening

- Mutual Respect

- Active Participation

- Share Knowledge

- Safe Rules

- Following Instructions

- Self-reliance during independent work

- Belief in the democratic process

Quiet Reflection: Journaling 30 minutes

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The name of our company is Food Lab, we are an NGO that receives funding from various community partners to feed the intercity poor in Ottawa. Our company began in 1996 out of a need to feed the hungry.

MISSION: We lead with our hearts and hands recognizing that there is enough food in the world to feed everyone, yet 690 million people go to bed hungry every night. In order to make an impact in our local community we partner with local farmers and receive all produce that does not make it to market. VALUES: Environmental sustainability, love for mother earth creativity and reciprocity.