the ministry of education seminar 2008.pdf · and november 8th 2007. ... several of the cape...

The Ministry of Education THE CROPPER FOUNDATION

The Environmental Management Authority

2008 Follow-up Seminar for CAPE and CSEC Science Teachers

Venue: Environmental Management Authority Conference Room Thursday 20th November, 2008

8:30 a.m. – 1:30 p.m.

Seminar Objectives

This one-day seminar will follow-up on the Seminars for CAPE and CSEC Science teachers held on June 16th 2006 and November 8th 2007. The specific objectives of the 2008 Seminar are to:

1. Discuss with teachers any progress /setbacks /developments since the last seminar, focusing especially on lessons and experiences which can be shared amongst the group;

2. Present the completed education projects undertaken by The Cropper Foundation, and provide an introduction to the ways in which teachers might integrate the resource materials into their teaching curriculum;

3. Provide an overview of the education projects that are still underway; and receive feedback from teachers on any ideas for refining the scope and content of these projects;

4. Explore ideas for the development of further projects which could be useful for teachers and students at the CAPE and CSEC levels;

5. Present selected online resources in support of the CAPE and CSEC syllabi.

Proposed Programme

Chair: Professor Julian Duncan

7:30 a.m. Registration

8:30 a.m. – 8:50 a.m. Welcome and Opening Remarks: • Welcome (The Environmental Management Authority) • Remarks from the Ministry of Education (Ms. Claudette Ible – Acting Director

Curriculum Division) • Objectives of the 2008 Seminar (Keisha Garcia – The Cropper Foundation)

8:50 a.m. – 9:50 a.m. Presentation on the main developments and reflections since the 2007 Teachers’ Seminar (Ms. Myrna Ellis and Mr. Joe Cazabon) Discussion

- Exchange of experiences and lessons learned by teachers

9:50 a.m. – 10:05 a.m. Coffee Break

10:05 a.m. – 10:15 a.m. Introductory presentation on CAPE and CSEC Environmental Projects being led by The Cropper Foundation (Keisha Garcia)

• Brief review of background and context for projects • Main challenges to date in undertaking projects • Reflection on experience and lessons learned

The Ministry of Education THE CROPPER FOUNDATION

The Environmental Management Authority

10:15 a.m. – 10:25 a.m. Presentation: completed projects for 2007/2008 identified by The Cropper

Foundation and The Ministry of Education for meeting the needs of the teachers under the CAPE and CSEC syllabi related to environment/ sustainable development (Maurice Rawlins – The Cropper Foundation)

• Glossary of Sustainable Development Terms and Concepts • Teaching brochure and posters on the Northern Range • Case study booklet for CAPE Environmental Sciences, Geography and

Biology

- 10:25 a.m. – 10:35 a.m. Presentation: projects for 2009 identified by The Cropper Foundation and the

Ministry of Education for meeting the needs of teachers under the CAPE and CSEC syllabi related to environment/ sustainable development (Simone Dieffenthaller – The Cropper Foundation)

• Pilot tutorial for teachers on sustainable development • Tutorials with schools on topics related to the environment with the overall

aim of raising awareness and building interest • Use of TCF library materials

10:35 a.m. – 11:35 a.m. Group Discussions:

- Additional ideas for refinement of the scope of the case study booklet - Refinement of the scope of the 2009 projects, focusing especially the tutorial

for schools - Additional ideas for projects to help address the needs of CAPE and CSEC

Teachers and Students in the areas of Environment/ Sustainable Development

11:35 a.m. – 11:45 a.m. Break

11:45 a.m. – 12:45 p.m. Facilitated discussion: - Ideas for refinement of the scope of the Case Study Booklet - Identification of main ideas for

1. pilot tutorial for teachers 2. additional projects to support the CAPE and CSEC syllabi in the areas

of Environment/ Sustainable Development

12:45 p.m. – 1:15 p.m. Introductory Presentation on use of selected internet resources in support of the CAPE and CSEC Science syllabi (Maurice Rawlins)

1:15 p.m. – 1:30 p.m. • Summary of the main outcomes of the meeting and areas for follow-up (Prof. Julian Duncan)

• Closing Remarks (Winston Rudder, President – The Cropper Foundation)

1:30 p.m. Adjourn with Lunch

The Ministry of Education THE CROPPER FOUNDATION The Environmental Management Authority


Venue: The Environmental Management Authority Conference Room Thursday 20th November, 2008

8:30 – 1:30 PM

Note of the Seminar1

Chair: Professor Julian Duncan2 Overview Since 2006, The Cropper Foundation (TCF) in collaboration with the Ministry of Education and the Environmental Management Authority has been hosting an annual seminar for science teachers at the Caribbean Advanced Proficiency Exam (CAPE) and Caribbean Secondary Education Certificate (CSEC) levels. This annual seminar series is designed to provide a platform for teachers especially in Environmental Sciences, Geography and Biology to come together and discuss needs, developments and challenges in meeting the requirements under their various syllabi. The seminar also provides an opportunity for interfacing between teachers and the Ministry of Education. The third seminar of the series was held on Thursday 20th November 2008 at the Environmental Management Authority. A total of thirty seven teachers attended this seminar - the list of participants including contact information is provided in Attachment 2. This document synthesizes the main issues and discussion points which resulted from the Seminar. Introductory Session Professor Julian Duncan welcomed participants and Keisha Garcia 3 provided an overview of the objectives of the seminar, which were as follows: To

1. present the completed education projects undertaken by The Cropper Foundation, and provide an introduction to the ways in which teachers might integrate the resource materials into their teaching curriculum;

2. provide an overview of the education projects that are still underway; and receive feedback from teachers on any ideas for refining the scope and content of these projects;

3. explore ideas for the development of further projects which could be useful for teachers and students at the CAPE and CSEC levels;

4. present selected online resources in support of the CAPE and CSEC syllabi. Opening remarks were provided by Ms. Claudette Ible on behalf of the Ministry of Education (MOE):

Ms. Ible spoke to the need for, and importance of opportunities for interaction and learning amongst teachers, such as is provided by the Teacher’s Seminar. She outlined the steps being taken by the MOE to better assist teachers in meeting their curriculum requirements, and she pledged the support of the Ministry of Education in the efforts being made by The Cropper Foundation to support Science teachers at the CAPE and CSEC levels.

1 The agenda for the seminar is attached as Attachment 1. 2 Member of IERE Advisory Committee 3 IERE Programme Consultant, The Cropper Foundation

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Presentations and Associated Discussions Following the introductory remarks, four presentations were made to highlight major developments since the last Teachers’ Seminar held in November 2007, as well as progress on the projects being undertaken by The Cropper Foundation. Each presentation gave way to a subsequent discussion period. The main points arising from these presentations and associated discussions are given below. 1. Main developments and reflections since the 2007 Teachers’ Seminar. This presentation was made

by Mr. Joe Cazabon of St. Mary’s College, and it was compiled in collaboration with Ms. Myrna Ellis of Arima Government Secondary School. The full presentation (in PDF format) is provided in Attachment 3. The main points highlighted by the presentation are:

• Several of the CAPE science syllabi – biology, geography and environmental sciences – have been subjected to or are undergoing review. Two changes to the syllabi are noted

- Fieldwork is no longer a requirement of the biology syllabus - Multiple choice has largely replaced structured questions in CAPE Environmental

Sciences exams • There are a number of avenues for greater teacher involvement - The Geography Teachers’

Association has been reactivated and an Environmental Sciences Teachers’ Association has been formed. Teachers are also involved in marking CAPE.

• Teachers require more opportunities for capacity development/training. Some of these could be facilitated by teachers with different strengths.

• CXC should provide teachers with more feedback on Internal Assessments (IA) so that they could improve IA approach and content.

• There is no set text for the CAPE environmental science syllabus; data is often difficult to access, and where data is available it is often conflicting.

• Resources to support the Caribbean focus of many elements of the science syllabi are scarce. • In order to address some of the problems being faced by teachers:

- A bibliographic database should be compiled to include useful internet and book resources

- Relevant books/articles etc. should be collected and stored at a central location for teachers (eg. The Cropper Foundation’s library)

In the discussion following this presentation, the following problems/ needs were expressed by teachers:

Issues specific to Environmental Sciences • The question of whether the Environmental Sciences exam paper had been improved by

replacing the structured section with multiple choice questions (MCQs) arose. It was argued that MCQs help to develop a different but necessary skill not offered by structured questions. It was noted however that MCQs call for specific information which teachers do not have. It was suggested that the situation might in part be improved if more sample questions were sent to teachers.

• Teachers should collaborate with those who are involved in the marking of Internal Assessments (IAs), in order to make the IAs more effective.

Issues specific to Geography

• It was noted that exam questions often call for information that is not required to be taught by the syllabus. It was suggested that while we move to have greater clarity in the syllabus, students should also be encouraged to think more broadly and to be able to apply concepts to situations

• There is a need for accessible study sites and information on these study sites. It was suggested that collaboration among teachers and schools and sharing of experiences might help to fill this need.

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General Issues: • Different schools use different approaches to writing CAPE examinations – some schools

write both modules at the end of upper six, while others opt to write one module at the end of each year. Some teachers felt that writing the exam modules at the end of upper six may be more beneficial as it allows more time to complete the syllabi, and students tend to be more academically mature after the two years. Other teachers felt that there are simply too many exams to all be written at the end of upper six.

• Detailed feedback from CXC is needed for the IAs that would answer questions such as what did the students do right and how could students improve in their IAs? It was suggested that teachers and their various associations write to CXC expressing their needs for greater clarification in this respect.

2. CAPE and CSEC Environmental Projects being led by the Cropper Foundation. This presentation

(Attachment 4), made by Keisha Garcia, highlighted: • Background to The Cropper Foundation’s Programme for Environment and Resource Education

(IERE) and the framework for the projects being undertaken by The Cropper Foundation to support CAPE and CSEC science syllabi.

- The IERE programme uses research and data from a number of sources as a basis for delivering on its activities and products. Three scientific projects have been pivotal – the Northern Range Assessment and the Caribbean Sea Assessment, which were both led by The Cropper Foundation and the University of the West Indies, St. Augustine4; and the Millennium Ecosystem Assessment5, a global project to which staff members of The Foundation contributed.

- The framework for the project was based on the needs expressed by teachers at the first teacher’s seminar in June 2006 which include:

inadequate resource materials for meeting the requirements many requirements under the CAPE syllabi are vague mismatch between the syllabi requirements and examination questions unrealistic timeframe for completing syllabi poor networking among teachers meeting fieldwork requirements is difficult

• Three main challenges to date which have been experienced in undertaking projects: - limited human capacity to work on all of the projects simultaneously which

resulted in the delayed completion; - limited funding which led to the need to prioritise; - limited time

• Some of the measures taken to overcome the main challenges involved in undertaking projects: • Human capacity

– Draw on wide network of collaborators and colleagues – Develop a very clear plan of work and responsibilities – Pick easy cherries: work with strengths

• eg. topics covered for Case Studies and Tutorials • Funding

– Dependence on pro bono support and inputs

4 These assessments considered: the resources (or services) provided by the ecosystem(s) and how these resources are linked to human well-being; the factors that have been impacting these services, and the changes occurring within the ecosystem(s) as a result; and the effectiveness of past and current responses (or policies and actions) to ecosystem degradation. On this basis, several options and recommendations relating to what might be done to better manage the resources of the ecosystem(s) have been proposed. 5 See www.maweb.org

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http://www.maweb.org/


• Prioritize funding for expertise outside of network – Prioritize projects with lower costs and relatively higher returns – More aggressive fundraising strategy

• Time – Revise plan for delivery of projects – Maximizing time with teachers and students

Discussions arising out of items 2 and 3 are found under item 4.

3. Projects being undertaken by The Cropper Foundation. The two presentations made by Mr.

Maurice Rawlins of The Cropper Foundation which focused on the projects being undertaken by TCF are included as Attachment 5 and 6 respectively. The main points arising from these presentations were:

• The Glossary of Sustainable Development Terms and Concepts The glossary is being developed as a reference document for CAPE and CSEC science teachers and students. It comprises three sections: list of terms and meanings relating to sustainable development; regional and international organisations, multilateral agreements, and conceptual frameworks related to sustainable development; and an extensive bibliography of resources. A draft version of the glossary has been produced, and is currently being reviewed by CXC. The glossary will be completed by May 2009.

• Teaching brochure and posters on the Northern Range The Northern Range Assessment Brochure and accompanying Poster series is being developed as reference material for CAPE and CSEC teachers. The brochure and posters will present information on the main findings and conclusions of the Northern Range Assessment, looking specifically at freshwater, forest, coastal and biodiversity resources. Draft versions of the brochure and posters have been completed and are being reviewed by the IERE Advisory Committee. The brochure and posters are expected to be completed by May 2009.

• Case study booklet for CAPE Environmental Science, Geography and Biology The case study booklet is being developed as learning material for CAPE environmental science, biology and geography teachers and students. The case study booklet responds to a need expressed by teachers for more case study material at the CAPE level. The booklet will comprise a guide for developing case studies; generic methodologies for undertaking fieldwork; and case studies on seven areas in Trinidad and Tobago that have been developed by The Cropper Foundation and the University of the West Indies. The booklet is still being drafted and is expected to be completed by May 2009.

• Pilot tutorial for teachers on sustainable development The pilot tutorial is the first of a series of tutorials for teachers to assist them in delivery of challenging aspects of the environmental science, geography and biology syllabi. The pilot tutorial will test a methodology and approach for the tutorial series, and at this tutorial, topics for the series will be decided. The pilot tutorial will take place in early 2009.

• Use of TCF library materials The TCF library is designed to provide public access to TCF’s resources. The library is expected to be fully functional including a computerized catalogue of all materials by January 2009.

Outcomes of discussion on projects by The Cropper Foundation The discussion following the presentations on The Cropper Foundation’s projects focused on four main aspects including ideas for improving the Annual Teachers’ Seminar; ideas for refining the Case Study Booklet; ideas for refining the Teachers’ Tutorial; and additional project/activity ideas for The Cropper Foundation. The main issues raised are given as follows:

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Ideas for improving the Teachers’ Seminar

• Networking: Teachers found that networking would greatly enhance the work that TCF is doing with the teachers. A website should be created which gives up-to-date information that is relevant to teachers. Attached to the website should be a mailing list to facilitate easier and more efficient networking. One complaint was that invitations for the workshop never reached the desks of the teachers.

• Teachers found that the seminar could be more efficient if less time was spent repeating information for new teachers and more time was allocated to discussion and sharing of ideas. This problem could be overcome by networking between old and new teachers to share information about TCF and its projects. Teachers should be re-invited to ensure continuity of seminar.

• A suggestion was made to hold the seminar twice a year to keep teachers updated.

Ideas for refining the case study booklet • Teachers commented that no specific guidelines were given by CXC for IAs and SBAs

and as such, autonomy is granted for decisions regarding the type of SBAs and IAs that could be done. This autonomy sometimes leaves teachers confused as they are uncertain as to what are appropriate areas and topics for IAs/ SBAs.

• Hot topics for case studies and field activities include: - Environmental degradation – students are often not aware of the causes of

environmental degradation; - Local biodiversity – students need to be more motivated and aware of what

flora and fauna exists. Field visits need to more frequent; - Water pollution; - Soil conservation – Joanne Jimdar-Deokie leads a program in soil conservation

at Naparima Girls’ High; - Recycling; - Stream channels – specifically for Geography students

• Teachers would like to see the following geographical areas covered in the case study booklet:

- Propagation station at Santa Cruz - Cocoa Estate in St. Joseph - Rivers – Aripo, St. Joseph, Tacarigua-St. Michaels - Asa Wright Nature Centre - Wild Fowl Trust - Nariva Forest - Coral reef in Tobago for coastal studies

• Teachers would like to see the following issues covered in the booklet: - Smelter plant – considering the economic benefits to be gained from having a

smelter plant and weighing these against the costs of environmental degradation. A topic like this encourages students to think broadly about an sustainable development issues;

- Deforestation – driving forces behind deforestation and solutions to counter deforestation;

- Watersheds outside of the Northern Range; - Water as a resource; - Awareness – how we go about raising environmental awareness. What can we

do as individuals?

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Ideas for refining the teachers’ tutorial: • Teachers expressed their interest in the tutorials proposed by TCF, and are willing to take

time off from classes to attend the tutorials once their administration approves it. • Suggestions were made that the tutorials be tailored to the requirements of the syllabi, and

that CXC examiners and MOE curriculum officers be involved. • Additional topics of interest include:

- Environmental law (Environmental Sciences teachers) - Impact of global warming on the Caribbean Region (Geography teachers) - Food security and climate change (Geography teachers) - Biodiversity (Geography teachers)

Additional project/ activity ideas for TCF:

• It was suggested that a list of topics and study areas for IAs and SBAs per subject area be developed. This list could be continuously updated as teachers research new areas.

• Professor Julian Duncan offered to produce an Atlas of Structure to help support the Biology syllabus, and teachers were greatly in favor of this

Session to provide guidance on Selected Internet Resources to Support the CAPE and CSEC syllabi A presentation was made by Mr. Maurice Rawlins on selected internet resources which could be of use to CAPE and CSEC Science teachers. There are given in the presentation included as Attachment 7. It should be noted that:

• Two internet resources were presented: Environment Online (ENO) and International Education and Resource Network (iEARN).

• Teachers expressed their interest in TCF hosting a tutorial on the use of internet resources. Closing session In closing, it was noted that:

• The Cropper Foundation remains committed to assisting science teachers and students at the CAPE and CSEC levels in meeting the requirements under their syllabi. In this respect it will continue to work closely with the Ministry of Education.

• The projects being undertaken by The Cropper Foundation will be completed by May 2009, and these will be made available to teachers upon completion

• TCF will explore a new set of project ideas based on what was discussed at the seminar to present to teachers at the next seminar

• TCF will also explore opportunities for improving networking among teachers between seminars. The tutorials which are being designed might provide an opportunity for such. In addition to these, however, TCF will establish a listserve to make information readily available to teachers and to encourage discussions amongst teachers

• TCF will put efforts into fully operationalizing its library so that teachers are able to access resource materials for teaching

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Venue: Environmental Management Authority Conference Room Thursday 20th November, 2008

8:30 a.m. – 1:30 p.m.

Seminar Objectives This one-day seminar will follow-up on the Seminars for CAPE and CSEC Science teachers held on June 16th 2006 and November 8th 2007. The specific objectives of the 2008 Seminar are to:

1. Discuss with teachers any progress /setbacks /developments since the last seminar, focusing especially on lessons and experiences which can be shared amongst the group;

2. Present the completed education projects undertaken by The Cropper Foundation, and provide an introduction to the ways in which teachers might integrate the resource materials into their teaching curriculum;

3. Provide an overview of the education projects that are still underway; and receive feedback from teachers on any ideas for refining the scope and content of these projects;

4. Explore ideas for the development of further projects which could be useful for teachers and students at the CAPE and CSEC levels;

5. Present selected online resources in support of the CAPE and CSEC syllabi.

Proposed Programme

Chair: Professor Julian Duncan

7:30 a.m. Registration

8:30 a.m. – 8:50 a.m. Welcome and Opening Remarks: • Welcome (Professor Julian Duncan) • Remarks from the Ministry of Education (Ms. Claudette Ible –

Acting Director Curriculum Division) • Objectives of the 2008 Seminar (Keisha Garcia – The Cropper

Foundation)

8:50 a.m. – 9:50 a.m. Presentation on the main developments and reflections since the 2007 Teachers’ Seminar (Mr. Joe Cazabon and Ms. Myrna Ellis) Discussion

- Exchange of experiences and lessons learned by teachers

9:50 a.m. – 10:05 a.m. Coffee Break

10:05 a.m. – 10:15 a.m. Introductory presentation on CAPE and CSEC Environmental Projects being led by The Cropper Foundation (Keisha Garcia)

• Brief review of background and context for projects • Main challenges to date in undertaking projects • Reflection on experience and lessons learned

10:15 a.m. – 10:25 a.m. Presentation: completed projects for 2007/2008 identified by The Cropper Foundation and The Ministry of Education for meeting the


8

needs of the teachers under the CAPE and CSEC syllabi related to environment/ sustainable development (Maurice Rawlins – The Cropper Foundation)

• Glossary of Sustainable Development Terms and Concepts • Teaching brochure and posters on the Northern Range • Case study booklet for CAPE Environmental Sciences,

Geography and Biology

- 10:25 a.m. – 10:35 a.m. Presentation: projects for 2009 identified by The Cropper Foundation

and the Ministry of Education for meeting the needs of teachers under the CAPE and CSEC syllabi related to environment/ sustainable development (Maurice Rawlins – The Cropper Foundation)

• Pilot tutorial for teachers on sustainable development • Tutorials with schools on topics related to the environment with

the overall aim of raising awareness and building interest • Use of TCF library materials

10:35 a.m. – 11:35 a.m. Group Discussions:

- Additional ideas for refinement of the scope of the case study booklet

- Refinement of the scope of the 2009 projects, focusing especially the tutorial for schools

- Additional ideas for projects to help address the needs of CAPE and CSEC Teachers and Students in the areas of Environment/ Sustainable Development

11:35 a.m. – 11:45 a.m. Break

11:45 a.m. – 12:45 p.m. Facilitated discussion:

- Ideas for refinement of the scope of the Case Study Booklet - Identification of main ideas for

1. pilot tutorial for teachers 2. additional projects to support the CAPE and CSEC

syllabi in the areas of Environment/ Sustainable Development

12:45 p.m. – 1:15 p.m. Introductory Presentation on use of selected internet resources in

support of the CAPE and CSEC Science syllabi (Maurice Rawlins)

1:15 p.m. – 1:30 p.m. • Summary of the main outcomes of the meeting and areas for follow-up (Prof. Julian Duncan)

• Closing Remarks (Winston Rudder, President – The Cropper Foundation)

1:30 p.m. Adjourn with Lunch

Environmental Studies in 2008: Where are we now?

Joe CazabonMyrna Ellis

Syllabus Changes

• Exams: MC has replaced Structured paper– Different opinions on merits– Insufficient sample questions provided

• Content: Biology:– Syllabus reviewed 2007– Ecological content consolidated, clarified – BUT field work no longer required

• Content Geography & Env Sci:– Syllabuses currently under review

Presenter

Presentation Notes

For Env Sci, we have asked for clarification of various syllabus objectives as well as IA requirements, removal of excessive detail in particular sections (e.g. details of agricultural practices w.r.t. several crops and livestock species), and various other changes

Teacher Development

• Geography Association has been reactivated– Conducting seminars/workshops– Contributing to review of syllabus

• Env Sci Association has been formed– Still in infancy– Contributed to review of syllabus– Workshops/seminars planned in future

• Teachers have contributed to marking, etc

Teacher Needs

• Training/Workshops in particular theoretical and practical topics, bearing in mind different strengths and weaknesses of teachers

• Some of these can be facilitated by teachers with particular strengths

• Feedback/Training on IAs from CXC

Cropper Projects

• Draft Glossary complete – excellent, very useful

• Case study booklet under development– TCF working with CIC and Arima Gov’t on

Chaguaramas and Arima projects

Resources: Texts

• Still no appropriate text for CAPE Env Sci– American texts provide good general material,

but not tailored to CAPE, no Caribbean cases and examples

– Limited selection of American texts available locally

– Only British text available is far from suitable

Caribbean Resources

• Various locally produced resources available but not tailored to CAPE:– Various books from UWI Press

• Kenny (2008), Goodbody & Thomas-Hope (2002), Barker & McGregor (2002, 2003)

– Wild T&T DVD– TCF products: CARSEA, Northern Range

Assessment

Some Caribbean websites

• canari.org• irf.org• caribinfo.com• caricom.org

International Resources• Good, up-to-date info on various

environmental topics, but not specific to the Caribbean:– DVDs from NOVA series, NatGeo Channel,

Discovery, etc– Huge array of books

• Available (sometimes cheaply) from websites such as Amazon, Barnes & Noble, Alibris, etc

– Huge array of Internet sites• prb.org, wri.org, youtube.com, cia.gov, undp.org

Suggestion

• Compilation of useful internet and book resources into a bibliographic database that can be circulated, or perhaps posted online, based on teachers’ suggestions

• Collection of relevant books in a central location (TCF library?) for access/loan by teachers

THE CROPPER FOUNDATION

Programme for Environment and Resource Education

(IERE)

Overview of CAPE / CSEC Projects

Keisha GarciaThe Cropper Foundation

20 November 2008

Background……• Two assessments completed

– Northern Range– Caribbean Sea

• Generated information and learning

• Brought key stakeholders together – including schools

• Catalysed a network of colleagues – locally, regionally and internationally

Programme for Environment and Resource Education (IERE)

• Initiated in November 2004 • Formally launched in October 2005• Advisory Committee set up in 2005• Main target groups:

– Formal school system (including tertiary institutions)– The public– Communities

• Products completed– DVD on the Biodiversity of the Northern Range– DVD on Nelson Island

• Teachers seminar in June 2006 and November 2007

Needs to which we are respondingTeachers’ seminar – June 2006 and November 2007:

• inadequate resource materials for meeting the requirements

• many requirements under the CAPE syllabi are vague

• mismatch between the syllabi requirements and examination questions

• unrealistic timeframe for completing syllabi• poor networking among teachers• meeting fieldwork requirements is difficult

What is the aim?What is the aim?To be catalyticPedagogical

• Build capacity through hands-on activities– Actively involve teachers and students

• To contribute to the establishment of an approach to teaching and learning– Resource production and application– Networking

Joint Programme in collaboration with the Ministry of Education (1)

• To assist in the provision of resource materials for meeting CAPE and CSEC syllabi requirements related to environment/ sustainable development through:

• identification and assimilation of relevant, available resources;

• continued production of resource materials;• access to The Cropper Foundation’s library.


• To approach the development of resource materials in ways that:

• facilitate learning-by-doing through involvement of teachers and students in joint field work

• contribute to a comprehensive body of materials, within a collaborative framework that complements what other oganisations are contributing, in order to avoid duplication

• make information easily accessible to all teachers;


• To make information and technical assistance available to teachers through a series of seminars and workshops

• To assist in networking and information sharing among teachers

• To contribute to assessing CAPE and CXC syllabi, and providing feedback to the Ministry of Education.

Key Partners• The Cropper Foundation• The Ministry of Education• The University of the West Indies• The Environmental Management Authority • Caribbean Examinations Council (CXC)

Will also include– Caribbean Youth Environment Network (CYEN)– Colleagues from regional and global orgs– UTT– Others…..

CAPE and CSEC Projects• Brochure and accompanying series of posters on the

Northern Range

• Pilot tutorial on Sustainable Development

• Glossary of SD Terms and Concepts

• Case Study Booklet

• Seminar for CAPE and CSEC Science Teachers

• Caribbean Sea Teaching Poster/Brochure

• DVD on History and Ecology of the Five Islands

Environmental Sciences

Geography (CAPE and

CSEC)

Biology Caribbean Studies

History

Five Islands DVD

NR Brochure and Posters

Pilot tutorial for teachers

Glossary of SD terms and concepts

Case study booklet

Follow-up seminar

CARSEA brochure

Problems faced 2007/2008• Human capacity: limited

– Two staff members at The Cropper Foundation– Projects require a wide range of expertise

• Communication specialist• Content specialists• Design specialist

• Funding: limited– Cannot complete full complement of projects – need to

be selective

• Time: limited– Cannot involve schools as extensively as hoped

Presenter

Presentation Notes

It is expected that the materials will address all of the nine overarching objectives of the CAPE Environmental Science syllabus; cover the issues required under the study of ecological systems that form a part of the CAPE biology syllabus; and answer one of the main syllabus questions under the Geography syllabus related to exploitation of forest resources.

Overcoming problemsOvercoming problems…………• Human capacity

– Draw on wide network of collaborators and colleagues– Develop a very clear plan of work and responsibilities– Pick easy cherries: work with strengths

• eg. topics covered for Case Studies and Tutorials

• Funding– Dependence on pro bono support and inputs

• Prioritize funding for expertise outside of network– Prioritize projects with lower costs and relatively higher returns

• DVD on Five Islands on hold– More aggressive fundraising strategy

• Time– Revise plan for delivery of projects– Maximizing time with teachers and students

Thank you……

……..and we welcome your feedback



(IERE)

CAPE / CSEC Projects for 2007/2008

The Cropper Foundation08 November 2007

Completed Projects for 2007/ 2008

DVD on the Ecology and History of the Five Islands

Caribbean Sea Brochure & Posters

Pilot tutorial for teachers for Sustainable Development

Follow-up Seminar for CAPE and CSEC Science Teachers

Glossary of Sustainable Development Terms and Concepts

Teaching brochure and posters on the Northern Range

Case study booklet for CAPE Environmental Sciences, Geography and Biology

Glossary of Sustainable Development Terms and Concepts

Background:To support CAPE and CSEC Science Syllabi•

Focus on Ecological, Environmental and SD terms and concepts

•

Three sections:–

List of terms and meanings

–

Conceptual frameworks and other diagrams–

Bibliography

•

Reviewed by a CXC science Panel

Environmental Sciences, Geography, Biology, Caribbean Studies, Chemistry

Status of Glossary

Draft glossary produced

Internal review by TCF staff and by IERE Advisory Committee

External Review by CXC Science Panel

Copy editing

Layout & Design

Print and Dissemination

Tutorial on use of Glossary

Northern Range Brochure + PostersBackground:Based on the Northern Range Assessment•

Brochure + 4 Posters

•

Brochure –

what are the benefits provided by the NR–

how we use the NR and the changes in the NR as a result–

what more can we do to better manage the NR and its resources•

Posters:–

Biodiversity–

Forest Resources–

Freshwater Resources–

Coastal Resources

•

Environmental Sciences; Geography, Biology, Caribbean studies

Presenter

Presentation Notes

It is expected that the materials will address all of the nine overarching objectives of the CAPE Environmental Science syllabus; cover the issues required under the study of ecological systems that form a part of the CAPE biology syllabus; and answer one of the main syllabus questions under the Geography syllabus related to exploitation of forest resources.

Status of brochures and posters

Draft posters and brochure produced

Internal review by TCF and IERE Advisory Committee

Collaborating with EMA to produce posters and brochures using communication-poster

Copy-editing

Printing and Distribution

Case Study BookletBackground:To support the call for more case study material at the CAPE

level•

Seven sites pre-selected:–

Aripo Savannas–

Matura National Park → South West Peninsula–

Arima Valley–

Icacos

Point → Caroni Plains–

Buccoo Reef Tobago–

Port of Spain–

Chaguaramas peninsula•

University of the West Indies; Professor Kenny

•

Filming: e-learning material available

Environmental Sciences, Geography, Biology, Caribbean Studies

Status of Case Study Booklet

•

Areas covered by TCF:–

Aripo Savannas–

South Western Peninsula–

Caroni Plains–

Buccoo Reef Tobago–

Port of Spain

•

Collaboration with two schools:•

St. Mary’s College –

Chaguaramas Peninsula•

Arima Government Secondary –

Arima Valley

What’s in the booklet?

•

Sampling methodologies•

Physical information (location, topography, soil type, climate

vegetation)•

Cultural information (history, livelihoods of communities, experiences of local community)

•

Major natural and anthropogenic issues facing the area •

Special features of the area

•

Learning activities relevant to area•

Bibliography

•

Experiences of Teachers and students•

Experiences of TCF staff –

particularly about the process

Status of Case Study Booklet

•

Aripo Savannas –

70% Complete

•

South-western Peninsula –

55% Complete

•

Arima Valley –

65% Complete

•

Caroni Plains –

55% Complete

•

Buccoo Reef –

5 % Complete

•

Port of Spain –

30% Complete

•

Chaguaramas Peninsula –

65% Complete

Overall completion – 40%

Thank you……




(IERE)

CAPE / CSEC Projects for 2008/2009


Priority Projects for 2008/ 2009

1. Pilot Tutorial for TeachersGoal: To establish an ongoing series of

tutorials for teachers - environment/ SD

• Pilot test the methodology and approach– ‘Class session’ with teachers

• Pilot tutorial: Topic to be decided

• Environmental Sciences; Geography, Biology

Sections of the CAPE syllabi addressed by the Tutorial

• Environmental Sciences– all objectives under Unit 1: Ecology, People and

Natural Resource Use• Biology

– Unit 2: Module 1: Bioenergetics• Section 5: Ecological systems• Section 6: Energy flow and nutrient cycling

• Geography– Unit 2: Module 1: Climate, Vegetation and Soils

• Section 2: Vegetation types

Possible Topics for Tutorial

• Internet resources

• Critical thinking and writing as it applies to science

• Field visits for sampling methodology

• How do we deliver on complex issues?– How do we manage issues of scale?– How do we deal with conflicting information

• Others…

2. 2009 Follow-up Seminar for CAPE and CSEC Science

Teachers• Continue networking • Space for dialogue amongst teachers

– Sharing experiences and lessons• Feedback from TCF on IERE• Other…

• Is this necessary

2. TCF Library• Fully functional by January 2009

– Computerised library catalogue– Online library catalogue (to come)

• Variety of subject areas: – Biodiversity– Forests– Coastal and marine Ecosystems– Civil Society– Agriculture– Policy for Environment/ Sustainable Development– Pollution

3. Resource material

• Atlas of structure to support Biology syllabus

• Any additional ideas?

Thank you……




(IERE)

Internet Resources


Fast Facts….• 1.464 billion online worldwide

– (21.9% of global population)

• World Bank estimates 17 internet users per 100 people in 2007 for T&T– Estimated Pop. of 1.3 million = 238,800 users

• 160,000 internet subscribers in T&T

• Over 1 million active websites worldwide

• Google’s index – 8 billion pages

Rationale….• MOE over last 6 years working towards

increasing ICT use in secondary schools

• MOE Corporate Plan (2008-2012) – establish a dedicated internet backbone for the education system– Objective: 14,000 teachers be capable of using

ICT as classroom tool and for development of educational content.

What’s out there….

Environment Online• Global Virtual School for sustainable development

– Network for sustainable development– Network for raising environmental awareness

• Began in 2000 in Finland• Main target groups:

– Schools– NGOs/ CBOs– Communities

• 500 schools in 105 countries, 20,000 active participants– El Dorado Comprehensive– Hilview Boys College

• Goals include:– To support sustainable development and act towards the MDGs– To learn basic skills in ICT

Environment OnlineHow does it work?

• Information gathered in local communities and shared globally on the ENO website

• Four thematic areas used:– The place we live in– This is our Nature– The way we lead our lives– This is our culture

• ENO provides assistance in planning lessons

• Partners schools together• Global conferences and forums

Environment Online

More information…ContactMrs. Gia Gaspard TaylorTel: 640 9141/ 683 4251Email: [email protected]

[email protected]@yahoo.com

Website: http://www.joensuu.fi/eno/basics/briefly.htm

mailto:[email protected]



http://www.joensuu.fi/eno/basics/briefly.htm

iEARN (International Education and Resource Network)

• Global network that enables teachers and youth to use the internet and other technologies to collaborate on projects

• Began in 1988 in Moscow and New York

• Over 20,000 schools involved in 115 countries

iEARN (International Education and Resource Network)How does it work?

• Project-based organization– Feature project: The MDGs with Your

Voice

• Workshops for educators – Integrating online global project work into their

classroom– Technical, collaborative, and organizational skills

needed to participate in global internet-based environment

iEARN (International Education and Resource Network)More information…

ContactMrs. Gia Gaspard TaylorTel: 640 9141/ 683 4251Email: [email protected]

[email protected]@yahoo.com

Website: http://www.iearntandt.interconnection.org/http://www.iearn.org




http://www.iearntandt.interconnection.org/

http://www.iearn.org/

Thank you……


the ministry of education seminar 2008.pdf · and november 8th 2007. ... several of the cape...

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