10.26 am - Kit Rackley (WEM)

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uked-colin
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10.26 am - Kit Rackley (WEM)

Post by uked-colin » Sat May 30, 2020 6:19 pm

Presentation Title:
Interactive Climate Services for the Classroom
Details:
This talk will showcase powerful interactive climate services designed for industry but useful for the classroom. It will also introduce a brand new free, online interactive tool to explore climate and energy data designed for educational use in consultation with teachers and experts thanks to funding from the European Commission through the ECMWF Copernicus Climate Change Service (C3S).
Suited for: Secondary and FE teachers.

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Links, references and further reading

Post by geogramblings » Mon Jun 01, 2020 11:58 am

Hello everyone. Here are the important links and references for this talk.

The most important link is for the Copernicus Climate Change Service (C3S) Climate & Energy Education Demonstrator (C3S Edu Demo) GIS tool itself: https://c3s-edu.wemcouncil.org

Links to the example GIS tools presented in the talk:
Links relating to the C3S Edu Demo: Further reading: Credits:
Speaker: Kit Rackley (Education & Program Officer, World Energy & Meteorology Council - WEMC)
WEMC Website: https://www.wemcouncil.org
Facebook: https://www.facebook.com/world-energy-a ... gy-council
Twitter: https://www.twitter.com/wemcouncil
LinkedIn: https://www.linkedin.com/company/10392881/
Last edited by geogramblings on Wed Jun 03, 2020 10:05 am, edited 4 times in total.

Kit Rackley. 13 years as a Geography high-school teacher, now freelancing as an educational blogger, author, consultant, speaker & trainer. Pronouns: they/them. See: https://geogramblings.com/about/

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ACTIVITIES/QUESTIONS FOR PARTICIPANTS

Post by geogramblings » Mon Jun 01, 2020 12:20 pm

**ACTIVITIES/QUESTIONS FOR PARTICIPANTS**
For all those who would like to get involved with this talk, and get a 'feather in their cap' towards recognition of engagement,

Complete this Google Form as you watch the talk: https://forms.gle/pcyx1Qb1ks8cT5Q86. The questions posed on this Google Form are:
  • To what extent should climate change be considered a safeguarding issue?
  • Name a topic you teach which can be linked to the issue of climate change.
  • Which GIS tools (presented on the talk) might you use with your students?
  • How likely are you to use the C3S Edu Demo in your teaching?
  • Do you have any comments, questions, or queries about the C3S Edu Demo?
If you have a Twitter or Facebook account, you can also give your thoughts by composing a post which includes the hashtag #C3SeduWEMC.

Kit Rackley. 13 years as a Geography high-school teacher, now freelancing as an educational blogger, author, consultant, speaker & trainer. Pronouns: they/them. See: https://geogramblings.com/about/

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Teaching resources

Post by geogramblings » Wed Jun 10, 2020 10:48 am

If you feel inspired to create your own teaching resources for the C3S Edu Demo, and would like to share them with others like the teachers who have shared already (accessed here: https://www.wemcouncil.org/wp/projects/ ... c03e1-d3ff), please send them to c3s-edu@wemcouncil.org.

Kit Rackley. 13 years as a Geography high-school teacher, now freelancing as an educational blogger, author, consultant, speaker & trainer. Pronouns: they/them. See: https://geogramblings.com/about/

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Re: 10.26 am - Kit Rackley (WEM)

Post by suehellman » Wed Jun 10, 2020 12:18 pm

Hi Kit. I wish I'd had access to all this great stuff when I taught Earth Science 11 (sigh).

PS I posted a response to your question after Tim's small wins talk yesterday afternoon.
-Sue in Canada

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Re: 10.26 am - Kit Rackley (WEM)

Post by geogramblings » Wed Jun 10, 2020 12:46 pm

suehellman wrote: Wed Jun 10, 2020 12:18 pm PS I posted a response to your question after Tim's small wins talk yesterday afternoon.
-Sue in Canada
Hi Sue, thanks for the message! I must have missed the response - keeping tabs on all things! Are you able to repeat it here?

Kit Rackley. 13 years as a Geography high-school teacher, now freelancing as an educational blogger, author, consultant, speaker & trainer. Pronouns: they/them. See: https://geogramblings.com/about/

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Re: 10.26 am - Kit Rackley (WEM)

Post by suehellman » Wed Jun 10, 2020 1:30 pm

@Kit I think comments need moderating before they're visible. I just posted it a couple of hours ago. Here it is .....

Tim's takeaways from this research were a little different from mine. The context I come from is many years spent teaching kids with a long history of failure in math which may explain why. The first of Amobile's articles that I came across was 'The Power of Small Wins' at https://hbr.org/2011/05/the-power-of-small-wins.

What resonated most with me was this quote: "Of all the things that can boost emotions & motivation ..., the single most important is making progress in meaningful work. And the more frequently people experience that sense of progress, the more likely they are to be creatively productive (or in the case of my students: to willingly persevere) in the long run." Even small wins "can make all the difference in how they feel and perform."

Amobile goes on to say that most managers (her work was done in the business world) rank the feelings we experience when making progress last among motivating factors. They identify key motivators as being extrinsic, i.e "recognition for good work" or "tangible incentives", when in fact "people are more creative and productive when their inner work lives are positive -- when they feel happy and are intrinsically motivated by the work itself."

So it's the sense of making progress which results from a a steady stream of injections of small successes on work that is personally meaningful -- that's what keeps us happily plugging away. In my experience what students need is not external recognition but help to recognize & to take moments to 'high5' themselves for their own wins/successes.

Finally from Amobile: "On progress days (when we leave work with a sense of accomplishment), people were more intrinsically motivated -- by interest in and enjoyment of the work itself. On setback days (nothing went well), they were not only less intrinsically motivated but also less extrinsically motivated by recognition. Apparently, setbacks can lead a person to feel generally apathetic and disinclined to do the work at all." That certainly was true for my 'math zombies'.

Hope this helps
-Sue in Canada

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Re: 10.26 am - Kit Rackley (WEM)

Post by geogramblings » Wed Jun 10, 2020 1:37 pm

suehellman wrote: Wed Jun 10, 2020 1:30 pm Hope this helps
-Sue
Ah, I've connected the dots, now. Thanks - looking back over on that forum now. :)

Kit Rackley. 13 years as a Geography high-school teacher, now freelancing as an educational blogger, author, consultant, speaker & trainer. Pronouns: they/them. See: https://geogramblings.com/about/

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Re: 10.26 am - Kit Rackley (WEM)

Post by suehellman » Wed Jun 10, 2020 6:20 pm

This just arrived in my inbox -- https://flowingdata.com/2020/05/13/clim ... wer-tiles/ :-) (from Randy Krum's Cool Infographics)

And just fell into this ... https://earthengine.google.com/timelapse/

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Re: 10.26 am - Kit Rackley (WEM)

Post by geogramblings » Thu Jun 11, 2020 9:59 am

suehellman wrote: Wed Jun 10, 2020 6:20 pm This just arrived in my inbox -- https://flowingdata.com/2020/05/13/clim ... wer-tiles/ :-) (from Randy Krum's Cool Infographics)
Yes! I love the many examples of what's been done with Ed Hawkins' "Climate Stripes" (https://twitter.com/ed_hawkins) - My favourite is the Tesla car! :o I've been lucky to work with some of Ed's colleagues at the University of Reading on things related to the GIS tool, they are a fine bunch of humans!

Kit Rackley. 13 years as a Geography high-school teacher, now freelancing as an educational blogger, author, consultant, speaker & trainer. Pronouns: they/them. See: https://geogramblings.com/about/

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