Ocean Literacy Toolkit – Webinars for Teachers [English]



and I will share with you the Dex desktop so you can see my presentation so I hope you can see it so in this presentation I will I will give you first of all some some background on ocean literacy and then we will go into a little bit into the details of the different activities and then we will see if you have any questions so to start with I don't know how many of you are familiar with the Intergovernmental oceanographic Commission of UNESCO so is the UN focal point for ocean science and I would say that for the last 3 3 4 years we have started this new activity related to ocean literacy which is ocean science education but I would say not only ocean science but generally speaking you know increasing awareness of citizens of kids of policymakers of decision-makers on ocean matters so let me start with a definition this is like an international agreed definition on ocean literacy which means an understanding of the oceans influence on you and your influence on the ocean and when we have to define or an ocean literate person we we say that first of all an ocean literacy literate person is able to understand importance of the ocean for humankind can communicate about the ocean in a meaningful way and is able to make informed and responsible decisions regarding the ocean and its resources so as you can see already from this definition ocean literacy is much more than just increasing people's knowledge on the ocean actually the the ultimate goal of literacy is is to shape responsible citizens so people that are really able to save musicians on ocean resources as we will see that the ocean is really part of every everyone's life and also is like the one of the most important element in the Earth's system for this planet and for the survival of humankind the ocean literacy is is made of a framework a framework that is composed of seven essential principles so you can see them here I like to call them like the ABC of ocean knowledge so these seven principles are like some building blocks of our ocean knowledge so as you can see these seven essential principles go and tackle all the main aspects of the relationship between the ocean and the earth system but also with humankind so the first one is is one of the most important which states that the earth as one big ocean with many features that is to say that although most of the time we speak about oceans web-enhanced we should actually speak about ocean as we know that all the different sub sub basins are connected and seas and ocean basins are all interconnected and actually the ocean is the only as Jacques Cousteau was saying is the only great unifier of of this planet and this is true for good and bad in the sense that I mean of course there are many positive elements in this in this fact but also this should make that thing that what we do in one corner of the earth I mean the effects of what we do in one corner of the earth will be perceived and seen on the other side of the world and this I believe cool on a on a global responsibility when it comes to managing ocean resources in a meaningful way and in a sustainable way the second one is related to the importance of the ocean for features on the earth and here we are speaking about the effects on on coasts coastlines of course then the third one is related to the ocean that has a major influence on weather and climate we know that the ocean is is the element that controls the global climate through what we can call like this major energy conveyor belt that that is present all over the ocean that the fourth one is is related to the production of oxygen that happens in the up in the ocean thanks to phytoplankton the fifth one is related to marine biodiversity and the sixth one is related to the interconnectedness between ocean and humans and then the seventh one refers to the fact that we still have to discover a large part of the ocean so we know that we we better know the moon than the seafloor so we have mapped we could say that we have mapped entire seafloor but not at an interesting resolution that can help us also again managing ocean resources in a sustainable way here you can see a a bit of history of ocean literacy so as you can see it started as a movement in the US it was a group of scientists and educators that realized that it was very little of ocean science in school and in education on curricula so they've started to meet online like organizing webinars like this one and they've come up with those essential seven essential principles that I've shown you before then in in 2011 2012 there was I mean a group of European scientists and educators that also got interested in ocean literacy and so also a first workshop was organized in in Europe in Bruges and then in 2013 there was an agreement between the European Union Canada and us on enhancing collaboration on ocean research in the Atlantic and one of the priorities topics for collaboration was exactly ocean literacy so that was a big portion in fact then the European Union launched some calls for proposals and two major projects where were funded but at the same time other regional networks on ocean literacy were formed for example one in Canada and one in Asia in 2016 we at UNESCO in Paris we held the first global ocean science workshop and then another major push for a more international collaboration on ocean Tracy was the last year un ocean conference that was held at unites at UN headquarters in in June 2017 so since in particular since that ocean conference I don't know how many of you are familiar with that process but actually in the preparation of the UN ocean conference it was possible for anyone to to submit what what the organizers called voluntary commitment so actually these were like little projects that we're obviously commitment so partnerships consortium of institutions could define some some deliverables some objectives and we as UNESCO led the creation of a global partnership on ocean literacy and in this partnership which is by the way still open so if any of you is interested to join this partnership you are more than welcome to join us we define some objectives so what the ocean literacy community global ocean literacy community would need to keep on working together and collaborating so what one of the elements that was mentioned by many of the people participating in this partnership was the need of having a single website where all the resources on ocean literacy all the information on ocean literacy could be found so again the as IOC of UNESCO we launched this ocean literacy portal which is currently online and this is how it looks like so resources and when I when I when I say with I mean lesson plan I mean videos I mean documents I mean all kinds of resources and one I mean the user is able to look for resources either through the topic the the user is interested in or through accessing the resources according to what type of user he or she is and as you can see here we can we can have we have identified as potential users students and caters scientist media policymakers and the private sector these this is an example of all the resources that you can find there so you can see for example an app for kids which is like an introduction to to the kids for to the world of marine science the toolkits that is is what we are talking about today information about marine special planning about ocean health human health health like factsheets so all kinds of resources and and also I take this opportunity to invite you if you have any resources to that you are willing to share with with the global community you can just send me an email and we will upload those resources on the portal another feature of the portal is that we we also show what are the different institutions working on ocean literacy in a map so people are able to see who is working on ocean literacy in in the in the place where they live or nearby is it also also possible to join a sort of like internal clock firm as you can see is written like join the ocean literacy network and once I mean the user register himself or herself as the opportunity to have access to an online internal platform where is possible to exchange ideas information work on jointly on documents organizing forum etcetera etc so as I mentioned before there are a number of regional networks on ocean literacy so there is one in the u.s. one in Europe and in Asia and as UNESCO as IOC UNESCO we are also always eager to help other regions in the world to set up their own network there are at the same time also some national networks of ocean literacy so the more and more from my perspective I see those networks growing and the interesting things thing about those networks is that they are very generous so we normally see in those networks people coming from science from education but also from the private sector from public administration from NGOs from international organizations like UNESCO etc etc so going back and started to speak about the ocean literacy toolkit of course the one of the main driver to start working on this toolkit as I mentioned was the UN ocean conference which was I mean the main objective was to check where we are in terms of implementing as DG 14 so as DG 14 as you know is is is working on is focusing on the interaction the human interaction with ocean seas and marine resources it has seven targets on conservation and sustainable use of the ocean and the activities of the toolkits are structured in a way that provides links with SDG 14 but not only on SGG 14 we have tried to also highlight links to other energies of course the most obvious one is as DG 4 on education and then we have also decided to adopt the approach of the education sector of UNESCO which highlighted that through educational activities like the one that we are talking about today we can enhance not only cognitive objectives but also we can work on social motional learning objectives and on behavioral learning objectives so of course the aims is to as I was mentioning at the very beginning of this presentation ocean literacy again is not only about enhancing knowledge about the ocean but it's really about and again this is very much in line with SDG 4 and also the overall approach of UNESCO when we talk about education for sustainable development is really about finding ways to transform a human behavior towards more sustainable practices so another important element for us was to try to highlight that of course we can talk about the ocean from a scientific perspective but not only about that we we very much liked the multi perspective approach proposed again by our colleagues in the Education sector and we we've tried to to experiment how to implement that multi-perspective approach when talking about the ocean so we we proposed in the activities the scientific perspective but also historical geographical gender equality value culture and sustainability perspective they try to promote annalistic overview of ocean themes that try to include aspects of environment to society culture and economy the the idea is to try to promote an experiential learning that we enhance knowledge of personal and social responsibility and also that we understand that we we try to promote the understanding of the rules of governance and communication in moving from knowledge to action so as I mentioned before we have tried to in each of the activity we each of the activities we have tried to show what where the cognitive learning objective and some example ear for example understanding basic understanding of marine ecology ecosystem predator-prey relationships so like basic knowledge on ocean science but at the same time working on social-emotional learning objectives so ability for example to reflect on on sustainability ability to empathize with people whose livelihoods are affecting by changing fishing practices and at the same time very importantly we have tried to highlight also what are the learning the the behavioral learning objectives so for example how we can enhance the ability of our students to to take like action in like personal action how they can change their everyday behavior to to become more responsible with regards to ocean resources and also how they can convince their peers or their parents their family for example in being able to start a campaign on marine litter on fishing on all the major ocean issues that we have to face when when it comes to the tools that we have proposed there are a number of tools and they encompass a number of disciplines as we have mentioned at the beginning and we are talking about science our geography economy we have proposed different ways of implementations like science labs field trips organizing drama performances we have also suggested that the type of material needed we have also introduced the steps to be followed from both the learner and the indicate the indicators perspective we have also proposed an assessment process and also we are giving some tips on how to adapt the activity to different age groups also to formal and informal context and to different geographical settings this is because of course in each of the activity we had to identify a target group but then nothing impedes that the educator who is implementing the activity can adapt it to younger kids for example making it a little bit simpler or older kids making it a little bit more complex and also in non-formal content context like in aquaria with and in an NGO setting etc etc so this is how the activity looked like like every every activity as a sheet so as you can see there is a title then there is the the average amount of time needed to to implement that activity there is a target group there is a connection to the seven essential ocean literacy principle a connection to the target of SDG 14 but also as I mentioned before connection with other energies and then the different learning objectives so cognitive social emotional behavioral learning objectives and then also all the other elements that we have mentioned before so there is an introduction with the content a list of material needed material the step for the learners to be completed some teaching tips and strategy assessment strategy additional suggestion additional resources and also references used to develop that specific activity so also there is the different perspective using that activity are highlighted so for example in this case is like the geographic perspective the value perspective the cultural perspective and the sustainability perspective again as I mentioned before the teaching tips the additional resources how to adapt it etc etc so what are the expected results of this activity of course and enhance awareness of marine environmental issue but also you might have noticed that I stressed a lot of this this element so we are really aiming to for it for the students to understand their role you know how their personnel behave can can help in resolving marine environmental issue a shift in values to promote marine pro-environmental behavioral choices the understanding of the complexity of the different sustainability aspects related to the ocean and also the ability to collaborate to speak up and to act for positive change and I thank you very much for your attention so as you can see here there is my email then you can use for you know throughout this this test feel free to drop me an email whenever you need it and now I mean I'm available if you have any question I'm here so I see that some people are typing there is a question about recording yes of course we are recording the webinar so it will be available later on for so actually there were no specific criteria for joining I mean my colleague Sabina that I see here she she sent a message to all the national coordinators and then she received some expression of interest to join this test so they were actually not specific criteria yes good morning maybe I can jump in and just confirm that we we know what the possessed has national level at from UNESCO sir it's been a Clio comprised we have lighted all the mandates these at least where they associated schools to express state rest for joining this particular exercise but of course you know for reads maybe of the school calendar or perturbation of schools and other projects are already going on here pilots at the moment also in those materials on both values now chordate has been or may not chosen not to involve as it can be and to elect specifically who are the other questions that means that we have her legs from nigeria greece may be rather that are online we know it Japan is trying to join and has some technical project okay here question whether we need report at the end of the project we have said maybe if you looked at the teacher's guide and the last message that was sent that you will receive it from your coordinator there is a feedback sheet for teachers so what we need from every teacher who participate it's very specific feedback on your experience with the toolkit and you will see in the questionnaire that it as much about the structure about the way things are presented about the time allocated materials the language use and so forth and this is what exercise is about it's not a report but it's your comments and reactions to the toolkit to help assess whether it is the way it is or whether we need to change it and what it is that could improved and change or add it this is really what we're looking for so this is Shanaya is online and we hope that all participating teachers will fit and you saw that we allocated quite some time which is not always the case when we do these exercises we have planned with working with Francesca for two years now nor Francesca to prepare this exercise – sure we have all the materials available and so we we have to next March – really everybody time to familiarize iasts with the materials to plan it into your work with your students in or outside the classroom and – to collect and think about your feedback and communicated to us now I'm looking at yeah so as a safe question regarding the PowerPoint of course you can use it I mean we can we can share it I can share the file with all of you and of course you can use it in in universities of course I mean feel free to use it and there was a question about French we're actually working on the French version currently we have an English and Spanish version of the toolkit and the the French version is currently I mean we have finished the review so we are just waiting for for the publication to be to be online so it should be a matter of I would say days okay all about participating schools and national coordinators do you have more questions Sam as anybody have problems unmuting their mics you know don't forget if you want to ask a question you have to open or like you almost have closed at the moment if you want to ask maybe so there is a question regarding the lesson plans if if they have to use all the lesson plans not at all I mean you can choose to test I mean we have 14 lesson plans in in the toolkit and you can use one two three all of them I mean it's it's your choice actually good if I can be heard now you know yes yes okay I'm just sent you an email because I'm not very used to dealing with webinars that's my first time and forgive me for any inconvenience caused I'm a teacher from Greece and I would like to participate but what I can find as a problem is that the level of English used is addressed to teenagers while we are in in a primary school so I was wondering if we could use let's say some of these for the chapters for example the one with the measure the length of the fish and the depth of the oceans are something that my students could handle could tackle so I was wondering if we could use it we could yet say yes cover only part of this material that you are sending us or if we're supposed to finish it from the beginning till the end no actually I mean this is an interesting and it's part of the test actually and it would be a very interesting result if you could highlight that and you can definitely use I mean according to your experience as teacher with your students to take take the activities and the lesson plans I use them and adapter they are just just there as as a guidance but then you can adapt them to to your needs and as again this would be an interesting result for us yes actually do we definitely need to be to teachers school no you don't you don't have to we have tried I mean it would be first thing for us if there is more than one teacher in the school to hang no more diversity in the results but any tribution is welcome and just to say that one of the first diskens we had with francesca 2-year go who actually about that group because you could tell she's great explosions and a scientist and not an addition list and so the first thing we have to do was to bring our two universes together and I said well you know the school system is organized we have three prime primary secondary and in every country the age groups are difficult for which age group is this and she said oh I think it's for everyone I said well this is not exactly how we design education materials so the result of our discussions was exactly how we designed the piloting in an open way so that you use you know the elements or lesson plans that you want you will see in the feedback questionnaire that you can dictate which are the parts you used and how you found them useful and oddly one of the things we had discussed when Francesca was the possibility eventually in the future to prepare a different to hit that is adapted for younger a group for for children at the primary organ be primary age and so your comments will be very helpful to guide us for example and I'm sure there would other teachers in in deaf countries because you know that there's 36 countries or all participating in this exercise we're sure that that will also help us to see is a need and in which direction we should move forward so for the moment it's true the toolkit was not specifically designed for for children it hadn't used even in the adult education context right Francesca many you know associations and non-governmental organizations have been doing it universities well so but by know of course as educators and us teachers if it's for every if it's for everybody sometimes you know it's it's actually not adapted to every context so you adapted Woodson know that you as a Greek to have an added wrinkle T for example of the teachers in Nigeria or in the uniqueness Greek is not language English not your language of instruction so you already have taken extra effort of adapting the materials you know to to your national context so we're fully aware of that and this is part of the things that we will look at who also in the future and thank you for electing to Libby now this is also something we're trying to do with a it's peanut is to you know how you use these new technology and to see how we can collect cross borders I was planning to use the material in my English lesson just because the teeth their children here learn English as a second as a foreign language is you know limited that's why I will try and adapt it to English I'm not going to adapt it to Greek though so if you are interested in having this kind of adaptations because I didn't know that it's something new now on the table so perhaps I can discuss about it with one or two of my colleagues and then let you know if there is any interest in that because one teacher who teaches geography told me that he would be interested in that but his level of English is not very good so if we would perhaps let's say try and how would you think about it would I try to translate the text or the activities given or because there are also some activities related to videos yes now I think there's something that you should probably best disco with your national called interfere a Dulari know that she's desperately trying to Joyce and she has also technical obstacles so she can be with us this morning but I think you know that there's surf schools in Greece participating maybe something that could be taken up you know that at a wider level and either the ministry or maybe you can divide the work between different schools and teachers I think that you should be being you know at at your level together with Dulari then that would be I mean I mean we would very much welcome what you are proposing so thank you for that any other questions Sabina there is a question regarding someone who is not part of the network I mean he's not a coordinator he or she is not a coordinator and does and therefore doesn't have access to the material our colleague from Lyle office I think we can deal with you let's go into things afterwards very good so it's amazing that in the in the class the region around nairo but we could maybe so that afterwards any other from our AP net participant Oh someone writing I don't want to monopolize the discussion sure yeah so the plan is that we start with them whatever you need we think it's appropriate for our students and then we can do things you know from all the other chapters to see how they respond to them yes thank you absolutely and I think this is really one of the beauties of this toolkit as opposed to you know a manual that way sort of every lesson builds on the previous is that these are all you know it's a whole diverse set of activities and different themes that are approached and you can use them freely in whatever order and I speak under Francesca's control but this is how how it is conceit oh it gives a lot of stability and we understand this is needed so that it fits into the national curriculum all your respective lessons or you know the school calendars different subject matters and actually you know I didn't comment on that but of course it wonderful that you're going to be doing this in English less because this multi disciplinary approach and and the mobilization of many teachers and an ad in the school is also something that we very much value in the associative Schools Network as all and particularly in this exercise so we do not want to see the the ocean seem just like education for sustainable development in general confined only to science and geography lessons because we believe that there's many many other entry points and that we need more than just one or two lesson hours a week and that the different perspectives that we want to bring in a clear approach from every sink matter so that's really great so this multi-perspective was that made me respond to the your initiation into this very very interesting theme and I hope but all the others are going to do the same thank you thank you so much yes yes there's another question here from Miss bulla how much time do we have to implement this in plans and the time so maybe just to recall so the old world online for this whole global project of Thailand is at March 2019 so we have about six months a little bit less now this is the time on the 31st of March next year UNESCO would like to have all the questionnaires back this is when we start to implement but light of what we said before that you can do your one or five or ten lesson plans you can do them several times in different with different groups of students you can do them in the classroom or outside the classroom it's totally up to you or how you implement them and I think every lesson plan francica indicates about how my time should be estimated but then according to the language issue the age group of students you know they need more time or or less I am according to the size of the group you know whether you work within students or with 30 or 40 you may want to give more time so that is fairly flexible but there is an indication to help you with your planning each activity of how long we say no it should approximately take yeah indeed yeah any more question at the moment okay so um maybe then we will wrap up here anyway this is not the last time for everyone to ask questions or questions may come up as you dolt implementing you all have your national coordinators who will channel who can probably answer some of the questions and you not will channel them through to us we know also you haven't had time to really look at the toolkit yet in DL at specifically at the teacher's guide and the questionnaire so any emotions you have you know please don't hurt a to ask them as we said we are here to help you to help us improve this tool and make it an educational material it can be used everywhere in the world and maybe in the future when we finalize this exercise and when we have your feedback we can also approach partners in every member state and encourage them to translate material to international edges there are unescorted ears that may be interested in national Commission's for years ago one times the national coordinators so I think we would just wish you all the best thank you for our engagement we know teachers have lots and lots of things to do but we welcome your your extra effort to help us to help us work on this on this guide hope that you will find it useful and then enjoy it and I think once again Frank's car and the whole Commission International Commission for for telegraphy for having you know proposed collaboration with a is peanut because we think it's wonderful subject it's one that catches the the minds of children and young people we know that they will find this interesting to work on and that it will help them to better understand you know the global issues that we work on and that it will help them adapt their thinking and their actions as well their behavior you know that we we seek in education and thank you all thank you all and again and we are at your disposal for any questions so don't hesitate to contact us okay thank you good bye as a good day to everyone thank you bye bye thank you you

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