Permaculture Teaching

[Graham Burnett]

I was going to contribute this to the other thread but thought maybe it would be better as a new subject.

Here's a checklist of what I see as some of the roles and responsibilies of a teacher in reference to Schoen's Learning/Training cycle. Its not a comprehensive list, but hopefully a starting point to help people plan if thinking of organising a course. This also fits well with the iterative SADIM(ET) Design Process most permaculturists would be familiar with



Planning the course;
Determine overall aims and objectives of the course by liaison with course organisers
Research target audience – any specific local requirements/issues?
Ascertain financial viability of course, eg, budgets, income, outgoings, suitable venue availability and costs, catering costs, financial 'break even' points, any other logistical issues
Initial training needs assessment – identify different learning needs, prior knowledge, skills and abilities within the learning group, also identify any special needs that would need to be accommodated within the group
Be aware of any relevant legal issues including a basic knowledge of current legislation (H&S Act, Equal Ops policies, Every Child/Learner Matter, Data Protection Act) and ensure that learning environment is fit for purpose
Research subject matter and ensure good enough background knowledge of basic principles being covered, or am able to access any additional resources (eg, specialist teachers, videos, web resources, etc)

Designing course content;
Develop a coherent overall course structure/curriculum that 'unfolds' or runs in a logical order (ie, earlier sessions lay down 'building blocks' upon which later sessions can develop or expand)
Set clear aims and objectives for each learning session, with consideration given to a range of learning outcomes
Develop good quality session plans that reflect the diverse needs of the learning group and can be set against measurable targets
Ensure a range of learning styles (Visual, Audio, Kinesthetic) are incorporated into sessions to meet different learning needs as well as break up the format of the day, or are appropriate to different times of the day
Ensure realistic plan of the working day, ie, plenty of provision for breaks, lunch, refreshments, reasonable start and finish times, bearing in mind learners' capacity for assimilating information effectively.
Develop a good range of teaching materials, props, handouts, videos, games, energisers, etc, also design in 'Plan B' contingencies in the event of bad weather or other short notice changes of circumstance
Publicity and marketing of the course and student enrolment

Delivery/Implementation of the course
Take into account any special needs that individuals within the learning group may have, eg, English not first language, hearing or visual impairments, access issues (eg, are wheelchair users catered for?).
Be mindful and respectful of learners' cultural backgrounds, religious beliefs, etc
Keep any relevant records
Ensure room is prepared/refreshments are available
Be clear about any 'domestics', eg, location of toilets, fire assembly points, or any other logistical issues learners need to know about in terms of Health and Safety
Ensure all are comfortable physically, ie, room is warm enough/ventilated, shade/shelter available if outdoors, enough seats, all can see board clearly, teaching space is free of distractions, etc
Ensure sessions run to time
Ensure equipment is available and functioning (eg, enough working marker pens, laptop/projector are compatible, etc)
Establish 'ground rules'/boundaries as a group exercise so that all can take ownership/responsibility for these
Establish 'course culture' of openness, inclusivity, participation, collegiate, informality
Be in 'leadership' or 'authority' role, although should avoid being seen as authoritarian
Maintain boundaries and mutually respectful learning environment, during as well as outside formal learning time
'Role model' appropriate conduct, language, dress, be aware that these may vary in different situations or with different groups of learners
Facilitate discussion/directed conversation around relevant subjects to bring out 'group knowledge'. In a participatory learning culture it is important that the teacher avoids being seen as 'the person with all the answers', but rather encourages the individual or the group to solve problems or seek answers collectively.
Be aware of classroom 'energy levels' and group dynamics. May be very different depending on size/composition of the group. Be aware of individuals or groups that may be dominating the space or of those who are not contributing and may be feeling excluded or marginalised, or are unconfident or struggling with the content. Use 'go rounds' so that all have an opportunity to speak or contribute
Keep sessions 'on topic', devise strategies for avoiding diversions from the subject in hand without making the speaker or group feel criticised or 'put down' such as an agreed 'parking space' mechanism (eg, “that's a very interesting subject you've raised, perhaps we could discuss it further during break time”)
Provide one to one support or tutorials
Ensure security/safety of possessions if leaving classroom, eg lock up room or designate somebody to stay and keep an eye
Ensure room reasonably clean/tidy at end of day

Assessment of the course
Ensure ongoing assessment of learners needs and competencies
Monitor course work and provide feedback and support
One to one support and tutorials on frequent basis
Frequent 'check ins' with the group during sessions (“Is that clear?”, “Am I making sense to everyone?”, “Is everybody familiar with the term 'coppicing'?”) Explain, clarify or rephrase anything unclear or that some people appear unsure of
Daily (as minimum) group 'check ins' and revision sessions (“are people happy with the course so far?” “Anything we could be doing differently?”, “what were the key points of the session from yesterday morning?”), with longer more structured feedback session part way through a longer course
Overseeing end of course design presentations and assessment of student portfolios measured against desired course outcomes
Gathering course feedback (formal, eg, course evaluation sheets or informal, eg, verbal group feedback)

Evaluation of the course
Reflect on course – what went well? What didn't or could be done differently?
What can be built upon or changed for next time?
Reflection on own personal practice and development
Start planning the next course which will be even better!

[AranyaGardens]

Good start, thanks Graham. Yes, it's easy to get so caught up in the importance of the content that the quality of the delivery process gets overlooked. It might seem 'boring', but it's based on good design...

[Jan Mulreany]

O, Graham, tidy!!
I agree with Aranya, this is a very helpful list of steps and stages for people to use. I think there is a good emphasis on people care in it as well as an exploration of the "ground" we're working on (virtual earthcare) and the fair shares angle esp. related to using groupwork methods. Mapping the way a typical course runs to the PTLLS unit at Level 3, I have found there needs to be a consideration of evaluation, so I'm really glad that's in there with its own heading. At Level 4, we also need to broaden the theoretical "ground", including understanding a wider range of design methods - which will also be attended to in the Permaculture Diploma level. I look forward to other people's comments, and to bringing this together with PA thinking for the future! Many regards, Jan

[sinergyinaction]

Hi Graham
this seems quite a good listing of things to take into account always. Thanks for you effort to put it on-line.
I also remember the Permaculture Teacher's Guide had two sections on this, quite good ones if I remember well.
One on the Aspects of learning (chapter 1), and the Convenors Guide at the end on it.
All the best
Antonio

[tarantata]

Thanks Graham. This is very useful and thorough. Im finding it very helpful at the moment for another workshop Ive been asked to run (this time on 'social permaculure').
Felipe

[Graham Burnett]

Glad tO have been of help and nice that you've shown your appreciation, I value that! Good luck with your workshop, let us all know how you get on!

[tarantata]

Hi Graham
This checklist was highly valuable for the workshop I did on Social Permaculture. Every heading you described (planning,designing,implementing,assessment, and evaluation) was extremely useful. In the early planning stages I was enthused with a range of elaborate and detailed ideas, butI later revised it realising I would have to fit a whole weekend of sessions into two hours. In fact, as with the prolonged design stage where you try out the most suitable design on paper, it took me a while to come up with the best workshop structure. It ended up quite basic: 1)Intro, 2)what is permaculture, 3)working groups excercise (people getting into small groups to think about how different areas of social life can be managed sustainable, democratically and locally: energy, food, housing, community cohesion), and 4) final discussion. The session went down well. Although what I found most useful was getting the evaluation slips back. It was nice hearing the good feedback, but the most valuable feedback was the areas for improvement. Even though some of it stung a bit, it was gold dust for me. For the next workshop I do this will be crucial to hold in mind.
Thanks again

[Graham Burnett]

Thanks Tarantata, once more your positive feedback is appreciated

[Angus Soutar]

Sorry to spoil the party, but I ask the question again, how can you do the planning before you have the design? Mainstream teachers are thoroughly drilled in planning, but their courses show little attention to the design of the sessions.

All good so far (apart from that wretched cycle), but we need better models than this.

Angus

[Graham Burnett]

Sorry to spoil the party, but I ask the question again, how can you do the planning before you have the design? Mainstream teachers are thoroughly drilled in planning, but their courses show little attention to the design of the sessions.

All good so far (apart from that wretched cycle), but we need better models than this.

Angus

I'm not sure what you mean Angus or why this is problematic. To me in this cycle 'planning' would be analogous to the 'OBRE' part of OBREDIME; 'Observation' (what is the 'landscape' (physical and cultural) where a course might take place? Who is asking for it and why? Is it urban? Rural? Are there particular needs that the course might address (ie, is it being tailored to the needs of a particular housing estate where their are issues around poverty, social exclusion, etc? Is it specific to the needs of a particular farm, community, Transition Town, etc, etc)? Whats the timescale for running the course? Who needs to be involved? How is it going to be funded? Do we need to bring in caterers? Are there access issues?), 'Boundaries' (what potential limiting factors or obstacles to the course have emerged from the observation phase?) 'Resources' (what are our assets? Who are our allies?), then Evaluating these (to be picky, shouldn't that be 'Assess' rather than 'Evaluate', as isn't the evalaution what you do afterwards as a reflective activity? Maybe it should be OBRADIME?). Surely this is the 'planning' that then informs the 'Design' of the nuts and bolts of a PDC?

As to your second point, as I've shared with you before Angus, my experience in 'mainstream' education at school were not particularly positive, which was why I was pleasantly surprised that the PTLLS course DOES pay lots of attention to how to design positive, creative, inclusive and learner centred sessions, and to see how things in the 'mainstream' have actually moved on at least as far as adult ed is concerned. What I perhaps considered to be quite 'radical' in some of our permacultural teaching methodologies maybe isn't 'socking it to the man' quite as much as we think it is, it seems 'the man' has actually caught up with us some time ago in the field of accelerated and experiential based learning. Maybe I was just fortunate in having a particularly enthusiastic and committed tutor, he was also very interested in many of the ideas around permaculture, as were many of the other students on the course.

[Angus Soutar]

I still disagree with Graham. Planning comes after design, and not before.

Design is about "what elements and where to put them".

Planning is about what actions to do and when to do them.

With design, we start with a pattern and arrange the elements so that they support each other. We plan the implementation. Then we get on with it, let go of any feelings of control that we might have, and observe what happens.

Planners try to control things at every stage of the proceedings - that's why a Planner can be a major pain in the arse. We are designers who plan, and not Planners. (And I am a designer who teaches, and not a Teacher). Of course I plan, but I also observe when my plan isn't working, and act to change things. No different with a lesson plan. My WEA observers criticise me for not following my plans. Well, tough on them.

Now, it could be that both Graham's teacher and Graham mean something totally different by "plan" or even by "design". But I have already raised a whole cacophony here by asking for clearer definitions !

Personally, I think it's pointless creating a wonderful learning environment if all that it means is that the students just learn nothing faster. OK, the rest of the PTTALS could be fantastic. But I worry that Graham's PTTALS teacher is teaching something that seems to directly contradict an important part of our body of knowledge of permaculture design.

By the way, my WEA observer said that my teaching was fine, but that I had to do PTTALS because of issues with my paperwork. This did not excite, stimulate engagement nor give me warm and participative feelings towards that particular course. When I told my co-teacher, she laughed and said that her PTTALS course was crap (I think she said "really crap").

It could be that Graham was lucky with his experience, and my colleague unlucky? Maybe others could let us know their experiences?

Angus