- \r\n \t
- Adult Education principles<\/li>\r\n \t
- Subject matter expertise<\/li>\r\n \t
- Student-centred approaches<\/li>\r\n<\/ul>\r\n<\/td>\r\n
\r\n - \r\n \t
- Work with contradictory beliefs, assumptions, and values as well as moral dilemmas<\/li>\r\n \t
- Clarify (making implicit beliefs explicit) one\u2019s own beliefs, assumptions and values related to climate action, education, and learning<\/li>\r\n \t
- Work collaboratively in an interdisciplinary and student-centered environment<\/li>\r\n \t
- Facilitate diverse groups<\/li>\r\n<\/ul>\r\n<\/td>\r\n
\r\n - \r\n \t
- Emotional intelligence and awareness of self and others (including social location, and privilege)<\/li>\r\n \t
- Critical self-reflection<\/li>\r\n \t
- Person-centredness<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n\r\n
\r\n\r\n
\r\n <\/td>\r\n Education\/Teaching Others Competencies<\/strong><\/td>\r\n<\/tr>\r\n \r\n <\/td>\r\n 1. React\/Follow<\/strong><\/td>\r\n 2. Act\/Apply<\/strong><\/td>\r\n 3. Anticipate\/Initiate\/Enable<\/strong><\/td>\r\n 4. Lead\/Strategize<\/strong><\/td>\r\n<\/tr>\r\n \r\n Competency Title<\/strong><\/td>\r\n Share learning and knowledge about climate change with others<\/td>\r\n Deliver learning experiences to diverse learner groups<\/td>\r\n Prepare learning experiences<\/td>\r\n Design an ongoing learning strategy<\/td>\r\n<\/tr>\r\n \r\n Competency Statement<\/strong><\/td>\r\n Share learning and knowledge about climate change with others<\/td>\r\n Deliver climate-related learning experiences to diverse learner groups<\/td>\r\n Prepare climate-related learning experiences that meet the needs of diverse learners<\/td>\r\n Design an ongoing learning strategy for climate-related content<\/td>\r\n<\/tr>\r\n \r\n Performance Criteria<\/strong><\/td>\r\n \r\n - \r\n \t
- Actively participate in learning about climate-change, -risks, -impacts, and actions<\/li>\r\n \t
- Contribute to a positive knowledge-sharing environment<\/li>\r\n \t
- Lead by example and practice respectful communication<\/li>\r\n \t
- Use available knowledge sharing tools and processes<\/li>\r\n \t
- Participate in climate-related conversations in ways that demonstrate an understanding of different communication styles and comfort levels<\/li>\r\n \t
- Practice active listening<\/li>\r\n<\/ol>\r\n<\/td>\r\n
\r\n - \r\n \t
- Support the acquisition of climate action competencies<\/li>\r\n \t
- Empower others through student-centred and participatory approaches<\/li>\r\n \t
- Collaboratively establish group learning norms to create a safe (brave) learning environment<\/li>\r\n \t
- Facilitate learning that acknowledges and respects multiple worldviews and perspectives<\/li>\r\n \t
- Create inclusive opportunities that encourage learners to identify and distinguish factual knowledge and value-based opinions, and to investigate the beliefs and interests that inform such opinions<\/li>\r\n \t
- Demonstrate and encourage self-reflexivity about held beliefs and assumptions<\/li>\r\n \t
- Promote collective responsibility for developing climate literacy and taking climate action<\/li>\r\n \t
- Provide opportunities that promote a consideration of different approaches, alternative actions, and actions across geographic scales (local, regional, global) and time horizons<\/li>\r\n \t
- Draw on and share evidence-informed resources, practices, and examples relevant to learner(s)<\/li>\r\n<\/ol>\r\n<\/td>\r\n
\r\n - \r\n \t
- Assess learner needs<\/li>\r\n \t
- Incorporate principles of instructional design<\/li>\r\n \t
- Integrate an ongoing learning strategy<\/li>\r\n \t
- Create impactful education, training, and professional development options.<\/li>\r\n \t
- Develop climate action curricula that may stress the cross-disciplinary nature of climate action work, other sectors, and emerging areas<\/li>\r\n \t
- Design community and climate action education, training, and professional development<\/li>\r\n<\/ol>\r\n<\/td>\r\n
\r\n - \r\n \t
- Identify learners and audiences and their training needs<\/li>\r\n \t
- Offer learning options to address different levels of understanding and capability.<\/li>\r\n \t
- Apply a range of situated learning strategies (e.g., use cases, social or group learning, action learning)<\/li>\r\n \t
- Produce metrics and\/or indicators to support climate-related skill acquisition<\/li>\r\n \t
- Develop mechanisms to update curriculum to integrate climate change considerations into the training and constant evolution of related occupations<\/li>\r\n \t
- Cooperate to bring about structural or institutional change going beyond individual self-development to promote structural social change<\/li>\r\n<\/ol>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n ","rendered":"
![\"\"](\"https:\/\/pressbooks.bccampus.ca\/cacfv2\/wp-content\/uploads\/sites\/2144\/2024\/01\/ReportBanner-EducationTeaching.jpg\")
<\/p>\n<\/p>\n
Supporting KSA<\/a>s for this area<\/p>\n
\n\n
\n Knowledge Of<\/strong><\/td>\n Ability To<\/strong><\/td>\n Attributes<\/strong><\/td>\n<\/tr>\n \n \n - \n
- Adult Education principles<\/li>\n
- Subject matter expertise<\/li>\n
- Student-centred approaches<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Work with contradictory beliefs, assumptions, and values as well as moral dilemmas<\/li>\n
- Clarify (making implicit beliefs explicit) one\u2019s own beliefs, assumptions and values related to climate action, education, and learning<\/li>\n
- Work collaboratively in an interdisciplinary and student-centered environment<\/li>\n
- Facilitate diverse groups<\/li>\n<\/ul>\n<\/td>\n
\n - \n
- Emotional intelligence and awareness of self and others (including social location, and privilege)<\/li>\n
- Critical self-reflection<\/li>\n
- Person-centredness<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
<\/p>\n
\n\n\n
\n <\/td>\n Education\/Teaching Others Competencies<\/strong><\/td>\n<\/tr>\n \n <\/td>\n 1. React\/Follow<\/strong><\/td>\n 2. Act\/Apply<\/strong><\/td>\n 3. Anticipate\/Initiate\/Enable<\/strong><\/td>\n 4. Lead\/Strategize<\/strong><\/td>\n<\/tr>\n \n Competency Title<\/strong><\/td>\n Share learning and knowledge about climate change with others<\/td>\n Deliver learning experiences to diverse learner groups<\/td>\n Prepare learning experiences<\/td>\n Design an ongoing learning strategy<\/td>\n<\/tr>\n \n Competency Statement<\/strong><\/td>\n Share learning and knowledge about climate change with others<\/td>\n Deliver climate-related learning experiences to diverse learner groups<\/td>\n Prepare climate-related learning experiences that meet the needs of diverse learners<\/td>\n Design an ongoing learning strategy for climate-related content<\/td>\n<\/tr>\n \n Performance Criteria<\/strong><\/td>\n \n - \n
- Actively participate in learning about climate-change, -risks, -impacts, and actions<\/li>\n
- Contribute to a positive knowledge-sharing environment<\/li>\n
- Lead by example and practice respectful communication<\/li>\n
- Use available knowledge sharing tools and processes<\/li>\n
- Participate in climate-related conversations in ways that demonstrate an understanding of different communication styles and comfort levels<\/li>\n
- Practice active listening<\/li>\n<\/ol>\n<\/td>\n
\n - \n
- Support the acquisition of climate action competencies<\/li>\n
- Empower others through student-centred and participatory approaches<\/li>\n
- Collaboratively establish group learning norms to create a safe (brave) learning environment<\/li>\n
- Facilitate learning that acknowledges and respects multiple worldviews and perspectives<\/li>\n
- Create inclusive opportunities that encourage learners to identify and distinguish factual knowledge and value-based opinions, and to investigate the beliefs and interests that inform such opinions<\/li>\n
- Demonstrate and encourage self-reflexivity about held beliefs and assumptions<\/li>\n
- Promote collective responsibility for developing climate literacy and taking climate action<\/li>\n
- Provide opportunities that promote a consideration of different approaches, alternative actions, and actions across geographic scales (local, regional, global) and time horizons<\/li>\n
- Draw on and share evidence-informed resources, practices, and examples relevant to learner(s)<\/li>\n<\/ol>\n<\/td>\n
\n - \n
- Assess learner needs<\/li>\n
- Incorporate principles of instructional design<\/li>\n
- Integrate an ongoing learning strategy<\/li>\n
- Create impactful education, training, and professional development options.<\/li>\n
- Develop climate action curricula that may stress the cross-disciplinary nature of climate action work, other sectors, and emerging areas<\/li>\n
- Design community and climate action education, training, and professional development<\/li>\n<\/ol>\n<\/td>\n
\n - \n
- Identify learners and audiences and their training needs<\/li>\n
- Offer learning options to address different levels of understanding and capability.<\/li>\n
- Apply a range of situated learning strategies (e.g., use cases, social or group learning, action learning)<\/li>\n
- Produce metrics and\/or indicators to support climate-related skill acquisition<\/li>\n
- Develop mechanisms to update curriculum to integrate climate change considerations into the training and constant evolution of related occupations<\/li>\n
- Cooperate to bring about structural or institutional change going beyond individual self-development to promote structural social change<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
<\/p>\n
definition<\/span>Knowledge, Skills, and Attributes. These are defined as things you need to know and be able to do, along with any personal characteristics, values, and other attributes required for the competency or competency area.<\/p>\n<\/div>