By the end of the session the students will be able to:
Get familiarized with permaculture principles
Find permaculture principles everywhere
Give examples of how permaculture principles can be applied in any design
Duration: 30 min
What is needed?
Just a group of permies, yourself and a place to explore. You can also use cards with the principles. If so, you will need at least one card per person.
This activity is one of the easiest ways of teaching principles through active learning. It is perhaps best to be used right after introducing the design principles (Holmgren or Mollison). Everyone is given a card with at least one principle. The whole group is invited to walk around in silence and in their own, and think about the principle, trying to find it represented in nature. After that, the group meets and shares in a round what they have seen. Then they should be given some more minutes to think about how they can apply these principles to a personal design. They can write it down or share it in a round, depending on the time left.
In this article I offer a “junior teacher’s” perspective to selecting content and methods for a two day introductory course. I also asked Graham Bell, one of the most experienced permaculture teachers, his take on designing a full Permaculture Design Certificate (PDC) course.
I see the intro as a taster, as a way to get people together and get inspired to learn more. The content for an Intro isn’t “regulated” whereas the curriculum of a PDC is based on Bill Mollison’s book Permaculture – A Designer’s Manual.
Didactic analysis is a model to prepare an educational activity. It takes you through the steps and elements of the learning experience.
Starting situation (Beginsituatie): collect information about the state of existing competencies and proficiencies of your learners. Add information about other characteristics like learning style and cognitive development for your target audience.
Outcomes (Doelstelling): what do you expect your learners to achieve in this learning experience. Use SMART (specific, measurable, attainable, relevant and time-bound) criteria to formulate operational outcomes – in terms of demonstrated behavior. Creating a rubric may be useful. A rubric is a matrix of competencies, levels of proficiency and matching behavior. It is a set of criteria for grading.
In this session, I use Open Space Technology as an inspiration to design a session about the teaching of the design principles for large groups, where some of the participants may have some prior understanding of them, and can help the others who don’t. Learning outcomes: the students have been exposed to the permaculture design principles, and have a basic understanding of each of them, so that they can explain them to other students and give real life examples of their application. Continue reading Session Plan: Teaching PC Design Principles the Open Space Way→