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CBI SCHOOL GROUNDS RESOURCES
ASKING CHILDREN LISTENING TO CHILDREN
THE VIDEO: 19:20 Minutes
The video was produced by Ann Coffey, coordinator of CBI's SGT programme. The video demonstrates the value of involving children of all ages in redesigning their schoolyards.
The first part of the video shows you what children at an urban school in Ottawa had to say about their schoolyard during class-by-class brainstorming sessions held at their school at the start of their school grounds transformation project.
The second part takes place in a transformed schoolyard where a group of children and their principal comment on their three-year project to change their 100% asphalt yard into living places for socializing, playing and learning. Children speak about how being consulted and listened to by adults made them feel proud, respected and valued.
The video clearly shows the benefits of asking children for their ideas and opinions and involving them in decision-making at the outset of the project. The whole process of making left grow and flourish where only asphalt existed before is one that transforms both school grounds and the behaviour and attitudes of the children who spend so much time in their outdoor school environments.
THE BOOK: Full Colour
This guide to consulting with students, Asking Children, Listening to Children, is designed to accompany the video of the same name to help schools organize and conduct class-by-class brainstorming sessions with all the children in the school at the start of their school grounds transformation projects.
Ann Coffey, coordinator of the Canadian Biodiversity Institute's School Grounds Transformation Programme, has led hundreds of class-by-class sessions in elementary and secondary schools and asked thousands of students for their opinions and ideas about their outdoor school environments. She has also trained many school councils' grounds greening teams to conduct their own consultations with students, teachers, parents and neighbours.
The video shows you what to expect from children when adults are prepared to relinquish control and consult with them. The book explains the benefits of involving children from the outset of school grounds projects, helps you plan your consultations, gives you useful tips on how to question children and show them that you are listening to their answers, and suggests ways to integrate people and site surveys into the curriculum.
SCHOOL GROUNDS IN A BOX
THE INSTRUCTIONAL GUIDE BOOK
This step-by-step instructional guide shows schools how they can redesign their own school grounds by building a model.
The model featured in this book was built for our hands-on school grounds design workshops to demonstrate how information gathered during people, site and site-use surveys can be used to create a three-dimensional plan. The model has become one of our most valuable teaching tools because it makes planning make sense for school greening groups.
If your planning team is having trouble knowing how to get started and feeling intimidated by the site plan and the number of things that must be taken into consideration when planning, why not make a large walk-in floor model?
Most people are visual learners and often have trouble visualizing what a two-dimensional drawing will look like when transformed into reality on the school grounds. Making a model will help you build your vision, and understand everything from general planning principles to specific site constraints and safety issues. It will also help you manage and store information about your site and keep everyone `on the same page' when planning.
SPECIAL PLACES, SPECIAL PEOPLE: The hidden curriculum of school grounds
by Wendy Titman
The book is divided into four sections. Section One outlines the background of the research project with a short review of previous research. Section Two presents research gathered about children's perceptions, together with a summary of the main findings. Section Three discusses the key issues that arose and what major implications they will have for all schools, along with suggestions for changing how school grounds are designed and used. Section Four contains an alphabetical list of references and other resources. This 140-page book includes full colour photographs, case studies, suggested activities, and side bars with quotes from children and others.
ORDERING SCHOOL GROUNDS RESOURCES
Click here for the order form (PDF format).
For larger orders, please contact Ann Coffey by phone at (613) 746-8668 or by e-mail at firstname.lastname@example.org.