Module 1 OVERARCHING IDEA: Why Sustainability in Healthcare? Frames the course and makes it applicable and relatable. This will be the theme throughout the module. Take-away: Being clear about the global and local impact of climate change and the opportunities that healthcare institutions, and in particular, EVS workers, have in reducing waste, conserving energy and water, and using non-toxic chemicals for cleaning (where appropriate. Activity/ Time Frame Seattle Learning Activity Resource Instructors (Content and ESL) Monday’s Class (2.5 hours) Welcome 10 minutes 20 minutes Welcome by instructors and guests (from labor/management) Introductions (students and instructors) Introductions: Name Cards Activity Students given 8.5 x 11 paper to make name cards” and asked to write their name in the center. Students also use the sides of the name card to write the name of their healthcare institution, the number of years as an EVS worker, and create a fun drawing of something about themselves that others might not know. Students share their name cards information in pairs, introduce each other to their group, and appoint a group spokesperson to introduce everyone at their table to the whole class. Both Opening Exercise 30 minutes x Creating a Safe and Supportive Learning Environment (Handout #1) Co-construction of a learning environment to create safety and support for all learners Due to the large number of students born outside of the United States and the wide range of literacy levels (in particular low reading and writing levels), the Seattle pilot decided to insert an exercise at the beginning of the first class that invited students to help create a safe and supportive classroom environment for themselves and each other. Students worked together at their tables to Both
glasses 5 minutes (This activity was not done due to time constraint) pencil. Students asked to hold up the paper close to their face and to look at something in the room and notice what they see. Next students are asked to extend their arm so that the hole in the paper is much further away from their face. Ask students to look through the hole again and notice what they see. Ask students what is different? This “zooming” activity helps students to realize that there are different ways to look at the same thing. In their “green” projects, they will be learning to move back and forth – looking closely at something and then reflecting on it from a distance. Opening Question – 10 minutes Building on what workers already know about sustainability, climate change and global warming Listening and listing activity What do you already know about climate change and global warming? What have you noticed or seen? What’s changed around you over time? What do you remember from your training? Why do you think it’s important? ESL Instructor Vocabulary 15 minutes (This activity was not done due to time constraint)-- moved to week 2 Vocabulary Word List- Pre-teach words in context before seeing the video and the group discussion. Handout #4 – vocabulary words cut up and put into envelopes; 1 per table; students match words and definitions as well as supply an example in their own words ESL Instructor Knowledge VIDEO on the impacts of climate change Video: National Geographic on catastrophic ESL