Facilitator Handbook

September 2019

Table of Contents Introduction .................................................................................................................................. 1

About PLT ..................................................................................................................................... 2

What is PLT? ............................................................................................................................. 2

Who Administers PLT at the National Level? ..................................................................... 3

PLT Vision, Mission, and Goals ............................................................................................. 4

Florida PLT ............................................................................................................................... 5

About PLT’s Educational Materials .......................................................................................... 6

A Balanced Approach to Education ...................................................................................... 6

Conceptual Framework ........................................................................................................... 6

Curriculum ................................................................................................................................ 7

PLT Curriculum Professional Development Training Requirements .......................... 8

PLT Activity Resources ..................................................................................................... 12

PLT Curriculum Copyright .............................................................................................. 12

Teaching Methods and Strategies ........................................................................................ 12

Standards Correlations .......................................................................................................... 13

National Standards ............................................................................................................ 13

Florida Standards ............................................................................................................... 13

PLT Facilitator Responsibilities................................................................................................ 14

Role of the Facilitator ............................................................................................................. 14

A Place for Opinions .............................................................................................................. 14

Other Ways to Become Involved ......................................................................................... 15

Planning a PLT Professional Development Training ........................................................... 16

Professional Development Training Goals......................................................................... 16

Adults as Learners ................................................................................................................. 16

Orientation to Learning ..................................................................................................... 16

The Learner’s Self-Concept ............................................................................................... 17

The Role of the Learner’s Experience .............................................................................. 17

Motivation ........................................................................................................................... 17

Time Requirements ................................................................................................................ 18

Registration & Training Fees ................................................................................................ 19

Co-Facilitating ........................................................................................................................ 20

Training Site ............................................................................................................................ 20

Marketing Your Training ...................................................................................................... 21

Equipment and Materials ..................................................................................................... 22

Materials from the State Coordinator ............................................................................. 22

Materials that Facilitators Print ........................................................................................ 22

Planning for Food and Beverages ........................................................................................ 23

Planning the Agenda ............................................................................................................. 23

1: Welcome, Agenda Overview, and Training Goals ................................................... 24

2: Getting Acquainted/Icebreakers ................................................................................. 25

3: PLT Introduction ............................................................................................................ 25

4: PLT Activities ................................................................................................................. 25

5: Hike through the Guide ................................................................................................ 25

6: Individual Classroom Planning ................................................................................... 26

7: Training Wrap-up and Evaluation ............................................................................. 26

8: Certificates...................................................................................................................... 26

9: Additional Resources .................................................................................................... 26

In-Service Points ..................................................................................................................... 27

Post-training Tasks .................................................................................................................... 28

Evaluate the Training ............................................................................................................ 28

Send Forms to the Florida PLT Office ................................................................................. 28

Closing Thoughts for the Facilitator ....................................................................................... 29

Appendices ................................................................................................................................. 30

Appendix A: Florida PLT Professional Development (PD) Training Checklist 31 Appendix B: Florida PLT Professional Development (PD) Training Agenda Planning Sheet 34 Appendix C: Introduction to PLT Cheat Sheet for Facilitators ....................................... 36

Appendix D: Florida PLT Professional Development (PD) Training Proposal Form . 39

Appendix E: Facilitator Survey ............................................................................................ 40 Appendix F: Participant Information Form ...................................................................... 41

Appendix G: Liability Waiver 42

Appendix H: Participant Evaluation 44

Florida PLT Facilitator Handbook, March 2019

This handbook version is adapted from: The Florida PLT, WET, and WILD Facilitator Handbook (Jenny Seitz, 2004, UF/IFAS School of Forest Resources and Conservation, document CIR 1456); The National PLT Facilitator

Handbook (Draft, 2018); and The North Carolina PLT Early Childhood Facilitator Handbook (May 2010)

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Introduction This handbook is a guide for facilitators who conduct Project Learning Tree® (PLT®) professional development (PD) trainings. It explains PLT's mission, vision, goals, and history; provides an overview of PLT’s educational materials; outlines your responsibilities as a facilitator; and presents guidelines, tips, and tools for planning and conducting PLT trainings. Facilitators are the foundation of PLT. They have successfully trained over 500,000 educators to use PLT materials and continue to assist in expanding the reach of PLT nationwide. Without the time and energy facilitators provide to the program, PLT would not have attained the status it enjoys within environmental education circles nationally and within Florida. This handbook is the direct result of what we have learned by experience: what works, what doesn't, and what can be improved when conducting trainings. Add to this handbook your own experiences, things you want to try next time, and ideas you pick up along the way. Our sincere thanks to all of you who have chosen to become an integral part of the Project Learning Tree network.

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About PLT What is PLT? Project Learning Tree (PLT) is widely recognized as one of the premier environmental education programs in the world. A program of the Sustainable Forestry Initiative® Inc. (SFI®), PLT is delivered in all 50 states, the District of Columbia, Puerto Rico, and several countries around the globe. PLT curriculum has been translated into seven languages, and Peace Corps volunteers worldwide are trained in PLT. Each year in the U.S., more than 30,000 educators attend PLT professional development trainings to learn how to use PLT’s educational materials with students from early childhood through college. PLT is characterized by three equally important components: award-winning curriculum, high-quality professional development, and a nationwide network of State Coordinators. PLT’s Award-winning educational materials are designed by educators for educators. These print and electronic curriculum guides provide activities that can be easily incorporated into existing curriculum or used in informal settings. They are generally organized around age/grade levels, including early childhood, K-8, and secondary/high school students. PLT also offers topic specific materials, including a set of five GreenSchools investigations, Energy and Society, and more. For the latest list of PLT’s educational guides, go to www.plt.org/curriculum-offerings/. PLT’s high quality professional development (PD) is designed for many types of audiences from formal classroom educators to nonformal educators and others who work with youth. PLT prides itself on delivering PD that is active, engaging, and meets the needs of our audiences. For general information about PLT’s professional development, go to www.plt.org/trainings/. PLT also offers valuable resources to support educators in their use of our curriculum materials. Resources include:

• Online resources and tools that support and enhance Project Learning Tree’s lessons. Tips and ideas for getting started, doing PLT activities, taking kids outdoors, and much more. Visit the Resources section of the PLT website to view and download resources (https://www.plt.org/resources/)

• GreenWorks! grants for up to $1,000 are available for environmental service-learning projects that link classroom learning to the real world. Any teacher trained in PLT is eligible to apply for these competitive funds. Visit https://www.plt.org/resources/greenworks-grants/ for updated information including application deadlines.

• Activities for families to connect the children and the adults in their lives to the outdoors and nature (https://www.plt.org/activities-for-families/).

• The Branch, a monthly e-Newsletter with articles and information about practical strategies for educators to teach about the environment, lesson plans, tips for teaching outside, STEM connections, and more. Sign up at https://www.plt.org/signup.

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PLT has a nationwide network of nearly 70 PLT State Coordinators and more than 3,000 facilitators. The network provides the local connections and relevance that bring PLT to life at the state and local levels. For a list of all PLT’s State Coordinators, go to www.plt.org/your-state-project-learning-tree-program/. Who Administers PLT at the National Level? PLT is a program of the Sustainable Forestry Initiative® Inc. (SFI®), an independent, non-profit organization dedicated to the future of our forests and promoting sustainable forest management. SFI is a solutions-oriented sustainability organization. SFI collaborates on forest-based conservation, research, and community initiatives that enhance our quality of life and demonstrate the life-sustaining value of forests. SFI also champions responsible procurement and helps people, organizations, and companies around the world make informed choices when it comes to sustainably sourced forest products and the management of forest resources to ensure a healthy tomorrow. Because the future of well managed forests depends on developing the next generation of forest stewards, SFI’s community engagement programs have long included support for educating youth and connecting youth to forests. Through PLT, SFI is working to ensure today’s youth become effective future leaders, with a strong understanding of the value of responsibly managed forests and the importance of sustaining our natural resources. By providing environmental and sustainability education opportunities, teachers and students can become engaged in real-world issues transcending classroom walls. PLT and SFI are developing the skills youth will need to be creative problem-solvers for complex environmental issues. PLT and SFI also work together to engage youth in a wide range of broad-based conservation activities, environmental service-learning projects, and outdoor education. PLT also works with several partners at the national level. Partners include the Bureau of Land Management, National Association of Conservation Districts, National Association of Professional Forestry Schools and Colleges, National Association of State Foresters, National Audubon Society, National Oceanic and Atmospheric Association, National Science Teachers Association, North American Association for Environmental Education, Peace Corps, Rainforest Alliance, US Environmental Protection Agency, US Fish and Wildlife Service, USDA Forest Service, Society of American Foresters, World Forestry Center, World Wildlife Fund, educators, and academics. An Education Operating Committee provides guidance and leadership to the national program, representing its many partners and stakeholders. Education Operating Committee members are listed in the Acknowledgments of the PreK-8 Activity Guide and at https://www.plt.org/about-us/governance/.

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The Project Learning Tree national staff is responsible for the “behind the scenes” operations of the PLT program. This includes the development and production of all education materials, guidance on high quality professional development, communication and marketing, and special projects. PLT Vision, Mission, and Goals Vision Project Learning Tree is committed to creating a future where the next generation values the natural world and has the knowledge and skills necessary to make informed decisions and take responsible actions to sustain forests and the broader environment. Mission Project Learning Tree advances environmental literacy and promotes stewardship through excellence in environmental education, professional development, and curriculum resources that use trees and forests as windows on the world. Goals PLT's goals are to:

• Provide students with the awareness, appreciation, understanding, skills, and commitment to address environmental issues.

• Enable students to apply scientific processes and higher order thinking skills to resolve environmental problems.

• Help students acquire an appreciation and tolerance of diverse viewpoints on environmental issues, and develop attitudes and actions based on analysis and evaluation of the available information.

• Encourage creativity, originality, and flexibility to resolve environmental problems and issues.

• Inspire and empower students to become responsible, productive, and participatory members of society.

PLT periodically revisits and revises its vision, mission, and goals as part of its commitment to continuous improvement. Go to https://www.plt.org/about-us/mission-history for the most current versions in addition to a short overview of the history of PLT.

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Florida PLT PLT came to Florida in 1977, shortly after its national launch in the mid- 1970s. PLT in Florida is sponsored by and housed within the University of Florida/Institute of Food and Agricultural Sciences School of Forest Resources and Conservation. PLT in Florida has two staff members (a full time coordinator and part time assistant coordinator) and a Steering Committee, with members representing a diversity of industry and non-industry organizations, education, and natural resource professionals. The Steering Committee actively engages in the implementation of policy, goals, and objectives for Florida Project Learning Tree. The PLT program in Florida is delivered by a network of trained volunteer facilitators. Funding for the Florida PLT program comes solely from donations, sponsorships, and grants. For more information, contact Jessica Ireland, Florida PLT Coordinator University of Florida, School of Forest Resources and Conservation PO Box 110410 Phone: 352-846-0848 Email: jjtireland@ufl.edu Website: https://programs.ifas.ufl.edu/plt/ Facebook: @FLPLT Twitter: @FloridaPLT Pinterest: FloridaPLT

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About PLT’s Educational Materials

A Balanced Approach to Education PLT promotes the process of education and advocates sound principles of teaching. We strive to teach about the environment using a balanced approach to values-sensitive topics. Our professional development and educational materials are designed to treat issues fairly and do not advocate any one particular point of view. PLT recognizes that people need information from a variety of sources in order to make their own informed decisions. It is critical that trained facilitators keep this in mind and model this balanced perspective. Although the PLT curriculum contains in-depth information on specific topics, it is not designed to be an all-inclusive or comprehensive curriculum. Educators are encouraged to fill in the gaps with content that relates to their community, expertise, interests, and state or national standards. Conceptual Framework Students come into the learning process with preconceived ideas and knowledge that result from past experiences. A primary job of educators is to facilitate students’ active participation in the teaching-learning process. Teaching for conceptual understanding often means covering less breadth and more depth. PLT’s curriculum materials are developed with a conceptual framework serving as its foundation. This framework lets users know what kinds of knowledge students can expect to acquire while participating in PLT activities. The framework provides the structure, direction, and purpose for the activities. The conceptual framework was updated around 2015 and used to guide the creation of the e-Units released in 2017, as well as subsequent curriculum materials. The updated framework is arranged around five major themes.

1. Patterns 2. Interrelationships 3. Systems 4. Structure and Scale 5. Stability and Change

As the concept of sustainability is central to environmental education, each theme encompasses the topics of Environment, Economy, and Society—the three elements many people use in a “triple bottom line” approach to measuring sustainability. Each PLT activity lists the concepts from the framework that are emphasized. PLT’s conceptual framework is further described in the Introduction and Appendix 2 of the PreK-8 Environmental Education Activity Guide, as well as each of the secondary modules and the e-units.

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In addition, PLT activities follow the Awareness, Knowledge, Challenge, Action (AKCA) model. Each PLT activity engages students as they first become aware of environmental concepts, then gain content knowledge, explore diverse aspects of the topic, and take responsible action related to it.

• In the Awareness phase, the educator introduces a topic, learns how aware their students are of it, and works to uncover students’ preconceptions.

• In the Knowledge phase, students engage with the topic by gathering facts and content knowledge through hands-on experiences and active involvement.

• In the Challenge phase, students challenge themselves to adopt new perspectives. They solve problems and come up with their own questions by applying creative and higher order thinking to the topics on hand.

• In the Action phase, students apply what they have learned to new situations. They plan, organize, and execute action projects to apply the knowledge they have gained. These projects may be individual, group, or community efforts.

Curriculum In addition to the PreK-8 Environmental Education Activity Guide, PLT has many curriculum offerings with lesson plans and activities for all ages that can be easily incorporated into existing curriculum or used in informal settings. For more information on PLT curriculum offerings, go to https://www.plt.org/curriculum-offerings/.

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PLT Curriculum Professional Development Training Requirements The following chart is a quick reference for summarizing the curriculum offerings and associated grade levels and training requirements.

Title Description Grade Level

Training Requirements

Environmental Experiences for Early

Childhood

Environmental Experiences for Early Childhood provides an introduction to environmental education, encouraging children ages 3 to 6 to explore, discover, and communicate in expressive ways. With over 130 experiences that engage young children in outdoor exploration and play, it’s no wonder Learning® Magazine chose PLT’s Early Childhood guide as a Teachers’ Choice Award winner!

3-6 years old

Required: 3-6 hour training (in-person or blended online and in-person or fully online training through national PLT.

PreK-8 Environmental

Education Activity Guide

Ninety-six multi-disciplinary activities can be found inside PLT’s PreK-8 Environmental Education Activity Guide – each one tailored to specific grade levels and learning objectives. Each activity is filled with opportunities to build critical thinking skills, incorporate technology, and use differentiated instruction.

PreK–8

Required: 3-6 hour training (in-person or blended online and in-person) or fully online training through national PLT.

GreenSchools for Early Childhood

PLT’s GreenSchools for Early Childhood program specifically meets the needs of early childhood educators and younger learners. It is designed to teach young children about their environment and how they can make a difference, while developing their skills in language, mathematics, science, and more. PLT’s GreenSchools for Early Childhood includes an Educator Guide and five Investigations.

4-8 years old

Recommended: 2-6 hour in-person training (not required).

Register on national PLT website to access curriculum or purchase guides.

GreenSchools Engage students in STEM as they investigate their school site, energy use, water, waste, and recycling practices. Five investigations empower students to make their schools green and healthy.

K-12 Recommended: 3-6 hour in-person training (not required). Register on national PLT website to access curriculum or purchase guides.

Energy and Society Kit

Project Learning Tree’s Energy & Society kit offers K-8 students opportunities to learn about their relationship with energy. The activities develop students’ critical thinking skills to help them make decisions about their personal energy use. In addition to hands-on activities, this curriculum integrates music and dance to enhance the study of energy issues.

K-8 Required: 3-6 hour training (in-person or blended online and in-person) or fully online training through national PLT.

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Title Description Grade Level

Training Requirements

Treemendous Science! e-unit

PLT’s Treemendous Science! e-unit is an invitation to increase the quantity and quality of K-2 learners’ contact with nature and trees. With Treemendous Science!, students will experience, explore, and collect tree data to develop understandings about how trees grow, the roles trees play in ecosystems, and the ways in which trees and humans interact.

K-2 Required: 3-6 hour training (in-person or blended online and in-person) or fully online training through national PLT.

Energy in Ecosystems

e-unit

With PLT’s Energy in Ecosystems e-unit students focus on forests (one of the largest and most complex types of ecosystems) and come to understand some of the interactions present in all ecosystems. In doing so, they learn to appreciate the natural systems on which we depend and begin to widen their circle of compassion to include all of nature.

3-5 Required: 3-6 hour training (in-person or blended online and in-person) or fully online training through national PLT.

Carbon & Climate e-unit

Perhaps more than any other environmental issue, the topic of climate change challenges science teachers to accurately convey data, reveal assumptions, and engage critical-thinking skills. Project Learning Tree’s Carbon & Climate e-unit provides activities and resources to help educators meet these challenges, introducing and educating students to some of the complex issues involved in climate change.

6-8 Required: 3-6 hour training (in-person or blended online and in-person) or fully online training through national PLT.

Teaching with i-Tree

PLT’s Teaching with i-Tree unit, designed for use with middle and high school students, includes three hands-on activities that engage students in discovering and analyzing the many ecosystem services that trees provide. Students use the free, online i-Tree Design software – developed by the U.S. Forest Service – to calculate the dollar value of the benefits provided by a tree or a set of trees.

6-12 No training required.

Download guide from the national PLT website.

Focus on Forests

Exploring Environmental Issues: Focus on Forests is designed to foster student understanding of — and appreciation for — the forested lands throughout North America. The module’s activities provide an opportunity for hands-on study of forest resources while addressing concepts in biology, civics, ecology, economics, forest management, and other subject areas.

9–12 Required: 2-6 hour training (in-person or blended online and in-person) or fully online training through national PLT.

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Title Description Grade Level

Training Requirements

Forests of the World Global Connections: Forests of the World was developed by Project Learning Tree in partnership with the World Forestry Center. The module’s activities provide students with opportunities to apply scientific processes and higher order thinking skills while investigating world forestry issues and conducting service-learning action projects.

9–12 Required: 2-6 hour training (in-person or blended online and in-person) or fully online training through national PLT.

Places We Live Exploring Environmental Issues: Places We Live provides educators with a useful tool for place-based education to help create a bond between young citizens and their communities. Students will explore current and future community environmental issues, enabling them to make informed decisions about those issues.

9–12 Required: 2-6 hour training (in-person or blended online and in-person) or fully online training through national PLT.

Municipal Solid Waste

Exploring Environmental Issues: Municipal Solid Waste uses hands-on experiences to show interrelationships among waste generation, natural resource use, and disposal. The activities guide students through waste management strategies and solutions while providing the necessary tools to make informed decisions and choices on waste management issues.

9–12 Required: 2-6 hour training (in-person or blended online and in-person) or fully online training through national PLT.

Focus on Risk Through eight hands-on activities found in PLT’s Exploring Environmental Issues: Focus on Risk module, students analyze, explore, discover, and learn about risk assessment, risk communication, risk perception, and risk management. There are also three special topics that encourage students to apply their knowledge to real-life risk issues. Critical thinking, problem solving, and decision making are emphasized throughout the module.

9–12 Required: 2-6 hour training (in-person or blended online and in-person) or fully online training through national PLT.

Biodiversity Exploring Environmental Issues: Biodiversity was developed by Project Learning Tree in partnership with the World Wildlife Fund. In this sixty-page module, students learn that decisions about growth and development, energy use and water quality, and even human health, all rest to some extent on perspectives about biodiversity.

9-12 Recommended: 2-6 hour training (not required).

Purchase printed guide from national

PLT. or e-guide from National PLT.

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Title Description Grade Level

Training Requirements

Biotechnology The Biotechnology Supplement is designed for high school and community college educators in the fields of Biology, Environmental Science, Social Studies, and Agriculture. A special effort has been made to construct activities that support instruction in AP Biology, AP Environmental Science, and AP Human Geography. This module was created as a supplement to PLT’s Exploring Environmental Issues: Focus on Risk curriculum.

9-12 Recommended: 2-6 hour training (not required).

Purchase printed guide or e-guide

from national PLT.

Southeastern Forests and Climate Change

Project Learning Tree and the University of Florida developed the Southeastern Forests and Climate Change secondary module to help educators in the Southeast teach about climate change impacts on forest ecosystems, the role of forests in sequestering carbon, and strategies for reducing greenhouse gas emissions and adapting to changing climatic conditions. While this resource was created with southeastern forests in mind, the lessons that comprise this module can be used with students across the United States.

9-12 Recommended: 2-6 hour training (not required).

Download guide from the national

PLT website.

Florida PLT Supplements Title Description Grade

level How to obtain

Florida PLT Urban Forest Supplement

The Urban Forests Supplement to Florida Project Learning Tree is a companion document for the Pre K-8 Activity Guide. This supplement helps youth see their community's urban forests as significant, valuable, and worth sustaining.

3–8 Recommended: 2-6 hour training (not required).

Download guide from Florida PLT

website.

Florida PLT’s What is a Healthy Forest?

The What is a Healthy Forest? Florida PLT supplement builds on activities from Project Learning Tree’s Pre K–8 Environmental Education Activity Guide. The goal of this supplement to the Pre K-8 Activity Guide is to convey basic concepts of forest health. The supplement focuses on Florida forest insects and pathogens, Florida forest ecosystems, and Florida forest management strategies.

5-7 Recommended: 2-6 hour training (not required).

Download guide from Florida PLT

website.

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PLT Activity Resources PLT provides many resources to supplement activities. Go to the PLT Resources page on the national website (https://www.plt.org/welcome-plt-resources/) to create a free account and view and download a collection of resources and Student Pages and additional resources for all PLT activities. It is important to share with training participants that these resources are available at plt.org. You can share with participants an instruction sheet for creating an account and accessing resources which is available on the Facilitator Resources page on the Florida PLT website (https://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/). PLT Curriculum Copyright All PLT curriculum materials are protected under copyright law. To request permission to reprint PLT content (i.e., complete activities), please complete the Reprint & Adaptation Request Form available at https://www.plt.org/download/32442/. Student Pages and other activity resources are available for free at via https://www.plt.org/welcome-plt-resources/ without copyright restrictions—see instructions above for creating an account. Teaching Methods and Strategies PLT activities reflect several methods and strategies for teaching environmental literacy. Each activity attempts to guide the learner through the process of awareness, understanding, challenge, motivation, and action using active involvement and hands-on experiences. (Each of these methods and strategies is described in the Introduction of the PreK-8 Environmental Education Activity Guide.)

• The constructivist theory of learning recognizes that students construct new understandings by combining previous knowledge with new discoveries.

• The whole language approach supports the idea that students are taught holistically rather than in “bits and pieces.”

• Service-learning helps students make real world connections to what they learn in the classroom.

• When students take environmental action together, they develop a sense of belonging and self-esteem. They strengthen the belief that they can make a difference and contribute to positive change.

• Inquiry-based teaching develops essential 21st century skills such as identifying problems, developing questions, testing solutions, evaluating outcomes, and predicting new problems.

• In the cooperative learning approach, students work together in small groups to achieve common goals and encourages the skills of collaboration and communication. Appendix 11 in the PreK-8 Environmental Education Activity Guide, Successful Cooperative Learning Steps, provides more information.

• Differentiated instruction helps educators to reach students with varying degrees of individual strengths, needs, and talents; different academic preparation and prior experience; and a wide range of English proficiency.

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• Each PLT activity highlights reading connections and the use of literature to provide students with a meaningful way to expand their learning and imaginations, while providing educators with tools to address current education initiatives.

• Authentic assessment matches an activity’s instructional goals with the application of knowledge or skills, in order to assess students’ conceptual understanding.

• PLT uses technology connections to provide support for teaching lesson objectives through the authentic use of technology, as well as formulating a product that can be used for assessment.

Standards Correlations Florida Standards Five PLT curriculum guides are correlated to the Florida Standards.

• Activities in the PreK-8 Environmental Education Activity Guide are correlated to the Next Generation Sunshine State Standards for Science and Social Studies and Florida Standards for English Language Arts and Mathematics.

• Activities in the Focus on Forests and Places We Live Secondary Modules are correlated to the Next Generation Sunshine State Standards for Science and Social Studies and Florida Standards for English Language Arts and Mathematics.

• Activities in the Southeastern Forests and Climate Change Secondary Module are correlated to the Next Generation Sunshine State Standards for Science.

• Activities in the Environmental Experiences for Early Childhood Guide are correlated to the Florida Early Learning and Developmental Standards for ages 3-4 years and 4 years-Kindergarten.

For more information and to view standards correlations, go to https://programs.ifas.ufl.edu/plt/curriculum/standards-correlations/. For more information on Florida Standards, visit CPALMS (http://www.cpalms.org/Public/), the State of Florida’s official source for formal education standards information. National Standards Activities from PLT’s PreK-8 Environmental Education Activity Guide and secondary modules are correlated to national standards, including:

• Common Core State Standards • Next Generation Science Standards • National Curriculum Standards for Social Studies • Boy Scouts and Girl Scouts • 4-H Life Skills • NAAEE’s Excellence in EE Guidelines for Learning (PreK–12)

These correlations can be found on PLT’s website at https://www.plt.org/alignment-to-standards.

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PLT Facilitator Responsibilities Role of the Facilitator A facilitator serves as a guide, helping professional development training participants gain an understanding about the PLT program, its use, and potential impacts on children’s environmental awareness and understanding. As a facilitator, you set the stage for learning and encourage participants to explore and develop as professionals. The PLT facilitator is responsible for: • Structuring a positive, hands-on experience that allows each member of the group to

participate in activities, and so far as possible, achieve his or her reason for being at the training.

• Modeling the PLT philosophy of “awareness” (what is PLT, and what does it contain) to “action” (participants make plans for using PLT, then go home and execute the plan).

• Motivating (through enthusiastic presentation) and assisting the participants in creating a plan for applying PLT.

As a PLT facilitator, you are expected to plan and conduct a minimum of one PD training each year. We encourage you to team with other facilitators and resource specialists (for example Florida Forest Service personnel), and we welcome alternative styles like combining online and in-person instruction. As a Florida PLT Facilitator, your facilitator status is welcomed in all states. You can also be flexible in what curricula you focus on, based on your audience’s interests and needs (e.g., subject matter and grade level of youth that participants work with). We encourage facilitators to conduct trainings not only focused on the PreK-8 Environmental Education Activity Guide, but also the Environmental Experiences for Early Childhood Guide, the e-units, and if working with high school educators, the secondary modules. A Place for Opinions It is the facilitator’s role to ensure that the integrity of the program remains intact as educators learn how to use the materials. By no means should PLT be used to promote political agendas by the facilitators or educators who use this program. As a facilitator you are representing national PLT (and SFI) and Florida PLT. As previously mentioned, PLT is a program of the Sustainable Forestry Initiative, an independent, non-profit organization dedicated to the future of our forests and promoting sustainable forest management. The program depends on partnerships between public and private sectors and ensures curriculum is balanced, fair, and accurate. It is imperative that facilitators convey to participants tolerance for diverse viewpoints as well as the importance of balanced perspectives in environmental issues.

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Some activities encourage lively debate about controversial issues which is crucial to the educational process. If confronted with disagreement or conflict in a training, encourage others to express their views: “Are there other ways to think about this question?” And ask the group how a teacher should handle a situation like this in the classroom. Let your participants answer the hard questions! Other Ways to Become Involved In addition to conducting professional development trainings, consider becoming involved in PLT in other areas such as promotion, networking, and recognition. For example, you might:

• Encourage the use of PLT and the development of additional PLT trainings in your region.

• Serve as one of PLT’s resource contacts in your region. Help find participants for trainings and promote media coverage of PLT events.

• Stay in touch by signing up for the Florida PLT E-Newsletter (http://eepurl.com/uZZJ1) and the national PLT newsletter, The Branch (https://www.plt.org/news-stories/news/).

• Nominate individuals for Florida PLT Awards. Each year a Florida PLT Educator, Facilitator, and Partner of the Year are selected. Applications are posted on Florida PLT website at https://programs.ifas.ufl.edu/plt/programs/awards/.

• Conduct a PLT "Sapling,” a short, 1–2 hour presentation or activity at a school, conference, or meeting, or tabling at an event.

• As a trained PLT facilitator, you may be asked to make a presentation to a local school board, a teacher's meeting, or other informal gathering as to what PLT is, what it offers, and how it may be helpful to educators.

• Promote and assist with the Florida PLT Schools and Florida PLT EE Center designation. Help your school or EE Center become a designated PLT School or Center!

• Attend additional Florida PLT professional development opportunities such as the annual Florida PLT Conference.

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Planning a PLT Professional Development Training Professional Development Training Goals PLT professional development (PD) trainings vary widely depending on the presenter’s style and the audiences’ needs. However, the main goals of any PLT PD training are always the same:

• Demonstrate to participants how to use PLT to foster a sense of exploration in young learners.

• Encourage educators to approach learning and teaching from an environmental and multi-disciplinary perspective.

• Prepare educators to use PLT materials with students by providing a sampling of teaching strategies and activities that will help children become aware of the environment around them.

• Create a setting in which educators, resource personnel, and others can meet and share information, and encourage continued communication and support for environmental education.

• Provide a fun and motivating forum that encourages educators to enjoy their own learning processes.

The PD training protocol was established because educators will more readily use the materials if it is demonstrated to them how such use will actually enhance what they are already teaching. In the PD training setting, educators experience the modeling of various styles of activities, and see for themselves how activities can be adapted to fit their own curricula and styles. During activity wrap-ups, (and often throughout a PD training) learning takes place from participant to participant, as well as from facilitators. See Appendix A or the Facilitator Resources page on the Florida PLT website (https://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/) for the Florida PLT PD Training Checklist which includes a list of pre-, during, and post-training tasks. Adults as Learners One of the goals of PLT PD trainings is to help educators learn new ways of approaching their teaching tasks. Adults as learners are different than youth as learners. The following characteristics of adult learners may help you plan and present your trainings. Orientation to Learning Adults will commit to learning something when they consider the goals and objectives of the training to be important to them — that is, job-related and perceived as being immediately useful. Adults want to initiate their own learning and be involved in selecting objectives, content, and assessment.

Florida PLT Facilitator Handbook 17

What you can do: Explain the training goals early in the agenda and discuss participant expectations/goals. Be prepared to help participants see the need for learning something new. Encourage and nurture the seeds of understanding and change. Assume that each person wants to understand or learn. The Learner’s Self-Concept Learning a new skill, technique, or concept may promote a positive or negative view of self. Adults may fear that others will judge them, which produces anxiety during new learning situations. Adults reject prescriptions by others for their learning, especially when what is prescribed is viewed as an attack on what they are presently doing. What you can do: Provide an environment in which the participants feel safe to try something new or to consider new ideas. Never criticize participants, but be positive and affirm each person in some way. The Role of the Learner’s Experience Adults come to any learning experience with a wide range of previous experiences, knowledge, skills, self-direction, interests, and competencies. This means that the richest resource for learning is often the group of adult learners themselves. Adults will resist learning situations they believe are an attack on their competence, thus they may resist imposed topics and activities. What you can do: Accept and value participants as individuals with their own experiences, knowledge, and skills. Provide ways for participants to contribute to each other’s learning through techniques like group discussion, problem-solving, and peer-helping activities. Motivation Motivation is produced by the adult learner: all one can do is encourage and create conditions that will nurture what already exists in the adult. Adult learning is enhanced by behaviors that demonstrate respect, trust, and concern for the learner. What you can do: Show participants that you respect, trust, and are concerned for them. Do not blame participants who do not pay attention or are reluctant to participate; instead, look for ways to adjust the training to increase interest.

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Time Requirements When planning your training, keep these guidelines in mind:

• To receive the PLT PreK-8 Environmental Education Activity Guide, educators must attend a 6 hour PD training. With permission from the state coordinator, these times may be adjusted.

• For time requirements related to other PLT curricula, see the chart on pages 8-11. A typical six-hour PD training usually occurs in one, daylong session. This type of training enables participants to become proficient in the materials through hands-on involvement with the PLT activities. Sometimes PD trainings are conducted over two shorter sessions spaced over a one- to four-week period. Between sessions, you may ask participants to conduct PLT activities with their students. At the following training session they can share what happened and discuss adaptations or extensions they developed. Also, participants are able to review the PLT activity guides and prepare additional activities for classroom use or for presenting to other participants at the next training session. This two-session format provides a wonderful opportunity for the participants to try out activities while they are curious and excited about PLT. If you decide to use this format, be sure that participants have an incentive and are accountable for attending both sessions. In addition, there is an option to do a blended training in which participants complete an online training prior to attending the in-person workshop. The online training covers an introduction to PLT, an overview of the curriculum framework, and a hike through the guide. This allows you to shorten the length of the in-person workshop and/or conduct more activities. Contact Jessica Ireland for more information and to get participant access codes for the blended online training. The duration and format of your PD should be determined first by the needs of your audience and the intended outcomes. With that in mind, the following are general guidelines for the suggested duration of PLT PD trainings. They are based on rules of thumb for how much time it takes to prepare participants to successfully use the educational materials being distributed after the PD training.

If your PD training lasts... Then consider...

Less than 4 hours Conducting it in one block of time as a single event.

More than 4 hours Conducting it in one block of time as a single event or splitting it over two separate blocks of time.

Over 6 hours Splitting it over two separate blocks of time.

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If your PD Training is conducted as a...

Then advantages are... And disadvantages are...

Single event/block of time • Less potential for scheduling conflicts—likely to get more participants.

• Participants will complete entire course.

• Participants are unable to use PLT activities in their classrooms or work settings as part of the PD.

Two (or more) events/blocks of time

• Participants are able to use activities in their classroom or work setting between sessions.

• Participants have time to reflect on their experiences using activities.

• Participants are better able to share knowledge.

• Participants may use time between sessions for lesson planning with PLT.

• Participants may not return for second or successive sessions.

• Facilitators may need to provide incentives or use strategies to ensure participants return.

• Facilitators may need to provide dinner or high-energy snacks to fuel participants for late afternoon/evening sessions.

Registration & Training Fees Florida PLT can set up an Eventbrite registration for your training, or if you prefer, you can elect to have participants register directly with you via email or another method of your choice. If you are charging a registration fee, it is best if Florida PLT sets up the Eventbrite registration. Florida PLT works hard to keep training fees to a minimum. Specific training fees vary depending on the curriculum being taught. Because Florida PLT receives no operating funds, it is imperative that we recover the cost of the training materials. These costs can be generated through training fees or partial or full sponsorship. We recommend that a fee of $10-$30 per participant be charged per training, but we also understand that in some cases, this is not feasible. If charging a fee is not feasible, Florida PLT can provide sponsorship via donations to the program. Contact the Florida PLT office for additional information on training sponsorship opportunities. It will be helpful if you know in advance the number of people who will be attending your training. Besides letting you know how many people to expect, pre-registration can also help you structure the training to accommodate the participants’ specific grade level interests. To encourage early sign-ups, you may also state “Enrollment is limited,” “Registration will be accepted on a first come, first served basis,” or “Register by (date).” In order to make the training experience as positive as possible for those attending, you might consider setting a minimum and maximum number of participants. If you do this, make sure you have a way to contact participants before the training to let them know they are registered or to inform them if the training is canceled.

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Co-Facilitating We highly recommend that you co-facilitate your PD training, especially if you are a new facilitator. Co-facilitating has many advantages, both for you as the facilitator and for the participants. You will have someone to share ideas with, to help plan the agenda and your delivery, to help gather necessary materials, to help promote the training, and to share the responsibility for presenting activities and for fielding questions. Participants will have the advantage of seeing varying teaching styles and will learn from presenters with different areas of expertise. If you do work with a co-facilitator, be as explicit as possible with each other before the training. It is important to identify what each of your roles will be. You may find it useful for each of you to complete the Florida PLT PD Training Agenda Planning Sheet, Appendix B (also available on the Facilitator Resources page on the Florida PLT website (https://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/). This cooperative planning early on will allow for smooth transitions during the PD training and will also enhance your working relationship. As you begin to plan a training with a co-facilitator, think about questions such as these and share them with each other to help you clarify your roles.

1. Which parts of the PD training would you like to be responsible for? Which parts would your co-facilitator take the lead on?

2. What elements would you really like to include because they are important to you, because they worked well in other PD trainings, or for another reason?

3. What signal could you use for interrupting when the other person is presenting?

4. How will you handle staying on task?

5. For each portion of the training, how will you field participant questions?

6. How will you make transitions between each of your presentations?

7. How will you get participants back from breaks in a timely manner?

Training Site Successful trainings have been conducted in a variety of settings: from school sites to city parks, from museum classrooms to wooded retreats. Before selecting a site for the training, think about its advantages and disadvantages and compare these to the training goals. For example, a training at an environmental education center or in a regional park can acquaint teachers with resources available to them in their area, while one held at the school site might help teachers see how PLT activities can be used in their own classrooms or on their school grounds and will show them that the environment is wherever we are! Ideally, your training will include both inside and outside components.

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Wherever you plan to conduct the training, reserve the facility well in advance. Some facilities may book up quickly. Visit the site personally prior to the training date to check the room size, layout, outdoor space and setting, etc. Marketing Your Training Pre-training publicity announces your training to those who may be interested in attending. Effective publicity gives potential participants enough information in advance so they know what to expect, including:

• A brief summary statement about PLT. • The goals of the training and key concepts to be covered. • The curriculum guide/guides to be covered. • Who will be conducting the training. • The date, time, and location. • What participants will receive: PLT activity guides and any additional materials. • Contact person, including address and phone number, for further information. • Food: indicate whether coffee, snacks, and or lunch will be provided or if participants

should bring their own. • Registration information (is there a fee and how do they register-including link to online

registration or email address). • Training sponsor(s). • Appropriate logos including the Florida PLT logo.

Use your imagination to create a flyer, poster, or announcement that conveys the above information. See the Facilitator Resources page on the Florida PLT website (https://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/) for flyer examples and a template. Use whatever format works well in your setting. Whenever possible, make use of existing communication channels within your organization or within your school and district. You may also want to include the training on your county or district calendar. As with most advertising, word-of-mouth is usually best. For example, if you are inviting educators from more than one school, ask one person at each school to help spread the word and send extra announcements for that person to share. Florida PLT can assist with designing a flyer if needed. Another possibility is to announce your training through the newsletters of various local educational associations, such as local science, social science, math councils, or environmental education, or outdoor education organizations. Other options include Facebook, Twitter, and other social media outlets, local newspapers, and emailing potential participants directly. Once the training proposal form has been received, the PLT State Coordinator also will post your training on Florida PLT training calendar, send a mailing to those interested in attending a training in your region or county, and include the training in the e-newsletter. Florida PLT will advertise your training via the e-newsletter, the training calendar on the website, Facebook, and Twitter.

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Equipment and Materials Carefully plan what materials and equipment you will need for your training. Find out what equipment is available at the training site and how you can reserve the equipment you need. Determine what supplies you will need for each PLT activity you are conducting and be sure to have enough for the size of your group. It is recommended that you prepare and bring the following supplies

• Masking tape • Markers and crayons • Pens or pencils • Scissors • Name tags • Paper clips, rubber bands • Blank paper • Resource materials for participants to peruse (if available) • Flip chart and easel • Computer and screen, or any other audio-visual equipment

Materials from the State Coordinator At least one month before your training, send a completed Florida PLT Professional Development (PD) Training Proposal Form to Florida PLT (see Appendix C or the Facilitator Resources page on the Florida PLT website: https://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/). Florida PLT will send you the following materials:

• PLT curriculum guide(s) • Door prizes (if requested) • An electronic template of the certificate of completion • Other supplementary materials requested • Sponsor thank you card-for participants to sign • A media release and liability form for participants to sign

Materials that Facilitators Print Facilitators are asked to print the following forms. Forms are available in Appendices E-G and for download via the Facilitator Resources page on the Florida PLT website (hhttps://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/).

• Facilitator Survey (Appendix E) • Participant Information Form (Appendix F) • Liability Waiver (Appendix G) Note: this waiver is two pages. Please print both pages—

participants should read page 1 and print and sign their name on page 2. • Participant Evaluation (Appendix H) Note: this form is two pages; please print double-sided. • PLT Certificate of Completion (please fill in with names and in the training date; the

certificate is not available on the website)

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The Facilitator Survey, Participant Information Forms, Liability Waiver, and Participant Evaluations should be returned to Florida PLT as soon as possible after the training. The preferred method of delivery is scan and email, but if that is not an option, you can also fax or mail. Planning for Food and Beverages If you are able to provide snacks and beverages, this helps participants feel comfortable and welcome and can also help with low energy times during the training. If the training will be an all-day session, you should also consider how much time to allow for the lunch break. In addition, remember that participants will need to know what to expect ahead of time. Consider the following options:

• Have participants bring a brown bag lunch; allow 30-45 minutes for lunch. • Order lunch to be delivered or provide a simple catered lunch (make sure it arrives 30

minutes before you want to eat). • Prepare a sandwich, cookie, and fruit smorgasbord. This requires someone to set it up

and 15 minutes for everyone to collect their food. • Offer participants options for lunch at a nearby restaurant—allow one hour for

transportation and seating. • Schedule a working lunch: participants work on a project while eating.

Planning the Agenda After you have considered your audience and have begun selecting activities to present, you are ready to plan the training agenda. The following sections will give you some ideas. Trainings should follow these steps to lead the participant from an awareness of the project to knowledge on the specifics of the program to an opportunity to learn about environmental concepts presented in activities and then, finally, to action — to use project materials in their teaching. The most important training elements to include in an agenda are

• 1: Welcome, Agenda Overview, and Goals • 2: Getting Acquainted/Icebreakers • 3: PLT Introduction • 4: PLT Activities • 5: Hike through the Guide • 6: Other Resources • 7: Individual Classroom Planning • 8: Training Wrap-up and Evaluation • 9: Certificates and Feedback

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Once you have thought about how you will present the different training elements, you will need to decide how much time to allow and the order of each element. A Florida PLT PD Training Agenda Planning Sheet can be found in Appendix B or on the Facilitator Resources page on the Florida PLT website (https://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/). It is helpful to create two agendas. The facilitator agenda should indicate the time period for each activity, materials needed, roles, talking points to remember, etc. The participant agenda will just include location information, times, and activities. You can post the participant agenda on the wall if you do not want to make copies. For in-service points, teachers will need a copy of the agenda and their certificate of completion to submit with their paperwork. When planning the agenda, remember that the pacing of training activities is important. Offering a variety of activities will help participants stay interested in the materials and ideas you present. Keep in mind that certain modes work better at certain times of the day. For example, after lunch — when many of us tend to get sleepy — physical movement activities can be more stimulating than watching a video. Activities work best if you alternate between indoor and outdoor or active and passive. It is important also to think about ways to make the activities you plan to use accessible to all of your training participants. Try to include some individual work so that participants can reflect on the ideas or events of the training on their own as well as group work when they can share ideas with each other. Be sure to include time for breaks. Short, frequent breaks can do wonders for reviving everyone’s energy levels. Plan on at least a 15-minute break every two hours. See the Facilitator Resources page on the Florida PLT website (https://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/) for example participant agendas. 1: Welcome, Agenda Overview, and Training Goals Plan how you will welcome the participants, introduce yourself and other presenters, and give a brief overview of the agenda. No matter how clearly you have stated the training purposes and time frame in your pre-training publicity, it is a good idea to restate them when you begin the training. People feel more comfortable if they know what to expect — and when. Mention bathroom locations, cell phone usage expectations, and other relevant items. Next, you may want to state the objectives and goals for the training. Having the participants think about their personal objectives and goals for attendance at the training can also be shared. You can decide whether you want to hand out the curriculum guide/guides at this point or wait until the conclusion. Both options can work well, depending on your agenda, your target audience, etc.

Florida PLT Facilitator Handbook 25

2: Getting Acquainted/Icebreakers Plan how you will have participants introduce themselves. Creating a positive, friendly, and informal atmosphere at the beginning of the training can enhance the learning environment. If appropriate, you may do a quick needs assessment (written or verbal) to pinpoint the specific needs and expectations of each participant. If you prefer something lighter, you might plan an icebreaker activity. There are many PLT activities that work well as icebreaker activities. See the Facilitator Resources page on the PLT website (https://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/) for a sampling of icebreaker examples. 3: PLT Introduction It is important to provide background information on PLT—the mission, vision, goals, and history. You can find this information on the PLT website at https://www.plt.org/about-us/mission-history/ or on pages 4-5 of this handbook. In addition, see Appendix C or the Facilitator Resources page on the Florida PLT website (https://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/) for an Introduction to PLT Cheat Sheet for Facilitators that outlines everything you should cover during the introduction. There is also a PowerPoint presentation available on the website that you can download. 4: PLT Activities Plan how you will present each activity. If you have invited a resource specialist, consider asking that person to lead appropriate activities, or to supplement an activity. Plan to present PLT activities in a way that engages the participants as learners first, then allows them to reflect on the activities from their perspective as educators. To help participants reflect on the activity, you should have a quick debriefing after each activity. Debriefing is often the most important part of leading an activity. For debriefing, you might invite participants to share:

• What they would like their students to learn. • How they might adapt the activity to fit the needs of their students. • How they could integrate the activity into their curricula and/or link it to standards. • Any classroom management ideas or other suggestions they might have.

5: Hike through the Guide Plan how you will help participants become familiar with the contents of the activity guide. You may choose to conduct a “walk-through,” pointing out important elements along the way in one section of the agenda or you can intersperse highlights of different parts of the guide throughout your agenda. You might prefer to use questions of the participants and award door prizes. Another option is to create a hike that has participants thinking how to incorporate activities into their lesson plans or educational programs. Hike through the Guide examples can be found on the Facilitator Resources page on the PLT website (https://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/).

Florida PLT Facilitator Handbook 26

6: Individual Classroom Planning One of the initial questions participants are most likely to ask when they attend the training is, “How can I use the activities in my classroom?” Individual classroom or program planning is an important component to include. Once your training participants have become familiar with PLT and some of the activities, they need time to directly connect these new materials to the needs of their students and to their own teaching goals. Plan adequate time for this component, even if you have to shorten something else. You might lead a brainstorming session and ask everyone to share their ideas. You could have participants form groups and devise plans for implementing the project in their classrooms, program, or camp and then come together for discussion with the whole group at the end. Clustering participants by grades or subject areas is often helpful here. You might also consider asking them to select lessons that they might use in the next week, month, or school term. This helps to emphasize that the projects are not “something extra” for them to do, but actually can help participants teach what they already are planning to cover. If a classroom teacher wants in-service points for attending, typically the teacher knows what she/he needs to obtain their points. Often the teacher must turn in an assignment on how they will incorporate what they learned into their teaching. Set aside extra time for teachers to start this process at the training. Participants might also work independently to prepare specific plans for using project activities in their everyday teaching. If you want to include this individual planning, you might ask participants to bring textbooks or lesson plans to the training. This works particularly well in a school or in-service setting. You may find it useful to make copies of the Lesson Planning Worksheet for participants to use (Index 7, pp. 471 in the PreK-8 Environmental Education Activity Guide). 7: Training Wrap-up and Evaluation Training endings are just as important as beginnings. Plan 15 minutes to facilitate a discussion among the participants—allowing them to share feedback, ideas, etc. In addition, allow adequate time for each participant to complete the Participant Survey Form. 8: Certificates If you know the names of the participants ahead of time, you can enter the names and the date on the certificates. Or you can wait until the day of the training and have participants print their names on the sign-in sheet as they would like them to appear on their certificate, then fill in names and the date during the training. 9: Additional Resources Consider how you will introduce participants to books, materials, or local resources that can supplement the project’s activities. For example, you could display books and materials throughout the day. For resources such as parks, arboretums, nature centers, museums, and

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local conservation groups, you might make a “resource chart” that participants add to throughout the day — then copy and send the ideas to participants afterwards. If your training is held at a park or a nature center, consider having a staff member welcome the group and take a few minutes to discuss the setting, what offerings may be available to school groups, and other resources they may have available for educators. See the Facilitator Resources page on the Florida PLT website (https://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/) for additional resources. In-Service Points As you may know, in-service point requirements vary slightly in each Florida school district. Generally, in-service points can be awarded to formal educators with a copy of the agenda and certificate of completion. Some districts require a follow up evaluation or activity. Participants are responsible for working with their school administration/school district to determine specific requirements to obtain points.

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Post-training Tasks Following the completion of your training, please complete the following tasks. See Appendix A or the Facilitator Resources page on the Florida PLT website (https://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/) for the Florida PLT PD Training Checklist which includes a list of pre-, during, and post-training tasks. Evaluate the Training Read the participant surveys to find out what went well and what did not go well from their perspective. This information provides a way to gauge the training strengths and weaknesses and start the process of making improvements. Do not take adverse comments personally, but consider why something happened and what you could have done differently. Spend some time evaluating the training for yourself. What went well, and what things would you like to improve for the next training? You will find these personal notes helpful when planning future trainings. Meet with your co-facilitators to discuss the training. It is helpful to allow a few days to pass before completing your training assessment. Send Forms to the Florida PLT Office As soon after the training as possible (within 2 weeks), complete the Facilitator Survey and send to Florida PLT along with the completed Participant Information Forms, the Liability Waiver signatures, and the Participant Evaluations. The data on these forms is reported to national PLT, so it is very important that the Florida PLT office receives them in a timely manner. Electronic forms are preferred; you can scan and email all forms to sfrc-plt@ifas.ufl.edu. If scanning and emailing is not convenient for you, please mail the forms to:

Jessica Ireland, Florida PLT Coordinator University of Florida, School of Forest Resources and Conservation PO Box 110410 Gainesville, FL 32611

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Closing Thoughts for the Facilitator The facilitator handbook is designed to be a resource as you plan and present educator PD trainings. In addition, please do not hesitate to contact Jessica Ireland, the Florida PLT Coordinator, any time you have questions, need input, or have feedback for us. Conducting trainings takes a lot of time and hard work, but we want you to enjoy your association with PLT. If you need help, just let us know. You’re a valuable part of the environmental education effort, and we appreciate your dedication. Thank you!

Appendices: Florida PLT Facilitator Handbook 30

Appendices Appendix A: Florida PLT Professional Development (PD) Training Checklist Appendix B: Florida PLT Professional Development (PD) Training Agenda Planning Sheet Appendix C: Introduction to PLT Cheat Sheet for Facilitators Appendix D: Florida PLT Professional Development (PD) Training Proposal Form Appendix E: Facilitator Survey Appendix F: Participant Information Form Appendix G: Liability Waiver Appendix H: Participant Evaluation Note: electronic and/or fillable PDF versions of the above forms are available for download from the Facilitator Resources page on the Florida PLT website: https://programs.ifas.ufl.edu/plt/facilitators/facilitator-resources/.

Appendices: Florida PLT Facilitator Handbook 31

Appendix A

Florida PLT Professional Development (PD) Training Checklist

Before the Training—Planning □ Identify the type of training you want to provide (PreK-8 guide, secondary module, e-

units, or a combination training)

□ Request permission from your school, school district, and/or organization for training approval (if required)

□ Select a date and time

□ Find co-facilitators

□ Identify target audience (teachers, nonformal educators, land owners, or a combination)

□ Select a location

□ Reserve a site for the date, time, number of hours (include setup and take-down time), and the proposed number of participants expected

□ Determine cost of training (usually a per participant cost, based on the cost of the curriculum guide—see the Florida PLT PD Training Proposal Form)

○ Will you charge a training fee? ○ Will you request a sponsorship?

□ Submit a Florida PLT PD Training Proposal Form to Florida PLT at least one month prior to the training date.

□ Submit training plan to district or college for in-service or credit approval, if necessary

□ Promote training – flyers, posters, media release, Facebook, etc.

□ Create an agenda – both a facilitator and participant version keeping in mind: o Audience needs and training objectives o Constraints (e.g., space or time) and strategies for overcoming constraints o Requirements for credit (district; college or university), if offered o Materials and equipment needed for activities

□ Prepare and gather materials: o Print Participant Information Forms, Liability Waiver Form, and Participant

Survey Forms o Print certificates with participant names and training date (certificate template

will be emailed to you) o General materials:

Masking tape Markers Pens or pencils Scissors Name tags Paper clips, rubber bands Blank paper Crayons

Appendices: Florida PLT Facilitator Handbook 32

Resource materials for participants to peruse (if available) Flip chart and easel Computer and screen, or any other audio-visual equipment

o Additional materials needed for activities you are conducting o Nametags o Curriculum Guides and other PLT materials requested via the proposal form will

be mailed at least one week before the training

□ Arrange for refreshments, snacks, or lunch if planned

□ Send confirmations and maps to registrants, if needed

□ Visit site location before training (if unfamiliar with the site)

□ Locate restrooms, light switches, plugs, and easiest access to the outdoors

□ Select appropriate areas to conduct activities

□ Arrive early to set-up

□ Check that needed equipment is working Day of and During the Training □ Set up a registration table with Participant Information Forms, Liability Waiver Form, and

name tags close to the entrance

□ Have participants complete a pre-assessment test if using (not required by PLT)

□ Introductions and logistics — orient participants to the restrooms, recognize sponsor (if any), etc.

□ Ice breaker activity

□ Review objectives of training

□ For formal educators, explain how they can receive in-service points, if applicable (each district is different but generally teachers arrange this themselves prior to attending)

□ Brief overview of agenda, including breaks and lunch

□ Project Learning Tree history and affiliation (nationally- Sustainable Forestry Initiative and state-UF/IFAS School of Forest Resources and Conservation)

□ Conduct activities and debrief experience

□ Hike thru the guide(s)

□ Have each participant fill out the Participant Survey Form

□ Have each participant complete post-assessment test if applicable

□ Have participants sign sponsor thank you card(s) (if applicable); encourage them to have students or themselves send a personal note to the sponsor(s)

□ Distribute training completion certificates

□ Training wrap-up After the Training □ Take time to reflect after reading the participant survey forms

Appendices: Florida PLT Facilitator Handbook 33

□ Complete the Facilitator Survey Form

□ Return the Facilitator Survey Form, Participant Information Forms, Liability Waiver signatures, and Participant Evaluation Forms and extra materials to PLT office (scan and send via email or send via regular mail); curriculum guides can be retained if you plan to do another training

□ Mail thank you card(s) to the sponsor(s) or send back to program coordinator with the other training materials (if applicable)

□ Follow up with the district or organization giving in-service points if needed. Note: In most cases, teachers follow up individually if they want to receive in-service points

Appendices: Florida PLT Facilitator Handbook 34

Appendix B

Florida PLT Professional Development (PD) Training Agenda Planning Sheet

Template Objectives: 1. 2. 3. 4.

Time What (Activity)

Why (Purpose)

Who (Facilitator)

How (Method)

Where (Location)

Materials

Appendices: Florida PLT Facilitator Handbook 35

Example Time What

(Activity) Why

(Purpose) Who

(Facilitator) How

(Method) Where

(Location) Materials

8:30 Welcome and Introductions

Introduce presenters and participants, familiarize participants with PLT and objectives of PD training.

Me Name tag icebreaker Introduction to PLT Overview of objectives

Room B Name tags Marking pens Agenda

9:00 Birds and Worms Learn about camouflage and incorporate math; experience activity first-hand

James Relay tag and graph creating

Courtyard Pipe cleaners Markers Legal-size paper

Appendices: Florida PLT Facilitator Handbook 36

Appendix C

Introduction to PLT: A Cheat Sheet for Facilitators

Providing an overview of PLT, including the history, vision, mission, and goals, is an important part of setting the stage for a PLT professional development training. Key points that you should cover during the introduction are summarized here. What is PLT?

o Project Learning Tree is an award-winning environmental education program designed for teachers and other educators, parents, and community leaders working with youth from preschool through grade 12.

o PLT is the environmental education program of the Sustainable Forestry

Initiative and sponsored in Florida by the UF/IFAS School of Forest Resources and Conservation.

o The Sustainable Forestry Initiative (SFI) is a solutions-oriented sustainability

organization that collaborates on forest-based conservation and community initiatives that demonstrate and enhance our shared quality of life.

o In Florida, the PLT program is funding solely from grants, sponsorships, and

donations.

o Mission, Vision, Goals:

MISSION Project Learning Tree advances environmental literacy and promotes stewardship through excellence in environmental education, professional development, and curriculum resources that use trees and forests as windows on the world. VISION Project Learning Tree is committed to creating a future where the next generation values the natural world and has the knowledge and skills necessary to make informed decisions and take responsible actions to sustain forests and the broader environment. GOALS

1. Provide students with the awareness, appreciation, skills, and commitment to address environmental issues.

2. Enable students to apply scientific processes and higher order thinking skills to resolve environmental problems.

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3. Help students acquire an appreciation for and tolerance of diverse viewpoints on environmental issues and develop attitudes and actions based on analysis and evaluation of the available information.

4. Encourage creativity, originality, and flexibility to resolve environmental problems and issues.

5. Inspire and empower students to become responsible, productive, and participatory members of society.

o The PLT program is characterized by three equally important components:

High-quality instructional materials for grades PreK-12 Professional development trainings An extensive distribution and support network

PLT Curriculum:

o PLT’s instructional materials for early childhood through grade 12 can be used with students in formal school settings and with youth in nonformal settings. Our hands-on activities make teaching and learning fun. They connect children to nature, engage students in learning, improve student achievement, and grow 21st century skills – including the ability to think critically and solve problems.

o In addition to the PreK-8 Environmental Education Activity Guide, PLT has an early childhood module and 9 secondary modules for grades 9-12, as well as 3 e-units.

o PLT also has a GreenSchools program in which students conduct environmental investigations and take action to create sustainable school environments.

o National Standards: The PLT PreK-8 Environmental Education Activity Guide is aligned with the: Common Core State Standards for English and Mathematics Next Generation Science Standards National Social Studies Standards 4-H Life Skills Wheel Boy Scout & Girl Scout Badges

o Florida Standards: Activities in the PreK-8 Environmental Education Activity Guide as well as

the Focus on Forests and Places We Live Secondary Modules are correlated to the Next Generation Sunshine State Standards for Science and Social Studies and Florida Standards for Language Arts and Mathematics.

Activities in the Southeastern Forests and Climate Change Secondary Module are correlated to the Next Generation Sunshine State Standards for Science.

The Environmental Experiences for Early Childhood Guide are correlated to the Florida Early Learning and Developmental Standards for ages 3-4 years and 4 years-Kindergarten.

o Resources: supplemental resources for all PLT activities, including PDF versions of all Student Pages, are available on the PLT Resources section of the national PLT website.

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o Copyright: All PLT curriculum materials are protected under copyright law. To request permission to reprint PLT content, please complete the Reprint & Adaptation Request Form available.

Florida PLT Programs

o The PLT School Program helps individual schools establish an ongoing commitment to environmental education through regular use of PLT activities. In addition to attending an educator training, the school selects a PLT School Coordinator that acts as a liaison between the teaching faculty and the PLT state coordinator. Principals, PLT-trained educators or facilitators, or Steering Committee members can nominate schools at any time during the year using the PLT School Application available at https://programs.ifas.ufl.edu/plt/programs/plt-schools/.

o The PLT Environmental Education (EE) Centers Program provides nature centers, environmental education centers, school district sponsored centers, zoos, etc., with a comprehensive, award-winning environmental education program to use at special events or with visitors of all ages, but especially children. To apply to become a PLT EE Center, please download and complete the PLT EE Center application form available at https://programs.ifas.ufl.edu/plt/programs/plt-environmental-ed-centers/.

If you have questions or need more information, contact Jessica Ireland, Florida PLT Coordinator (jjtireland@ufl.edu; 352-846-0848).

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Appendix D

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Appendix E

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Appendix F

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Appendix G

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Appendix H

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