**7.4 Step 4: Interaction**

The interaction stage is necessary for learners to process and evaluate possible solutions in the light of the wide range of additional perspectives met in the

**223**

preferences.

*Green Pedagogy: Using Confrontation and Provocation to Promote Sustainability Skills*

previous stage. The interaction stage is an opportunity for collaborative analytical discussion. In the case study lesson, step 3 was a silent gallery walk. Therefore, after the walk, the learners were full of ideas to discuss what needed to be done to improve the menu plans in this interaction stage based on the new information about the food production chain. In the sample lesson, this involved discussion and writing notes on the posters about what additional information they needed before amending their menu analysis. It was an opportunity to voice the emotions that arose from the silent gallery walk of the previous stage. At this point, it is easy for learners to be overwhelmed by feelings of frustration and the teacher needs to use moderation and facilitation skills to make this a useful interaction. This is the final stage of the conceptual change process in which earlier beliefs are amended in the

This stage is needed to reduce learners feeling powerless in the face of the problem under consideration. In this stage, learners are prompted to relate what they have learned to their personal experience. In the case of the sample lesson, learners were asked to consider their school canteen and what they could do to improve the situation in this local context. They suggested that the meals at school should be labeled according to the different aspects that they had discussed. This included adding icons to the school menu showing whether the meal is organic, vegetarian or produced according to recognized animal welfare benchmarks. In this way, learners

This final stage requires the learners to create a vision of where their ideas or actions from stage 5 could lead. To embed learning, it is equally important to ask learners at this final stage what they learned in this process. In the case study lesson, this was achieved by asking what the effect would be if canteens and restaurants

The six steps do not necessarily take the same amount of time each. In some cases, it will be appropriate to spend very little time on one or two of the steps. For example, in some contexts it is possible for the provocation stage to take only two

We can also look at how the case study lesson plan sits on the pedagogical foundations at the base of the diagram. The proposed LAP becomes transdisciplinary at step 3 where the learners are invited to consider the wider context of their menu plan analysis. Contingency is included once the learners are prompted to consider how the wider menu analysis can be applied to their local context. The restructuring of linear paradigms occurs when the learners are prompted to revisit their menu plan analysis in the light of the new information on food production methods. The third step prompts learners to think about the whole system of food production and therefore represents systemic thinking. Finally, there are several points in the lesson where learners are prompted to think at a meta-level, when they are for example invited to consider what constitutes a meal for them, how much the production methods of food affect their emotions and when linking the general principles of menu planning to their local context and to their personal

*DOI: http://dx.doi.org/10.5772/intechopen.96432*

light of new information and thinking.

can create viable solutions to real life problems.

across the region adopted their new icon system.

**7.5 Step 5: Deconstruction**

**7.6 Step 6: Reflection**

minutes.

**7.7 Synopsis**

*Green Pedagogy: Using Confrontation and Provocation to Promote Sustainability Skills DOI: http://dx.doi.org/10.5772/intechopen.96432*

previous stage. The interaction stage is an opportunity for collaborative analytical discussion. In the case study lesson, step 3 was a silent gallery walk. Therefore, after the walk, the learners were full of ideas to discuss what needed to be done to improve the menu plans in this interaction stage based on the new information about the food production chain. In the sample lesson, this involved discussion and writing notes on the posters about what additional information they needed before amending their menu analysis. It was an opportunity to voice the emotions that arose from the silent gallery walk of the previous stage. At this point, it is easy for learners to be overwhelmed by feelings of frustration and the teacher needs to use moderation and facilitation skills to make this a useful interaction. This is the final stage of the conceptual change process in which earlier beliefs are amended in the light of new information and thinking.

#### **7.5 Step 5: Deconstruction**

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

pesticide, intensive farming methods of animal husbandry regarding pigs and milk cows as well as images of the food waste and garbage that is a common end result of this type of institutional catering. At this point the learners realized that they had not considered intensive farming methods (as seen in **Figure 4**) or pollution problems that were embedded in their menu plans. Their perspective had stayed

This step is the second stage in the conceptual change process in which beliefs are challenged. This stage was an invitation to re-visit the menu analysis stage to discuss possible improvements. In a learner group that has already been exposed to Green Pedagogy for a while, this step could sometimes be a rapid and simple check

The interaction stage is necessary for learners to process and evaluate possible solutions in the light of the wide range of additional perspectives met in the

**222**

**Figure 3.**

**Figure 4.**

*Tarantula spiders as a meal.*

almost wholly in the kitchens.

*Do eggs and chicken come from battery farms?*

**7.4 Step 4: Interaction**

whether all stakeholders have been considered.

This stage is needed to reduce learners feeling powerless in the face of the problem under consideration. In this stage, learners are prompted to relate what they have learned to their personal experience. In the case of the sample lesson, learners were asked to consider their school canteen and what they could do to improve the situation in this local context. They suggested that the meals at school should be labeled according to the different aspects that they had discussed. This included adding icons to the school menu showing whether the meal is organic, vegetarian or produced according to recognized animal welfare benchmarks. In this way, learners can create viable solutions to real life problems.

#### **7.6 Step 6: Reflection**

This final stage requires the learners to create a vision of where their ideas or actions from stage 5 could lead. To embed learning, it is equally important to ask learners at this final stage what they learned in this process. In the case study lesson, this was achieved by asking what the effect would be if canteens and restaurants across the region adopted their new icon system.

The six steps do not necessarily take the same amount of time each. In some cases, it will be appropriate to spend very little time on one or two of the steps. For example, in some contexts it is possible for the provocation stage to take only two minutes.

#### **7.7 Synopsis**

We can also look at how the case study lesson plan sits on the pedagogical foundations at the base of the diagram. The proposed LAP becomes transdisciplinary at step 3 where the learners are invited to consider the wider context of their menu plan analysis. Contingency is included once the learners are prompted to consider how the wider menu analysis can be applied to their local context. The restructuring of linear paradigms occurs when the learners are prompted to revisit their menu plan analysis in the light of the new information on food production methods. The third step prompts learners to think about the whole system of food production and therefore represents systemic thinking. Finally, there are several points in the lesson where learners are prompted to think at a meta-level, when they are for example invited to consider what constitutes a meal for them, how much the production methods of food affect their emotions and when linking the general principles of menu planning to their local context and to their personal preferences.
