Guideline 5.1: Learner-centered instruction.

When appropriate, learning should be based on learner interest and on the learner's ability to construct knowledge to gain conceptual understanding.

What to look for:

• Activities allow learners to build from previous knowledge and lead toward further learning.
  
• Learners gain understanding through research, discussion, application, and practical experiences.
  
• Instruction assists learners in undertaking their own inquiry.
  
• Where appropriate, activities and projects use learner questions and concerns as a starting point.
  
• Resources facilitate learner participation in planning and assessing learning. Resources promote learner reflection on the process and content of learning.

Guideline 5.2: Different ways of learning.

Resources should offer opportunities for different modes of teaching and learning.

What to look for:

• Resources encourage educators to experiment with a range of instructional methods to reach learners with a variety of learning styles. These techniques may include research, experimentation, observation, lecture, discussion, creative expression, field studies, role playing, independent work, cooperative learning, cross-age teaching, etc.
  
• Important concepts are conveyed in several ways (visual, auditory, tactile, etc.) so that all students can understand them.
  
• Materials and activities are developmentally appropriate for the designated grade, age, experience, and education background of the target audience, yet sensitive to individual differences in educational experience and learning mode.
  
• Opportunities are provided for students to learn from expression and experience--for example, using music, art, poetry, and drama, or involving parents, families, and the community in learning activities.
  
• Diverse sensory involvement is a criterion for selecting learning activities.
  
• Learners are challenged to develop their multiple intelligences.
  
• Learning is accessible to students with limited English proficiency.

Guideline 5.3: Connection to learners' everyday lives.

Resources should present information and ideas in a way that is relevant to learners.

What to look for:

• Concepts to be taught are related directly to students' experiences.
  
• Case studies and examples are relevant to the learner. If the resource is designed for use in a specific area of the country, the content and illustrations are appropriate for that area.
  
• Instructional materials are easy for students to use and understand. Materials reflect cultural, gender, and age differences.
  
• The content and associated activities are presented in a way that encourages students to have enjoyable learning experiences.
  
• Resources provide for continuing involvement throughout the year by the learner, both at home and at school. Means for involving learners' families or care givers are suggested.
  
• The design of structure and delivery mechanisms considers how the resource fits with a larger scope and sequence for environmental education and learner readiness for the concepts and skills presented.

Guideline 5.4: Expanded learning environment.

Students should learn in environments that extend beyond the boundaries of the classroom.

What to look for:

• Students learn in a diverse environment which includes the school yard, laboratory, field settings, community, and other settings beyond the classroom.
  
• Learners share their knowledge and their work with others.
  
• Resources use examples that reflect real-world experiences.
  
• Resources suggest partnerships with local civic organizations, businesses, religious communities, or governments to explore a local issue.
  
• Partnerships with local universities, colleges, or technical schools to allow learners to participate in research, environmental monitoring, creative projects, etc.
  
• Resources suggest experiential learning activities in which students immerse themselves in an activity outside the classroom.
  
• Resources suggest linkages to informal, experiential, and service learning opportunities in the community.
  
• Lists of written materials and other resources for further study are included.

Guideline 5.5: Interdisciplinary.

Resources should recognize the interdisciplinary nature of environmental education.

What to look for:

• Resources clearly list the subject disciplines integrated into each lesson or lessons, suggest tie-ins with other subject areas, such as the science disciplines, social studies, math, geography, English, arts, physical education, occupational education, etc.
  
• The resource helps develop skills useful in other subject areas, such as reading comprehension, math, writing, and map reading and analysis.
  
• Where appropriate, resources are keyed to national, state or local standards for multiple disciplines.

Guideline 5.6: Goals and Objectives for the Resource.

Goals and objectives for the resources should be clearly spelled out.

What to look for:

• Goals and objectives for learner outcomes are clearly stated or relate specifically to the needs and interests of the identified audience(s).
  
• The content, scope, duration and "medium" (e.g. workshop, field day, course, guest speaker, material) is appropriate for achieving the objectives, and steps for accomplishing the goals and objectives are identified.
  
• Instructional methods are appropriate to the resource's goals.
  
• Objectives should be in keeping with goals and objectives of general education.
  
• Environmental issues, topics to be included, major concepts, and key questions to be considered by the resource are clearly articulated in the goals and objectives.
  
• Goals and objectives relate specifically to the needs and interests of the identified audience(s).
  
• The resource clearly establishes how it contributes to the larger goals of environmental literacy and responsible action.

Guideline 5.7: Appropriateness for specific learning settings.

Claims about the resource's appropriateness for the targeted audience and the implementation of the activity are valid.

What to look for:

• The content is appropriate (age and language) for the target audience. The examples, terminology, and comparisons used are within the probable vocabulary and experience of learners.
  
• Lesson-related activities can be accomplished in the time specified, with resources provided or easily available.
  
• Experiments and activities are relevant, accurate, predictable, and suitable for the target grade levels. Resources include suggestions for appropriate variations and extensions.
  
• Activities are efficient. The amount of time required is consistent with the importance of what is to be learned.
  Environmental responsibility is modeled in the design, underlying philosophy, and suggested activities of the resources.

Guideline 5.8: Assessment.

A variety of means for assessing learner progress should be included in the resources.

What to look for:

• Resources state expected learner outcomes and provide examples of how to use specific performance-based assessments such as portfolios, open-ended questions, group or independent research, or other appropriate projects to indicate mastery.
  
• Learner outcomes are tied to the goals and objectives of the resources.
  
• Means of assessing learners' baseline understandings, skills, and concepts at the beginning of each lesson are included.
  
• Resources use current and appropriate educational assessment techniques.
  
• Suggested assessment techniques are practical and efficient.
  
• Assessment is on-going and tied to student learning.
  
• Expectations are made clear to students at the onset of an activity.
  
• Students assess their own and other students' work.