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TipsWorld Society for the Protection of Animals
for animal welfare educators
www.wspa-international.org www.animal-education.org
This top tips document is intended to aid all Animal Welare Educators in their work. Dierent parts o the
document will have greater or lesser relevance depending on the nature o your
education programme however many parts will be applicable to all.
Focus
Whenplanningyoureducationstrategydonttryanddoeverything.Thechancesareyouwillfail.Decide what you really want to achieve and stick to it. Ensure the objectives in the strategy are
SMART, see below.
Specifc- dontbetoogeneral.Forexample-getsupportforoureducationprogrammeis generalandcouldbereplacedbythebetterBytheendoftheyearreceiveatleastthreelettersof
supportforourINAWEprogrammefromrelevantteachingauthorities.
Measurable-thereneedstobeanindicatoryoucanmeasure,thereforeIncreasethenumberof schoolsvisitedisbetterthanextendtheeducationprogramme.
Achievable- can you achieve the goal with the resources you have (or most probably have)
available?Ifeverystepisrequiringyoutoacquirefundingorextravolunteersorequipmentitispossible your goal is not achievable.
Realisticdoesntneedmuchexplanation!Steerclearofgoalswhicharenotrealistic,theycan
create sense o ailure and cause a loss o enthusiasm.
Timed- there needs to be an end date. I you allow your organisation to aim to complete a goal onedayitislikelyitneverbeachieved.ForexamplebyaddingByendofJune2008to
thegoal-Createateachingpacksuitableforcommunitygroupsitgiveseveryoneinvolvedastronger impetus to get working on the project.
Thinkabouthowyoureducationprogrammetswithyourgroupsoverallvisionandmission.If
your vision is to create a country where no wild animals are kept as pets, then why are you makinga plan or lessons about actory arming??
Whenyouaredesigningalesson,posterorpresentationbeclearinyourownmindwhat
youwantittoachieve-anddontdeviatefromthataim.
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World Society for the Protection of Animals
www.wspa-international.org www.animal-education.org
Monitoring and Evaluating
This is a vital part o your education programme and it is linked to many o the other aspects highlighted inthis document.
Planinadvancewhatallyourindicatorswillbeandmakesureeveryoneinvolvedknowswhatthey
areandhowtocollectthem.Becarefultochooseindicatorsthatareunambiguous,linkedtothe
objectiveandeasytocollect.Forexample,peoplebeingkindtoanimalsisgoingtobedifcult-what will you actually measure?
Processindicatorsarethewho,whatandwhenindicators.Recordasmanyoftheseasyoucan- youneverknowwhentheextrainformationmayproveuseful.
Itcanbeusefultohaveanoutsidepersontakepartintheevaluation,toaskthetoughquestions
about why and where things went wrong.
Whenmonitoringawarenessremembertoaskhowpeopleheardaboutaparticularissue/schemeetc. Without doing this it will be impossible to know where to ocus your uture eorts.
Low cost methods
Oten insufcient unds are cited as a reason to not carry out an education programme and
evaluation. While money can make things easier it is not essential to have lots o it to carry out an eec-tive programme. Here are some low cost tips.
Inplaceofanexpensiveprojector,laptopandscreenwhynotprintoutyourslidesonA3paperand
laminate. Gather the students in closer or a more intimate presentation style.
Thereisverylittleneedtosupplyeverychildwithaposter.Aposterdisplayedintheclassroomis
likely to be seen just as oten, i not more so, than one sent home.
Itisnotalwaysnecessarytoproduceyourownmaterialsfromscratch;manylargeanimal
welare organisations have materials that they are happy to share. You can search or resources on
www.animal-education.org.
Ifdoingaquestionnaireforevaluationorresearch,youcanaskquestionsorally,orwritethemupon a board, and ask participants write answers on a slip o paper to save photocopying costs.
Classroom Management
Hopeully i you are conducting lessons in a school there will be teachers available to help with classroom
management, however it is a good idea to know a ew things about class control.
Dontstartteachinguntilyouhavetheattentionofallthestudents.Ifatallpossibledonotattempt totalkoverstudentschattering-itgivestheimpressionyoudontmindthemnotgivingyoutheir
ull attention.
Withyoungerstudentsabequietcuecanbebenecial;itsmorepleasantthanrepeating pleasebequiet.Itcanbeassimpleasholdingyourngertoyourlipsbutwhynotbemorefun
and use a puppet or play an animal noise. Remember to introduce the cue at the beginning o thelesson.
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World Society for the Protection of Animals
www.wspa-international.org www.animal-education.org
Itisworthhavingafewenergisingactivitiesandcalmdownactivitiesonhandifthemoodofthe
class becomes unsuitable or teaching. A ew minutes o animal impressions or quick song canenliven a sleepy class.
Rememberthataclasswillbeinuencedbyyourbehaviour.Ifyouwanttokeeptheclasscalmand
quietkeepyourownvoicelevelandsoft(thoughmakesureyoucanstillbeheard!).
Structuring a lesson
Thebestlessonshaveastarteractivity,amiddle(brokenintoepisodes)andthenaplenary(a review activity).
Whendevisingactivitiesforthelessonbearinmindthatstudentsaverageconcentrationspanin
minutes equates to their age in years plus one or two.
Remembertosetlearningobjectivesforanytypeofeducationactivity,notjustthosewithinaormal education setting. They are good to ocus both yoursel and your participants.
Displaythematthebeginningofthesession/lesson/presentation.
Tohelpyouwritelearningobjectivesusevariationsofthissentencestem-Bytheendofthe lessonstudentsshould..plusknowthat,understand.,beableto.,developor
beawareof...
RatherthanaskingparticipantsDoyouunderstandtheobjectives?Askaparticipanttoexplain
them back to you. This will usually highlight any common misunderstandings.
Attheendofthesessionreviewtheobjectives.Allparticipantsshouldfeelasiftheyhave
accomplished them.
Learning styles
It is important to recognise that students, o all ages, have dierent preerred learning styles.
Wherepossibleincludeamixtureofactivitiessuitedtodifferentstylestomaximizelearning.
See below or a brie description o nine dierent styles along with their associated activities.
InterpersonalActivities involve dialogue and working with others.
IntrapersonalActivities involve working independently, devising own strategies or ormulating questions, applying the
conceptorissuetopersonalexperienceandpriorknowledge.
Kinaesthetic/practicalActivities such as cutting, pasting, improvising and role play.
Linguistic/Literary
Activities such as writing, reading, discussing.
Logical/mathematicalActivities such as calculating, using data, looking or patterns,
applying inormal logic.
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World Society for the Protection of Animals
www.wspa-international.org www.animal-education.org
Musical/auditory
Activitiesusingmusic,soundsandwordstostimulateideas;makinguprhymes,raps,songs;singingandusingmusictoaffectonesmood.
Visual/spatial
Activities involving diagrams and maps, designing posters and plans, painting, sketching and drawing.
Naturalistic/environmentalActivities involve ecological thinking, care or animals, plants and the environment (both the built and
natural)
Affective/emotional/intuitiveActivitiesinvolverespondingwithfeelings,respondingintuitively,aestheticappreciation,experiencingawe
and wonder.
Teaching styles
Itisimportanttomatchtheteachingstylewiththetypeoflearningactivity.Intheboxbeloware3
common styles with a note on what type o learning they each target. Although the descriptionsusethewordstudentthesemethodsapplytoallteachingsituationswhetheritisteachingprimary school children or arm owners.
Direct interactive
Talk or demonstration ollowed by student activity. Good or learning new knowledge. It is less eective orexploringfeelings.
Inductive
Students generate own rules and hypothesis by collecting and sorting inormation. Good or ormingconceptsandexploringfeelingsbutlessgoodforlearningnewskills.
EnquiryStudents test a prediction by collecting and analysing data. This method is good or orming concepts andpracticingskills.Itislessusefulforexploringfeelings.
Child-friendly teaching methods
Whenpossibleuseactivity-basedteaching,allowingstudentstolearnbydoingandexperiencing.
Keepageinmind-forexamplewithintheprimaryschoolagerangetherearedifferencesthatwill inuencelearningandteaching;herearesomeexamplesforactivitiesforeachagegroup.
4-7 YEAR OLDS
Storytelling
Singingsongs
Puppetplays
Drama
Languagegames
Drawing,colouringandpainting
Simpleconversationsanddiscussions
8-11YEAROLDS
Storytelling
Carryingoutsimplesurveys
Quizzes
Drama,roleplaying
Creativewriting
Drawing,painting,claymodelingetc
Brainstorming
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World Society for the Protection of Animals
www.wspa-international.org www.animal-education.org
Studentsovereightcangetembarrassedaboutexpressingfeelingsandcanbesensitivetogender
stereotypes. Take care to consider this and create a cooperative atmosphere which does notreinorce stereotypes.
Usechild-friendlywordsbutdonotpatronise.
Youngchildrennditdifculttositstillandquietforlong(youmayhavealreadynoticedthis!),
makesureyoubuildinopportunitiesfortalking/noisemakingandmovementintoyourlessons.
Teaching adults
Educationisntjustaboutschool;youmayoftenbeeducatingadults.Herearesometipsforteachingthose over eighteen.
Adultsarenotsounlikechildren-youshouldstillaimforagoodmixofstylesandchangesofpace
to maintain interest.
Adultlearnerswillnormallyappreciateamoreindependentformoflearning-guidethemtodiscover things or themselves rather than you telling them. (Although this applies to younger
learnerstoo!)
Dontpresumebecauseyouareworkingwithadultsthatyoursessions/workshopsetc.Needany lessplanning,thinkingthatasyouareallgrownupsyoucangetawaywithhavingagoodtalk
abouttheissuesorsomethingsimilar.Lessonsshouldstillbefocused,andpre-planningwillhelpyou stick to the topic at hand.
Oftenmoresothanschoolagestudents,itisimportantforadultlearnerstoseethelearning
process as a means to an end, rather than an end in itsel. Emphasise the practical and positiveoutcomes o their learning.
Adultsneedtobeabletointegratenewideaswithwhattheyalreadyknowinorderforthemtobe
readilyacquiredandused.Makesureyoumakelinkstoyouradultlearnerscurrentexperienceandknowledge.
Bearinmindthatadultsmaybelesslikelythanyoungerlearnerstorisktryingoutnewideasor
actionsinalearningenvironmentforworryoflookingstupid.Icebreakeractivitiescanhelp people eel more comortable.
Facilitating
In many adult learning situations acilitation is oten preerable to teaching or lecturing. Inacilitation your role is to help the participants discover new ideas or solve a problem through
active learning. Some things to remember when in a acilitator role are:
Asafacilitatoryouneedtoclearlyoutlinetheobjectiveofthediscussion,andensureeveryoneunderstands and agrees on this objective.
Youneedtocreateanenvironmentwhereeveryonefeelstheycanexpresstheirownviewpoint.
This can be achieved by setting ground rules regarding acceptable behaviour.
Itisimportanttokeepthediscussionfocusedonthetopicinhand,evenifthismeansinterruptingpeople, politely o course.
Youshouldbuildintimeforreectionandself-assessmentplusopportunitiesfor
participants top share their learning.
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World Society for the Protection of Animals
www.wspa-international.org www.animal-education.org
Making presentations
PowerPointcanbeausefultoolformakingpresentations.Itisimportanthowevertouseit
sparinglyanddontconfusemakingasetofslideswithpreparingforapresentation!Seebelowformoretips.
Alwaystimeyourpresentationwhenyoupractice,yourestimatewilloftenbewrong!
Usesinglesentencesandkeywordsonslidesratherthanparagraphsandkeepanimationtoa
minimum.Trynottoreadwhatsontheslidetheaudienceiscapableofdoingthisthemselves. Trytousebulletpointphrasesandexpandonthemverbally.
Makesureyouknowyourpresentationinsideout.Nothingshouldsurpriseyouandyoushouldbeable to link smoothly between slides.
Standup!Sittingcanbeappropriatefordiscussionbutyoullpresentmuchbetterstandingup.
Who to contact?
Thissectionappliestotakinganimalwelfareintoschools;howevertheideaofgettingtheappropriatepersonspermissionandagreementisapplicabletoallprogrammes.Precise
requirements will vary rom country to country.
Writeanintroductorylettertotheheadteacheroftheschool.Althoughtheymaynotmakethedecision as to whether your programme is suitable or the school it is a polite gesture. Ask them
topasstheletterontointerestedteachers.Forsecondaryschoolsyoucanalsowritetothesubject head, outlining how your programme links to their subject.
Forsecondaryschoolsyoucanalsowritetothesubjecthead,outlininghowyourprogrammelinks
to their subject.
Writetothelocaleducationauthoritytoletthemknowyourplans,usuallyyouwillnotneed their permission to go into schools but it is good practice to keep them inormed. It is also
a good opportunity to ask or their support.
Ifyouofferteachertrainingbesuretocontacttherelevanttrainingbody(usuallypartofthe Ministry o Education) they should be able to give you inormation on the current training system
and whether your training could count or training credits ( i this system is in place).
Getting teachers interest
Teachersarebusypeoplesowilloftentobelookingforresourcesthatcansavetime.Aready prepared lesson with all necessary materials and clear learning outcomes will be more enticing
than a single worksheet or poster.
Linktoexistingsyllabianddemonstratewhereittsspecically.Formanyteachersitcanbea struggletocoverallofasyllabusintheallottedtime,thereforeleavingnotimeforextraactivities.
I your resources ft in with what has to be taught they are much more likely to be used.
Learntheterminology.Ifyoucancommunicatewithteachersusingthecurrentkeywordsfromthecurriculum or teaching theory you are more likely to grab their attention. Oten local education
authoritiesortheMinistryofEducationwillhavewebsitesexplainingcurrentthemesorareasofocus.
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Subject matter
Animalwelfare,despiteourbestefforts,canhaveabadreputationbringingtosomemindsthewordsactivists,protestersandextremists.Forthisreasonitcanbeimportanttopresentyoursubjectmatter
careully.
Takecaretobalancenegativeinformationwithinformationabouthowyourparticipantscanhelp
(and do not limit this solely to undraising). You want the participants to leave motivated notdepressed.
Whendescribingyourprogrammetalkaboutthebenetstotheparticipantsaswellasthe eventual benefts or the animals.
Becarefultonotalienategroupsofpeoplebymakinggeneralisations,suchasFarmers
arecruel.Beclearyouaretalkingaboutprocedures,conditionsetc.notspecicpeople.
Rememberpeoplemakingsmallchangeswillalsobebenecial;forexampleyoumayhave a better success rate talking about the benefts o cutting down meat consumption rather
than not eating meat at all.
You
How you behave, whether in ront o a class o 6 year olds or talking with representatives o the education
authority, will have an impact on your education programme. Here are some ideas.
Bepositive.Withintheanimalwelfaremovementtherecanbeatendencytodwellonthe problemsbutyoureducationprogrammeispartofthesolution-sotalkaboutthat!
Inateachingsituationhumourisimportant.Bynottakingyourselftooseriouslyamorerelaxed
atmosphere can be created which is conducive to learning.
However,nottakingyourselftooseriouslyandusinghumourinyourteachingdoesnotmeanyou
shouldntbeprofessional.Lackofprofessionalismcanbetranslatedasyounotcaringaboutyour programme.Ifyoudontcareaboutyourprogramme,whyshouldanyoneelse?Showyour
passion, both or animal welare and education. Enthusiasm is inectious.
Bewellprepared.Knowingwhatyouaredoingwillgiveyoumorecondenceandeloquence.No excusesfornotdoingyourhomework!
Beclearontheuniquesellingpointofyoureducationprogrammeanddontbeafraidtopromoteit.
Youwilllikelybecompetingwithotherdemandsonpeoplestime.
www wspa international org www animal education org
World Society for the Protection of Animals
www.wspa-international.org www.animal-education.org