![\"\"](\"https:\/\/www.terc.edu\/climateandequity\/wp-content\/uploads\/sites\/39\/2024\/11\/CE-Newsletter-elements_sunClouds-1024x213.png\")
<\/figure>\n<\/div>\n\n\nDesigning Regional Climate and Equity Institutes <\/h5>\n\n\n\n
Earlier this month, 6 Fellows, Carl Armstrong (’22), Abe Cohen (’22), Diana DePaula (’23), Kelli Grabowski (’23), Sean McFadden (’23) and Sarah Young (’22), took part in a 3-day retreat to design two Regional Climate and Equity Institutes- one for teachers in the Midwest, and the other for teachers in New York State.<\/p>\n\n\n\n
By the end of the retreat, each team has an almost entirely fleshed out vision for a 4\u20136-day institute that would incorporate all the elements of the Schoodic institute in new and thoughtful ways. The teams have already begun to harness their own networks, peers, and knowledge of their contexts, identifying the resources available, the potential pitfalls, and strategizing how to use their contexts to be responsive to their audiences. <\/p>\n\n\n\n
The two teams hope implement their plans in Summer 2026. We envision that these two regional institutes will be the first of several across the country in the years to come!<\/p>\n\n\n\n
Resources <\/h2>\n\n\n\n![\"\"](\"https:\/\/www.terc.edu\/climateandequity\/wp-content\/uploads\/sites\/39\/2024\/11\/CE-Newsletter-elements_waves-1024x213.png\")
<\/figure>\n<\/div>\n\n\n<\/div>\n\n\n\nNew Article by Claudia Bouchard (’23) “Teaching Multilingual Learners.”<\/a><\/h5>\n\n\n\n<\/div>\n\n\n\n![\"\"](\"https:\/\/www.terc.edu\/climateandequity\/wp-content\/uploads\/sites\/39\/2025\/10\/Screenshot-2025-10-28-at-9.23.17-AM.png\")
<\/figure>\nIn the Fall 2025 Issue of Kaleidoscope Journal Claudia shares steps she has taken to create an environment in which her multilingual students can thrive.<\/p>\n<\/div><\/div>\n\n\n\n
<\/div>\n\n\n\nFrom Amanda Darlak (’24):<\/h5>\n\n\n\n<\/div>\n\n\n\n![\"\"](\"https:\/\/www.terc.edu\/climateandequity\/wp-content\/uploads\/sites\/39\/2025\/10\/Screenshot-2025-10-28-at-9.58.22-AM-705x1024.png\")
<\/figure>\nI just finished listening to What if We Get it Right?<\/em> by Dr. Ayana Elizabeth Johnson, who co-edited All We Can Save<\/em>. I highly recommend listening to it instead of reading it, as it resembles a podcast format featuring interviews with individuals involved with climate solutions, including farmers, filmmakers, landscape architects, journalists, policy visionaries, and those dedicated to addressing climate issues. There\u2019s something for everyone, offering new insights into the interconnectedness of the various elements of science, policy, culture, and justice.<\/p>\n\n\n\nI feel rejuvenated and am contemplating how to incorporate some of this information into my Environmental Science class to inspire learning and discussions. Envisioning what the future could look like if we implement the possibilities instead of perpetuating the problems is powerful.<\/p>\n\n\n\n
https:\/\/www.getitright.earth<\/a><\/p>\n\n\n\n“Sometimes the bravest thing we can do while facing an existential crisis is imagine life on the other side. This provocative and joyous book maps an inspiring landscape of possible climate futures.”<\/em><\/p>\n<\/div><\/div>\n\n\n\n<\/div>\n\n\n\nEN-ROADS<\/h5>\n\n\n\n
Some Fellows have experience using EN-ROADS <\/a>\u2014 It\u2019s being used at MIT<\/a>, too, with positive results on students’ understanding of climate change, and their interest in taking climate action. Do you have stories about how it’s worked with your students? Or with your colleagues?<\/p>\n\n\n\nTipping Points <\/h5>\n\n\n\n
“As COP30 approaches, we\u2019ve synthesized the latest research on tipping points \u2013 both positive and negative \u2013 into the Global Tipping Points Report 2025. A total of 160 authors, from 23 countries and 87 institutions contributed. Together, we\u2019ve consolidated knowledge on how to govern Earth system tipping points, the risks they pose, and the opportunities presented by understanding and acting on positive tipping points.” See the latest report here<\/a>.<\/p>\n\n\n\nTeaching is<\/strong> Inquiry: Observation and Reflection As the Heart of Practice. By Cynthia Ballenger.<\/a><\/h5>\n\n\n\n<\/div>\n\n\n\n![\"\"](\"https:\/\/www.terc.edu\/climateandequity\/wp-content\/uploads\/sites\/39\/2025\/10\/Screenshot-2025-10-28-at-10.00.49-AM.png\")
<\/figure>\nInquiry is a central value in science education. It is not a technique, but an orientation, a way of coming-to-know about questions of importance to the learner. From the question, thinking unfolds, helped by resources and by other people with whom you share the thinking and the wondering, talking, and doing. Cindy Ballenger, an experienced teacher-researcher (and former TERC colleague) writes with penetration and insight about the teacher-learner, deriving guidelines and techniques for observation and reflection from vivid, honest, and engaging examples of her own encounters with puzzling children or puzzling moments. You will want to read this gracefully written book more than once. From her introduction: “Teaching as inquiry is not an additional task; it does not take extra time and attention. Rather, it is a way of being in the classroom that can help children and reinvigorate our own sense of the excitement of teaching and learning.”<\/p>\n<\/div><\/div>\n\n\n\n
\n\n\n\n\n\nNow’s your chance! Deadline for next newsletter<\/h4>\n\n\n\n
Send us your ideas, your news items, or resource reviews by November 10th <\/strong>for next month’s newsletter.<\/p>\n<\/div>\n\n\n\n\nCall-backs: Feel free to suggest topics for future call back sessions<\/h4>\n\n\n\n
<\/figure>\n<\/div>\n\n\nNew Article by Claudia Bouchard (’23) “Teaching Multilingual Learners.”<\/a><\/h5>\n\n\n\n<\/div>\n\n\n\n<\/figure>\nIn the Fall 2025 Issue of Kaleidoscope Journal Claudia shares steps she has taken to create an environment in which her multilingual students can thrive.<\/p>\n<\/div><\/div>\n\n\n\n
<\/div>\n\n\n\nFrom Amanda Darlak (’24):<\/h5>\n\n\n\n<\/div>\n\n\n\n<\/figure>\nI just finished listening to What if We Get it Right?<\/em> by Dr. Ayana Elizabeth Johnson, who co-edited All We Can Save<\/em>. I highly recommend listening to it instead of reading it, as it resembles a podcast format featuring interviews with individuals involved with climate solutions, including farmers, filmmakers, landscape architects, journalists, policy visionaries, and those dedicated to addressing climate issues. There\u2019s something for everyone, offering new insights into the interconnectedness of the various elements of science, policy, culture, and justice.<\/p>\n\n\n\nI feel rejuvenated and am contemplating how to incorporate some of this information into my Environmental Science class to inspire learning and discussions. Envisioning what the future could look like if we implement the possibilities instead of perpetuating the problems is powerful.<\/p>\n\n\n\n
https:\/\/www.getitright.earth<\/a><\/p>\n\n\n\n“Sometimes the bravest thing we can do while facing an existential crisis is imagine life on the other side. This provocative and joyous book maps an inspiring landscape of possible climate futures.”<\/em><\/p>\n<\/div><\/div>\n\n\n\n<\/div>\n\n\n\nEN-ROADS<\/h5>\n\n\n\n
Some Fellows have experience using EN-ROADS <\/a>\u2014 It\u2019s being used at MIT<\/a>, too, with positive results on students’ understanding of climate change, and their interest in taking climate action. Do you have stories about how it’s worked with your students? Or with your colleagues?<\/p>\n\n\n\nTipping Points <\/h5>\n\n\n\n
“As COP30 approaches, we\u2019ve synthesized the latest research on tipping points \u2013 both positive and negative \u2013 into the Global Tipping Points Report 2025. A total of 160 authors, from 23 countries and 87 institutions contributed. Together, we\u2019ve consolidated knowledge on how to govern Earth system tipping points, the risks they pose, and the opportunities presented by understanding and acting on positive tipping points.” See the latest report here<\/a>.<\/p>\n\n\n\nTeaching is<\/strong> Inquiry: Observation and Reflection As the Heart of Practice. By Cynthia Ballenger.<\/a><\/h5>\n\n\n\n<\/div>\n\n\n\n<\/figure>\nInquiry is a central value in science education. It is not a technique, but an orientation, a way of coming-to-know about questions of importance to the learner. From the question, thinking unfolds, helped by resources and by other people with whom you share the thinking and the wondering, talking, and doing. Cindy Ballenger, an experienced teacher-researcher (and former TERC colleague) writes with penetration and insight about the teacher-learner, deriving guidelines and techniques for observation and reflection from vivid, honest, and engaging examples of her own encounters with puzzling children or puzzling moments. You will want to read this gracefully written book more than once. From her introduction: “Teaching as inquiry is not an additional task; it does not take extra time and attention. Rather, it is a way of being in the classroom that can help children and reinvigorate our own sense of the excitement of teaching and learning.”<\/p>\n<\/div><\/div>\n\n\n\n
\n\n\n\n\n\nNow’s your chance! Deadline for next newsletter<\/h4>\n\n\n\n
Send us your ideas, your news items, or resource reviews by November 10th <\/strong>for next month’s newsletter.<\/p>\n<\/div>\n\n\n\n\nCall-backs: Feel free to suggest topics for future call back sessions<\/h4>\n\n\n\n
<\/figure>In the Fall 2025 Issue of Kaleidoscope Journal Claudia shares steps she has taken to create an environment in which her multilingual students can thrive.<\/p>\n<\/div><\/div>\n\n\n\n
From Amanda Darlak (’24):<\/h5>\n\n\n\n<\/div>\n\n\n\n<\/figure>\nI just finished listening to What if We Get it Right?<\/em> by Dr. Ayana Elizabeth Johnson, who co-edited All We Can Save<\/em>. I highly recommend listening to it instead of reading it, as it resembles a podcast format featuring interviews with individuals involved with climate solutions, including farmers, filmmakers, landscape architects, journalists, policy visionaries, and those dedicated to addressing climate issues. There\u2019s something for everyone, offering new insights into the interconnectedness of the various elements of science, policy, culture, and justice.<\/p>\n\n\n\nI feel rejuvenated and am contemplating how to incorporate some of this information into my Environmental Science class to inspire learning and discussions. Envisioning what the future could look like if we implement the possibilities instead of perpetuating the problems is powerful.<\/p>\n\n\n\n
https:\/\/www.getitright.earth<\/a><\/p>\n\n\n\n“Sometimes the bravest thing we can do while facing an existential crisis is imagine life on the other side. This provocative and joyous book maps an inspiring landscape of possible climate futures.”<\/em><\/p>\n<\/div><\/div>\n\n\n\n<\/div>\n\n\n\nEN-ROADS<\/h5>\n\n\n\n
Some Fellows have experience using EN-ROADS <\/a>\u2014 It\u2019s being used at MIT<\/a>, too, with positive results on students’ understanding of climate change, and their interest in taking climate action. Do you have stories about how it’s worked with your students? Or with your colleagues?<\/p>\n\n\n\nTipping Points <\/h5>\n\n\n\n
“As COP30 approaches, we\u2019ve synthesized the latest research on tipping points \u2013 both positive and negative \u2013 into the Global Tipping Points Report 2025. A total of 160 authors, from 23 countries and 87 institutions contributed. Together, we\u2019ve consolidated knowledge on how to govern Earth system tipping points, the risks they pose, and the opportunities presented by understanding and acting on positive tipping points.” See the latest report here<\/a>.<\/p>\n\n\n\nTeaching is<\/strong> Inquiry: Observation and Reflection As the Heart of Practice. By Cynthia Ballenger.<\/a><\/h5>\n\n\n\n<\/div>\n\n\n\n<\/figure>\nInquiry is a central value in science education. It is not a technique, but an orientation, a way of coming-to-know about questions of importance to the learner. From the question, thinking unfolds, helped by resources and by other people with whom you share the thinking and the wondering, talking, and doing. Cindy Ballenger, an experienced teacher-researcher (and former TERC colleague) writes with penetration and insight about the teacher-learner, deriving guidelines and techniques for observation and reflection from vivid, honest, and engaging examples of her own encounters with puzzling children or puzzling moments. You will want to read this gracefully written book more than once. From her introduction: “Teaching as inquiry is not an additional task; it does not take extra time and attention. Rather, it is a way of being in the classroom that can help children and reinvigorate our own sense of the excitement of teaching and learning.”<\/p>\n<\/div><\/div>\n\n\n\n
\n\n\n\n\n\nNow’s your chance! Deadline for next newsletter<\/h4>\n\n\n\n
Send us your ideas, your news items, or resource reviews by November 10th <\/strong>for next month’s newsletter.<\/p>\n<\/div>\n\n\n\n\nCall-backs: Feel free to suggest topics for future call back sessions<\/h4>\n\n\n\n
<\/figure>I just finished listening to What if We Get it Right?<\/em> by Dr. Ayana Elizabeth Johnson, who co-edited All We Can Save<\/em>. I highly recommend listening to it instead of reading it, as it resembles a podcast format featuring interviews with individuals involved with climate solutions, including farmers, filmmakers, landscape architects, journalists, policy visionaries, and those dedicated to addressing climate issues. There\u2019s something for everyone, offering new insights into the interconnectedness of the various elements of science, policy, culture, and justice.<\/p>\n\n\n\n I feel rejuvenated and am contemplating how to incorporate some of this information into my Environmental Science class to inspire learning and discussions. Envisioning what the future could look like if we implement the possibilities instead of perpetuating the problems is powerful.<\/p>\n\n\n\n https:\/\/www.getitright.earth<\/a><\/p>\n\n\n\n “Sometimes the bravest thing we can do while facing an existential crisis is imagine life on the other side. This provocative and joyous book maps an inspiring landscape of possible climate futures.”<\/em><\/p>\n<\/div><\/div>\n\n\n\n Some Fellows have experience using EN-ROADS <\/a>\u2014 It\u2019s being used at MIT<\/a>, too, with positive results on students’ understanding of climate change, and their interest in taking climate action. Do you have stories about how it’s worked with your students? Or with your colleagues?<\/p>\n\n\n\n “As COP30 approaches, we\u2019ve synthesized the latest research on tipping points \u2013 both positive and negative \u2013 into the Global Tipping Points Report 2025. A total of 160 authors, from 23 countries and 87 institutions contributed. Together, we\u2019ve consolidated knowledge on how to govern Earth system tipping points, the risks they pose, and the opportunities presented by understanding and acting on positive tipping points.” See the latest report here<\/a>.<\/p>\n\n\n\n Inquiry is a central value in science education. It is not a technique, but an orientation, a way of coming-to-know about questions of importance to the learner. From the question, thinking unfolds, helped by resources and by other people with whom you share the thinking and the wondering, talking, and doing. Cindy Ballenger, an experienced teacher-researcher (and former TERC colleague) writes with penetration and insight about the teacher-learner, deriving guidelines and techniques for observation and reflection from vivid, honest, and engaging examples of her own encounters with puzzling children or puzzling moments. You will want to read this gracefully written book more than once. From her introduction: “Teaching as inquiry is not an additional task; it does not take extra time and attention. Rather, it is a way of being in the classroom that can help children and reinvigorate our own sense of the excitement of teaching and learning.”<\/p>\n<\/div><\/div>\n\n\n\n Send us your ideas, your news items, or resource reviews by November 10th <\/strong>for next month’s newsletter.<\/p>\n<\/div>\n\n\n\nEN-ROADS<\/h5>\n\n\n\n
Tipping Points <\/h5>\n\n\n\n
Teaching is<\/strong> Inquiry: Observation and Reflection As the Heart of Practice. By Cynthia Ballenger.<\/a><\/h5>\n\n\n\n
<\/figure>
\n\n\n\nNow’s your chance! Deadline for next newsletter<\/h4>\n\n\n\n
Call-backs: Feel free to suggest topics for future call back sessions<\/h4>\n\n\n\n