Place-Based Learning

neighborhood

About 10 years ago, I read a book called Place-Based Education: Connecting Classrooms and CommunitiesPlace-based learning is an educational philosophy. It is also known as (or is related to) pedagogy of place, place-based education, experiential education, community-based education, education for sustainability and environmental education.

The term Place-based Education was coined in the early 1990s by Laurie Lane-Zucker of The Orion Society and Dr. John Elder of Middlebury College. Orion’s early work in the area of place-based education was funded by the Geraldine R. Dodge Foundation and I received a grant from the Dodge back then to do a project with a community and elementary school in New Jersey using this philosophy.

Here’s an excerpt of that book that gives you an overview. It was written by David Sobel, who teaches in the education department at Antioch University New England in New Hampshire.

Back when I was teaching in a middle school and working on that grant, I had used another book  by him, Mapmaking with Children.  It’s definitely related and concerned with having kids get a better “sense of place” for their community.

child's map

I’m a map fan and for me this is more than geography education. You can work with kids and start with mapping close to home in their known world. Then it can “zoom out” to nearby neighborhoods, bordering towns and beyond. I saw this as visual literacy and critical thinking.

I know that many educators use it along with community projects involving the environment or service projects. In the project I did for that grant, we had set one of the goals to be having every kid work with at least one parent closely and we did a day of field trips around the town and area with them,

I saw the mapping as way beyond a  social studies class. I had a lot of fun having students make maps of imaginary places and setting from books they were reading.

Place-based education is more aimed at solving community problems. It uses the students’ local community as one of the primary resources for learning – the unique local history, environment, culture, economy, literature, and art of a particular place. The community can be just the school grounds or the town.

You might zoom out later but at the start it is definitely better o zoom in on the community rather than national or global issues. Think global, act local.

Kids always liked that this was very much hands-on learning, project-based learning, and involved getting out of the classroom.

More recently I saw an article on place-based learning that got me thinking about this again. This idea of community as classroom and learning that engages students in solving real problems in the community is still very valid. Even more important to me is the idea of place.

You can easily imagine a nearby woods or river as a classroom for science. What about using it for writing poetry or for a math lesson? Getting away from just using textbooks and worksheets is probably more of a challenge for teachers than for students.

Sobel has kept the philosophy moving forward and he consults and speaks on child development and place-based education for schools. He has authored seven books on children and nature. Perhaps his best known book is Beyond Ecophobia.

That article mentioned above is by Bernard Bull and he suggests six starting points for using place including thinking beyond the “field trip (something that is often not feasible for teachers to consider these days anyway) and building a community network of groups and people in the community who own or work in places that align with the curriculum.

Place-based learning didn’t take a real grip on education when it first was promoted, but I think it has so many possibilities for dropping the many walls, literal and figurative, that hold back innovation in education.

And this is certainly an approach that parents can take with their kids, even if the schools are not willing to take on the challenge.

Original photo by Kenneth Spencer, enhanced by Dianne Lacourciere https://www.flickr.com/photos/60712129@N06/

Original photo by Kenneth Spencer, enhanced by Dianne Lacourciere via flickr.com

Celestial Observations

mercury

On another of my sites, Weekends in Paradelle, I write weekly essays on things that interest me. Looking over the stats for that site recently, I realized that I have written quite a number about celestial observations. In this category you will find observations about each month’s Full Moon, equinoxes, solstices, meteor showers, stars, planets and other things out in the huge universe.

I suppose I always had some interest in those topics. I loved going to planetariums. I bought a few decent telescopes. But I can’t say that I am very knowledgeable or “educated” on these topics. I will watch Brian Greene or Neil deGrasse Tyson and other scientists and I am fascinated and I learn new things. But ask me about them the next day and I seem to have forgotten it all. I have written about the equinoxes twice a year for the past few years, and yet when I start a piece on the next one, I find myself going back to check the facts on what the equinox means and the science behind it.

So, why make these celestial observations? It started when my sons were quite young. I wanted them to know the names of the plants, trees, fish, birds and animals that we see around us. I also wanted them to know what was above us in the heavens. I know that I lay back in the summer grass as a child and looked at stars and sometimes saw a falling one. I think I knew that was a meteor, but I definitely didn’t know it was the Perseids or why it was happening. I wanted my sons to know.

It also probably was motivated by a period of Zen study and trying harder to “live in the moment” and be more aware of things. I don’t think people pay very much attention to the natural world above and below them – certainly not as much attention as they pay to their smartphone or television. That’s saddens me.