University of ManitobaSummer Session 2012

EDUA 5730, EDUA 5740 & EDUA 7740

“Place-based education is the process of using local community and environment as a starting point to teach concepts…” David Sobel

BENEFITS OF PBLResearch states that the benefits of

place-based learning are: higher test scores

better grade point averages improved classroom behaviour

increased self-esteem increased problem-solving abilities

increased higher-level thinking skills.

started in Rabun County, Georgia in 1966 was designed on the ideas of John Dewey was intended to engage the poor, unsuccessful students in rural

Appalachia in learning to write & produce content based on the things around them - their place.

used the tools available at the time ie. tape recorders for oral interviews, black & white cameras, & typewriters

students produced articles & then books the first Foxfire book was published in 1972 in the past 40 years, Foxfire has spawned a series of 12 books

documenting the folkways, traditions & culture of Appalachia the books have taught many students to communicate with an

authentic audience in the process. the last book was published in 2004 a twice-yearly magazine is now the vehicle the Rabun County

High School students use to publish writing on these topics

Begins with asking three questions: Where am I?

What is the natural & social history of this place? How does this place fit into the larger world?

Successful place-based programs involve students as participants in the life of their communities.

They are: 1. the work is infused from the beginning with student

choice, design, & revision2. the teacher’s role is that of facilitator & collaborator 3. the academic integrity of the work is clear4. the work is characterized by active learning5. peer teaching, small group work, & teamwork are all

consistent features of classroom activities6. connections between the classroom work, the

surrounding communities, & the world beyond the community are clear

7.there is an audience beyond the teacher for student’s work

8. new activities spiral develop out of the old, incorporating lessons learned from past experiences, building on skills & understandings that can now be amplified

9. imagination & creativity are encouraged in the completion of learning activities

10.reflection is an essential activity that takes place at key points throughout the work

11.the work the student does includes ongoing assessment & evaluation

Measurable lifelong-learning skills are embedded in an academic core.

These include the skills to: follow an interest with a passion be able to precisely observe, record, & analyze data be a tenacious learner demonstrate effective collaborative skills recognize & utilize dynamic systems develop an intellectual balance of skepticism & openness use the power of intuition along with the discipline of deduction be able to cooperate through a shared dilemma draw conclusions independent of authority tolerate ambiguity select problem-solving strategies appropriate to a complex task

All these -- & more -- frame skills used throughout life.

takes place on-site in the school yard / community

/environment focuses on local themes, systems, & content is personally relevant to the student experiences contribute to the community’s vitality /

environmental quality supports the community’s role in fostering global

environmental quality is supported by strong & varied partnerships with local

organizations, agencies, businesses, & government

is interdisciplinary experiences are tailored to the local audience is grounded in & supports the development of a love

for one’s place serves as the foundation for understanding &

participating appropriately in regional & global issues.

Individually:read & answer the PBL true/false fact sheet

In pairs:correct & compare answers

In small groups:share and compare answers / comments

Place-based

Education

Program in a

school

Changes inschool culture

Increased student

engagement &

enthusiasm

Improved student

academic achieveme

ntChanges in educator practice

(ie. increased collaboration,

interdisciplinary integration, use of

local resources, professional

growth & engagement etc.)

PBL & Civic Engagement: Theory of Change

Stewardship of natural &cultural resources, publiclands, & community

Sense of self-competence:ongoing civic engagementin adult years

Civic engagement: service learning project

Understandingof place

Skills development

Attachmentto place

Place-based learning exploration & experiences

Active participation between public land, school, & community

David Sobel (2004)

Natural environment:natural science &geography

Social issues:social studies &geography

Political knowledge:civic &government

Local history,heritage, & culture:global context

The arts: asceticappreciation of theenvironment

Roger Hart

Academic Scope of Place Based Learning & Civic Engagement

Arts, Math, Science, Social Studies, Language Arts, Communications, Physical Education

Initial Planning & OrganizationThrough a series of meetings, stakeholders will work to

develop a conceptual vision & determine the scope of the program; identify & bring together the key players that will make up the Leadership Team, & present a timeline & plan for developing the program.

Leadership Teams are made up of educators, administrators, community & environmental partners, parents, youth & other business partners that are interested in implementation of Place-Based Learning in their community.

Inventory Current Resources & Priorities

Through a series of exercises & meetings, stakeholders will assist the Leadership Team to identify & gather information on existing available resources, successful local programs, opportunities, challenges, & community & educational priorities.

This step provides an opportunity to begin to form relationships, while listening carefully to people’s needs and priorities.

Visioning & Strategic Planning

The Leadership Team coordinates a community Vision-to-Action Forum, where the community is given the opportunity to provide input for a shared vision, to create action plans, & to develop working groups.

This process informs the Leadership Team & allows the team to develop a comprehensive strategic plan that will guide the development & implementation of their program.

Implementation

The Leadership Team puts the strategic plan into motion & guides the development of the newly emerging program.

Evaluation & ImprovementThe Leadership Team creates a program self-evaluation

process that effectively assesses the program against defined indicators of success & benchmarks outlined in the strategic plan.

The evaluation will provide important information to feed into annual planning efforts, & will help document accomplishments & successes to share with others.

Individually or in small groups: read A Trail to Place-based Service Learning

Curriculum chart and report develop and draft a PBL unit complete the trail to PBL service learning

curriculum chart

Focus on your place. Give students opportunities to explore their communities through research, personal reflection, & exploration – Who are we? What is our history? Why are we unique? How are we connected to our natural surroundings?

Find out what is going on! Attend meetings of your city/band council, conservation commission, or local watershed organization to identify local issues or ongoing projects related to concepts you are studying in the classroom – “real world” examples provide context, life, and meaning!

Find out who your local “experts” are. Invite local elders/professionals from a variety of backgrounds to visit your classroom & share their perspectives on the issue at hand.

Investigate! Work with students & your community “experts” to design research investigations of your own, & visit local libraries or historical collections to learn more.

Take action! Apply student learning & serve your community. Work with community members to help solve a local problem.

Tips for Getting Started in YOUR Place/Community

Adopt a Watershed. http://water.epa.gov/action/adopt/index.cfm

Pomponio, Roberta. Blue Ridge Middle School. Placed Based Education. http://www.lcps.org/Page/68238

James Lewicki. Place-Based Learning MEASURES Up: Tips on Local Learning , edutopia, what works in education george lucas foundation

Smith, Gregory & Sobel, David. Place- and Community-Based Education In Schools. Routledge. New York. 2010.

Duffin, Michael. Place-based Education & Academic Achievement. PEER Associates, Inc. Nov 2005.

The Foundations of Place-based Learning

Centre for Ecoliteracy. TEACH Place Based Learning