December 16, 2014
My book Place-based Curriculum Design: Exceeding Standards Through Local Investigations is coming out among much good company! It is one of the books about place-based education that will debut this year amidst an increased unrest about the weight of standardized tests–and growing frustration of teachers who are weary of being told what to do in ways that make learning irrelevant for their students.
There are a number of new titles that I haven’t even seen yet! I have ordered — but not yet received — a copy of A Place to Learn: Place-Based Pedagogy and Critical Literacy by Amy Azano. It sounds like her focus is mostly on poor, rural communities (but most likely not exclusively) and she uses Friere’s view of literacy and critical engagement. From a peek at the Table of Contents she has an interesting framework of BELONG, LIVE, UNDERSTAND, and ENGAGE to consider learning activities. Can’t wait to read it!
Routledge is publishing another book on place-based education due out this spring titled Place-based Education: Research and Practice by Robert Barratt and Elizabeth Barratt Hacking. Sounds like an interesting presentation of the philosophical backdrop of the practices and case studies in the UK.
Green Teacher has a digital resource called Teaching in the Outdoors that looks great—everything they do is so practical and innovative! This resource is a compilation of some of their best articles: http://greenteacher.com/teaching-in-the-outdoors/
There are also a number of books published recently, some of which aren’t nominally about place-based education—but their books give a unique and powerful accounting of teachers who have oriented their practice towards their community.
Salvatore Vascellero’s book titled Out of the Classroom and Into the World: Learning from Field Trips, Educating from Experience, and Unlocking the potential of Our Students and Teachers examines the authentic learning journeys teachers undertake to plan local investigations for their students. Vascellero profiles the work of Lucy Sprague Mitchell who founded Bank Street’s school for teachers in the 1930s. The book is a wonderful mix of a view into Mitchell’s rich legacy of learning to pay attention to what is nearby, Vascellero’s reflection on his own teaching and neighborhood forays and his accounting of the teachers he now works with at the graduate level.
Doug Selwyn, who teaches across the lake from me in Plattsburgh, wrote a wonderful book that helps teachers conduct meaningful investigations of their nearby communities. The title is Following the Threads: Bringing Inquiry Research into the Classroom and it has some very useful and practical sections on the how and why of structuring inquiry and interviews and examples from practicing teachers. The book has more of a social studies angle but is illuminating for any approach to authentic inquiry. It has an interesting view into cities and forgotten places and is a lovely and inspirational read for all teachers.
Lieberman presents a very useful presentation of community-based curriculum design from a more organizational level and discusses how school districts (and buildings) can shift the focus more to the local. His insight is useful as we face the possibilities of orienting towards the local and the need to think of the logistics of how these changes will occur. Lieberman’s work is well-known in place-based education circles from the foundational research he did with others for SEER (State of Education and Environment Roundtable) and much of this book is grounded in that early research. The book titled: Education and the Environment: Creating Standards-Based Programs in Schools and Districts contains many useful examples of curriculum planning.
These publications join the good company of some classics also not named as place-based education as such for example Steven Levy’s Starting From Scratch and Ron Berger’s An Ethic of Excellence. We join the good company of many foundational texts written by the patriarchs of this practice: Greg Smith, David Sobel and David Greenwood (Greenwood formerly wrote under the name of Gruenewald). They paved the way for the educational community to consider this as a “new” practice as well as ways that the approach was linked to our collective rich critical/progressive history.
And there are other foundational texts for my work in the area of curriculum design. Most prominent, of course, are the books by Grant Wiggins and Jay McTighe that help us plan Understanding by Design.
This is admittedly a short view of the history of educational thought! Dewey, Friere, Whitehead and others were asking teachers to make meaningful connections for the student long ago by suggesting they turn attention to life outside of school. I explore this history in Chapter One of my book.
My book has a specific focus on curriculum design—what decisions and practices teachers have to adopt to orient their planned and enacted curriculum to the people and events that are happening outside the classroom…not only inside printed texts. It is lovely to be part of a movement that is percolating throughout the country as teachers turn to the places we live. Maybe this BOOK energy will bring local learning more prominently into the main current–so many good folks have paved the way–and are still at it! I am in good company indeed!!!
May 30, 2014
This looks pretty wonderful–and what a rich partnership with National Geographic. Can’t wait to read it!
I don’t know about anyone else–but the “old” national geography standards published by National Geographic Society-called Standards For Life:
Geography Education Standards Project. 1994. Geography for Life: The National Geography Standards. Washington D.C.: National Geographic Society Committee on Research and Exploration.
are still the best example of how standards should be written for teachers. I appreciate the pieces of the Common Core and the new NGSS standards and new SS standards might be more “user-friendly” but they take away the intellectual creativity of working with the BIG IDEAS. This is how I think this new book will be so helpful. Center Eco-Literacy has stuck by this view of the standards. and its available as a FREE download! Hooray for the folks at Center for Eco-Literacy!
July 28, 2013
The Burlington Phenology Guild spent a wonderful Saturday morning in the meadow (or parade ground as it is called at Rock Point!) We started out by having some time to think quietly and ponder what was happening in this summer meadow place. Then Walter and Teage shared some thoughts about the ecology of a meadow and all the different relationships that were at work.
Teage challenged us to find seven bugs on one plant and see what they were up to. Here Ross checks out what was going on with a spider and a wasp.
We were lucky that Vic Izzo also joined us for the morning. Vic is a graduate student at UVM in the Plant and Soil Science Department and has a passion for bugs! He brought a lot of cool equipment that we had fun with.
Here Tai is catching some little critters in a net.
We captured them in jars and shared our findings.
Vic later showed us how to kill a bug-and mount it—something that we didn’t want to do a lot of — but realized that it enhanced the study of bugs if we could see them up close—as you can see here!
The next Burlington Phenology Guild will meet on August 17. We will explore the shoreline! Stay tuned for information about paddling and other forms of transportation!
For more information/ or questions make a comment here or email us!
Attached is a flyer for the rest of the YEAR’s programs. Please share with your friends!
March 10, 2013
Our next guild gathering will focus on the sweetness of soils and the physiology of the sugar maple. We will also be highlighting phenological monitoring and its importance/connection to the bigger understanding of our ecological communities.
January 23, 2013
Partners of the Burlington Phenology Guild and over 20 participants gathered this past Saturday at Rock Point School to commence their year of monthly meetings, Naturalists, observers…budding phenologists will gather on the second Saturday of each month to observe the seasonal changes at Rock Point. RP is an amazing site just to hand out at—and a rich and wonderful site to observe the changing natural world. There is large acreage of woods, open fields and some interesting old buildings….and as if that wasn’t enough–it is on the shores of Lake Champlain!
We spent some time indoors hearing from Teage about how we can find the stories of places by making observations and finding evidence of patterns in the landscape. We went outside and he shared with us the special place in the woods where he holds Crows Path–an amazing after school program for young folks.
Participants share their EVIDENCE of changes in the landscape!
It was great to be outside and learn from and with each other!
We look forward to gathering again in February. Attached are the phenology resources posted in January!
August 28, 2012
Summer’s ending…. Tomatoes are ripe…. Energy is gathering for a new school year, and as thoughts turn to school I am grateful for the learning time I had with teachers this summer. In the river—on the mountaintop–exploring the cityscape—–very fun!
As a curriculum coach who loves working with teachers when they have time to dream and scheme—the summer time provides unique opportunities for teachers to explore new sites, collaborate and plan a new year. Just for the record—I believe that this focused work and reflection should come with plenty of UNSCHEDULED time to play and be at home with no agendas—time to renew, hang out with families, friends….
I feel inspired and enriched by the experiences I had this summer with teachers as we explored nearby places. It started off with an evening presentation at the Middle Grades Institute that I co-presented with Katey Wyndorf. Downtown Randolph was an amazing place to explore–the architecture and commerce of downtown and the river that runs alongside the town—a river place that has visible memory of last summer’s Hurricane/Tropical Storm Irene.
We explored the BLOCK–a lovely stretch of buildings where we examined what students could learn in this setting from the perspective of different subjects. See the attached outline of questions
It was a lovely evening and we thought the teachers left with new ideas and a refreshed feeling about learning outside with their students. Katey and I are looking forward to offering a strand at the 2013 session of Middle Grades Institutes. Information to come at http://middlegradescollaborative.org/news/
Watershed for Every Classroom 2012-2013
The Watershed For Every Classroom met in July during one of the hottest weeks on record. We have a wonderful crew and will meet throughout the year until May.
Keep in touch with this group on our website http://www.lcbp.org/watershedmatters/
I was also lucky to be invited to a Design Summit that Walter Poleman (UVM PLACE program — http://www.uvm.edu/place/—and Burlington Geographic http://www.uvm.edu/place/burlingtongeographic/) hosted at the University of Vermont. The purpose of the gathering was to meet with educators from South Carolina and Puerto Rico—places where Walter has been working for a few years planting the seeds of place-based education. We shared ideas, toured special places in Burlington and made plans for future collaboration.
December 7, 2011
Listen to three stellar Vermont educators speak to the power of education for sustainability.
December 5, 2011
The OCCUPY movement has brought great energy to communities, to causes and to the dialogue about economic justice. How can teachers support this dialogue and share with students tools that are useful to understanding such complexity?
September 23, 2011
This obituary appeared in the NYT this week although he passed in August. He was behind many great educational movements—one of which was the Annenberg study that profiled place-based education early on. He also wrote a wonderful book about Leonard Covello who was a principal in Harlem in the 30s–its a bold view of school leadership.
This is one of my favorite quotes:
“Students see homelessness and poverty in the streets around them, they know about immigration as they hear so many languages spoken, they are aware of community violence, drugs, war and the threat of war. That schools don’t explore such issues deeply, for the most part even ignoring them, reinforces for students that the schools are about something other than the realities of the world. Further, the content of schools seldom relates to what people in a particular community care deeply about. Schools don’t often make the local community architecture or its historical and cultural roots a focus of study. The community’s storytellers and craftspeople are not common visitors. The literature that is read is seldom selected because it illuminates the life that students see day in and day out outside the school. This disconnectedness trivializes much of what students learn.”
Vito Perrone 1991 (p. 39)