A lesson in place

The last two weeks have been incredibly enlightening. After returning from my teaching practicum in Afton, I began my two-week class on place-based education. Having done my masters thesis on place-based education I thought I had a solid foundation in the principles and theories surrounding this pedagogical practice. However, the discussions the graduate students had in class and the lessons we came up with have been inspiring. Here is my new understanding of place-based education and its uses in the classroom.

First, place-based education does not mean outdoor or environmental education. Since it is rooted in place, lesson focus varies depending on the surrounding environment. For example, in urban settings, place-based education will focus on different aspects of place than a school located in Vermont. However, similar topics can be used to frame lessons.

David Gruenewald talks about five dimensions of place which include: sociological, perceptual, ecological, political, and ideological. Each of these dimensions can be used to highlight different aspects of place. It is important for educators to remember that place include the hidden aspects of society such as demographics, neighborhood construct, and access. David Sobel has created seven design principles of place-based education that provide a context for which to teach Gruenewald's five dimensions. Sobel's seven include: adventure, fantasy/imagination, small worlds, maps/paths, hunting/gathering, animal allies, and special places. These methods are valuable ways to educate, connect, and empower students. Through place-based education, they can develop the skills to see, analyze, and act (Freire.) Classroom curriculum becomes relevant to students when they are learning about their own place.

For example, many students learn about saving the rainforest and the animals that live there. However, there are valuable ecosystems in the United States, specifically close to individual schools, that are tangible realities to students. The polluted river ten minutes from the school provides a perfect opportunity for students to engage in their neighborhood. Place becomes a tool for learning, an incentive for exploration and a reason to act.

The graduate students were asked to create lesson plans that used these principles to teach content in field education "classrooms." We were also given the challenge of creating a concept map that illustrated our understanding of place-based education theory. My group decided to put together a digital concept map. This map has been published on the world wide web - below is the link:

http://web.me.com/alb4man/Place-Based_Education__Concept_Map/Concept_Map.html

I look forward to using place-based methods to teach students in the near future.