Reflection #1.
Place-based learning in the 21st century: unpacking a curriculum for outdoor, informal learning spaces.
Teaching in different sectors over the years, has taken me to many places. The different teaching methods, learning, curricula, students and staff whom I have met, made me ponder about where place-based learning fitted in, as this was new terminology to me. No wonder, Penetito (2009) claims that New Zealand is not very familiar with place-based learning. There are questions that come to mind: where and when does place-based learning happen and who is involved?
Since 1988 families in San Francisco have gathered at children’s public gardens at the beginning of spring to use story-telling in order to educate their children, not just about seasonal traditions but also about cultural diversity (Bowles, 1995). Story-telling added an amazing fun element to children’s learning and Bowles (1995) explains that children continued to revisit public gardens for more activities and dramatization of the natural developments in agriculture. This inspiring article lead me to believe that place-based learning is not limited to only a specific group of people. Indigenous people see the purpose thereof as a significant, (Penetito, 2009), however, I believe that every human being can be involved in place-based learning.
Sobel (2004) mentions that the kick-off point for place-based education is in our local community - a process of involving all outside, natural space. A very vivid picture slowly moves into my mind of young children at an early childhood education centre– where I once was employed –playing for a wee while at a local park, looking for snails and spiders so we all can take photos thereof and allow ourselves to have fun and have collaborative discussions. They knew how to use our digital cameras! Little did I know, that this might have been a great starting point for place-based learning.
Why is this type of learning important, if at all? Penetito (2009) explains that place-based learning is current and also involves future learning. The Ministry of Education (n. d.) explains that place-based learning is a point of connection for learners to their local history, values and customs, as well as Maori knowledge and skills when looking through a Kaupapa Maori lens. Therefore place-based learning brings enquiries around social knowledge and historical settings in New Zealand to life (MoE, n.d.) and this type of learning can’t exist without students’ love for their environment and the existence of its bio-diversity.
Does this type of learning have any benefits? Place-based education reinforces bonds of appreciation and commitment within communities and nature (Sobel, 2004). It has a positive impact on student learning: students have previously improved their skills in problem-solving, decision-making, critical thinking and engage far more in learning. (Sobel, 2014).
But how is this learning related to digital technology? New additions in Digital Technologies were expected to take off in the New Zealand Curriculum at the beginning of 2020 (Kellow, 2018). The MoE (n.d.) explains that digital technology can be used in place-based education by students to record their findings through voice recording and share learning with others in a collaborative way. They can also use virtual reality and tour tools, Ipads for photos and video recordings. Through the use of 21st century skills such as knowledge construction, collaboration, problem-solving and the use of ITC, (Larson & Miller, 2011) students can draw attention to important historical places, buildings and events. The challenge at our school is that we don’t have enough digital devices. I believe that the more students use digital tools, the better their digital skills will become. Thus, they will be more aware of the location awareness applications of those devices they are using (Zimmerman & Land, 2014).
However, Penetito (2009) argues that our curriculum, teachers, students as well as our learning institutions do not provide quality and structured opportunities for such learning to take place. His statement orders me to reflect on how I currently promote place-based learning. Our school grounds south of Auckland, are not well developed for such learning Am I perhaps so set in my ways and am I stuck to the norm and routines of indoor teaching and learning with pen and paper? If so, when and how will I get into that outside space, to get my hands dirty, and allow for education to take place through the lenses of our ecosystem, our history and our community? Penetito (2009) explains it well by saying that we need to interrupt our general and stagnating routines by means of our critical thinking.
As urban stream pollution in New Zealand is a fact, (Eason, 2003) everyone needs to become involved to share this obligation for sustainability. Thus, place-based education is the key, - everyone can learn through each other’s valuable experiences and shared contributions. I can, I want to. However, do you think that’s possible?
References:
Bowles, B. (1995). Celebrating Common Ground: Storytelling in Children's Gardens. Children's Environments, 12(2), 271-274. Retrieved from www.jstor.org/stable/41503436
Eason, C. (2003). Landcare Research Discovery: Researchers fish for answers on urban stream pollution. Landcare Research New Zealand Ltd. Newsletter Issue 8.
Kellow, J. M. (2018). Digital Technologies in the New Zealand Curriculum. Waikato Journal of Education, 23(2).
Larson, L. C. & Miller, T. N. (2011). 21st CENTURY SKILLS: Prepare Students for THE FUTURE. Kappa Delta Pi Record. Vol. 47 Issue 3.
MoE (n.d.). Beyond the classroom - Supporting place-based education with digital technologies: What is place-based education? Retrieved from http://elearning.tki.org.nz/Beyond-the-classroom/Place-based-education
Penetito, W. (2009). Place-based education: Catering for curriculum, culture and community. New Zealand Annual Review of Education, 18(2008), 5-29.
Sobel, D. (2014). Place-Based Education: Connecting Classrooms and Communities. Closing the Achievement Gap: The SEER Report. NAMTA Journal, 39(1), 61-78.
Sobel, D. (2004). Place-based education: Connecting classrooms & communities (p. 105). Orion Society.
Zimmerman, H. T., & Land, S. M. (2014). Facilitating place-based learning in outdoor informal environments with mobile computers. TechTrends, 58(1), 77-83.
Place-based learning in the 21st century: unpacking a curriculum for outdoor, informal learning spaces.
Teaching in different sectors over the years, has taken me to many places. The different teaching methods, learning, curricula, students and staff whom I have met, made me ponder about where place-based learning fitted in, as this was new terminology to me. No wonder, Penetito (2009) claims that New Zealand is not very familiar with place-based learning. There are questions that come to mind: where and when does place-based learning happen and who is involved?
Since 1988 families in San Francisco have gathered at children’s public gardens at the beginning of spring to use story-telling in order to educate their children, not just about seasonal traditions but also about cultural diversity (Bowles, 1995). Story-telling added an amazing fun element to children’s learning and Bowles (1995) explains that children continued to revisit public gardens for more activities and dramatization of the natural developments in agriculture. This inspiring article lead me to believe that place-based learning is not limited to only a specific group of people. Indigenous people see the purpose thereof as a significant, (Penetito, 2009), however, I believe that every human being can be involved in place-based learning.
Sobel (2004) mentions that the kick-off point for place-based education is in our local community - a process of involving all outside, natural space. A very vivid picture slowly moves into my mind of young children at an early childhood education centre– where I once was employed –playing for a wee while at a local park, looking for snails and spiders so we all can take photos thereof and allow ourselves to have fun and have collaborative discussions. They knew how to use our digital cameras! Little did I know, that this might have been a great starting point for place-based learning.
Why is this type of learning important, if at all? Penetito (2009) explains that place-based learning is current and also involves future learning. The Ministry of Education (n. d.) explains that place-based learning is a point of connection for learners to their local history, values and customs, as well as Maori knowledge and skills when looking through a Kaupapa Maori lens. Therefore place-based learning brings enquiries around social knowledge and historical settings in New Zealand to life (MoE, n.d.) and this type of learning can’t exist without students’ love for their environment and the existence of its bio-diversity.
Does this type of learning have any benefits? Place-based education reinforces bonds of appreciation and commitment within communities and nature (Sobel, 2004). It has a positive impact on student learning: students have previously improved their skills in problem-solving, decision-making, critical thinking and engage far more in learning. (Sobel, 2014).
But how is this learning related to digital technology? New additions in Digital Technologies were expected to take off in the New Zealand Curriculum at the beginning of 2020 (Kellow, 2018). The MoE (n.d.) explains that digital technology can be used in place-based education by students to record their findings through voice recording and share learning with others in a collaborative way. They can also use virtual reality and tour tools, Ipads for photos and video recordings. Through the use of 21st century skills such as knowledge construction, collaboration, problem-solving and the use of ITC, (Larson & Miller, 2011) students can draw attention to important historical places, buildings and events. The challenge at our school is that we don’t have enough digital devices. I believe that the more students use digital tools, the better their digital skills will become. Thus, they will be more aware of the location awareness applications of those devices they are using (Zimmerman & Land, 2014).
However, Penetito (2009) argues that our curriculum, teachers, students as well as our learning institutions do not provide quality and structured opportunities for such learning to take place. His statement orders me to reflect on how I currently promote place-based learning. Our school grounds south of Auckland, are not well developed for such learning Am I perhaps so set in my ways and am I stuck to the norm and routines of indoor teaching and learning with pen and paper? If so, when and how will I get into that outside space, to get my hands dirty, and allow for education to take place through the lenses of our ecosystem, our history and our community? Penetito (2009) explains it well by saying that we need to interrupt our general and stagnating routines by means of our critical thinking.
As urban stream pollution in New Zealand is a fact, (Eason, 2003) everyone needs to become involved to share this obligation for sustainability. Thus, place-based education is the key, - everyone can learn through each other’s valuable experiences and shared contributions. I can, I want to. However, do you think that’s possible?
References:
Bowles, B. (1995). Celebrating Common Ground: Storytelling in Children's Gardens. Children's Environments, 12(2), 271-274. Retrieved from www.jstor.org/stable/41503436
Eason, C. (2003). Landcare Research Discovery: Researchers fish for answers on urban stream pollution. Landcare Research New Zealand Ltd. Newsletter Issue 8.
Kellow, J. M. (2018). Digital Technologies in the New Zealand Curriculum. Waikato Journal of Education, 23(2).
Larson, L. C. & Miller, T. N. (2011). 21st CENTURY SKILLS: Prepare Students for THE FUTURE. Kappa Delta Pi Record. Vol. 47 Issue 3.
MoE (n.d.). Beyond the classroom - Supporting place-based education with digital technologies: What is place-based education? Retrieved from http://elearning.tki.org.nz/Beyond-the-classroom/Place-based-education
Penetito, W. (2009). Place-based education: Catering for curriculum, culture and community. New Zealand Annual Review of Education, 18(2008), 5-29.
Sobel, D. (2014). Place-Based Education: Connecting Classrooms and Communities. Closing the Achievement Gap: The SEER Report. NAMTA Journal, 39(1), 61-78.
Sobel, D. (2004). Place-based education: Connecting classrooms & communities (p. 105). Orion Society.
Zimmerman, H. T., & Land, S. M. (2014). Facilitating place-based learning in outdoor informal environments with mobile computers. TechTrends, 58(1), 77-83.
Very interesting topic and undeniably can be tricky to implement online using virtual reality and tour tools especially with little ones. It's very worth it to determine it's impact to kids during this time although I think nothing compares to actual experiences.
ReplyDeleteI agree with you regarding vitual reality and tour tools for young children. I saw a few really great ideas on Seesaw, regarding place-based learning especially at this lock-down period, but it's whether parents will find the time to join in the fun and outdoor learning with their children.
DeleteI often look at our and other schools and think, what kind of places are these to learn? Concrete jungles :( Such an interesting read Madalene, looking forward to part 2!
ReplyDeleteYes, no veggie gardens, or pretty flowers and shrubs. Students will learn so much more about their community and each other...
DeleteReally interesting concept Madelene- Place based learning...makes so much sense, especially with our little ones and bringing in virtual learning.
ReplyDeleteLittle ones, older ones... I agree. Just by reading article from David Sobel, makes me want to get out there and plan for place-based learning. The positive impact on high school students are apparently fenominal. https://www.antioch.edu/new-england/wp-content/uploads/sites/6/2017/02/pbexcerpt.pdf
DeleteI think place based learning is a wonderful concept and means a lot to me personally.
ReplyDeleteI was fortunate enough to experience learning in a fun and stimulating environment myself and as an teahcer's assistant for a small cottage school I spent a good deal of the school day outside with the kids, learning about biology by planting seeds and watching them grow understanding art and math by physically measuring things, and the difference it made for students who previously hated school or failed subjects was phenomenal.
What a brilliant experience! So true, about students who started to love coming to school. See David Sobel's link above, to see how it has also impacted high school students. Remarkable.
Delete