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Our Place - Our Classroom
Transcript of Our Place - Our Classroom
process of learning Mutual respect
teacher student Even handed Creative On the learning journey with the students Involved Place Based Education can be "understood as a community based effort to reconnect the process of education, enculturation, and human development to the well being of community life" Gruenewald, D, Smith, G (2008) Caught not taught PBE uses local heritage, culture, landscapes, and people as the foundation to study across the curriculum. Students are connected to their learning because the context and content is meaningful. PBE gives students an identity and place in this fast paced world and in turn helps to create better citizens. Gruenewald and Smith themes of Place Based Education:
Drive for social action
Ethics Creative problem solving.
Solve issues and tasks that benefit the community.This helps students to feel connected and that they can make a difference. WELLINGTON -
MIRAMAR "Minds are not containers, filing cabinets or databases - places to store knowledge just in case - but resources that can be connected to other resources for the purpose of generating new knowledge" Gilbert, (2007). Our bi-cultural identity
'Our Place', 'Passports',
'Blood, Earth, Fire', 'Signs of a Nation', 'Treaty of Waitangi'. Te Papa = Our Place Landscape, flora and fauna of New Zealand and Wellington - Bush City. Primary Education Centre - field trips, units of work - from Science - Matariki, Social Science - Treaty of Waitangi, Visual Art - Pacific and Maori contemporary practices. Natural history Local heritage and activities Wellington City Library Suburb guides Heritage trails -
Te Whanganui a
Tara Marine time trails Wellington Zoo's goal is to
"nurture the community....step towards sustainable goals together." www.wellingtonzoo.com Bush Builders -
Teaching units that empower the
community to take action.
Inquiry approach to education. Community conservation "Help to change behavior. Children become ambassadors of the environment." Ben Pollack, Education Manager, Wellington ZOO. Teach how to take action in our community. FIELD TRIPS Teaching units looking at our native bush, flora, fauna, environment.
Rimataka Forest National Park TEACHING RESOURCES Many teaching units. For example - 'Wellington Seascape Mural.' This looks at marine environment and 40 different species found in Wellington. HANDS ON LEARNING
EXPERIENCES Positive learning experiences about our native flora, fauna, bird and reptile life. MEET THE LOCALS! Head Wellington native plant restoration program. Beach clean ups to conserve and protect the environment. Places for penguins - Miramar. Establish penguin friendly habitat. Green Wellington. Local flora and fauna self-sustaining eco-systems. Field trips and resources. BEEHIVE Parliment www.exploreparliment.nz
Great website/ teaching resource. Interactive games and lesson plans about democratic process. MOE
'GUIDELINES FOR ENVIRONMENTAL EDUCATION IN NZ SCHOOLS' We need to make an investment in our community and future. MOE states their aim is to "promote awareness about and for the environment through personal commitment and action." This resource takes the teacher through all curriculum areas to help plan a place based and environmental approach to education. Great unit plans that
link local to global. MOE
'BEING PART OF GLOBAL COMMUNITIES.' "I think children are more engaged (in PBE) as they can see the results of their actions every day. Families and communities get drawn into positive actions and thinking. The children become the drivers of change. " "I think that to understand the wider world you should first understand your local environment. This gives a solid foundation from which to build further learning from." Place Based Education "allows
them to have tangible lived experiences which they can then
relate to more abstract different
social contexts. If you start with
distant remote contexts the children are more likely to struggle to
relate the learning to their own
lives." THE MODEL OF PLACE BASED EDUCATION FITS PERFECTLY WITH THE NZ CURRICULUM VISION, PRINCIPLES, VALUES AND KEY COMPETENTCIES. Vision - young people who "will seize the opportunities offered by new knowledge and technologies to secure a sustainable, social, cultural, economic and environmental future for our country. EVALUATION OF INQUIRY PROCESS Analogy - Inquiry is like sailing - it tacks along and changes course. It ebs and flows and changes like the wind. WHAT IS PLACE BASED EDUCATION? HOW DOES INQUIRY RELATE TO PLACE BASED EDUCATION? WHAT'S HAPPENING IN MY PLACE? WHAT RESOURCES DO WE HAVE ON OUR DOORSTEP? NATIONAL TEACHING RESOURCES WHAT DO EXPERTS - PARENTS AND TEACHERS
THINK ABOUT PLACE BASED EDUCATION? HOW IS PLACE BASED EDUCATION LINKED TO THE NZ CURRICULUM? How does Inquiry relate to PBE? Celebration of the
understood not the
found. Learn by doing - active participation. Investigation into ideas/
creative thought. Knowledge comes from
ideas not facts. Learn about concepts in
relevant contexts. Students take responsibility
for learning because it is
meaningful to them. Reading References Web References http://ictnz.com/sauce-resources/SAUCE-description2.htm
www.exploreparliment.nz Dixon, M., Pohl, M. (2000). Liftoff To Learning.
Gruenewald, D., Smith, G. (2008). Making Room for the Local.
Gilbert, J. (2007). Catching the Knowledge Wave. Redefining Knowledge for the Post-Industrial Age. Education Canada.
Ministry of Education. (2009). Being Part of Glabal Communities. Learning Media Limited.
Ministry of Education. (2009). Guidelines for Environmental Education in NZ Schools. Learning Media Limited. REFERENCES REFERENCES