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Place Based Education
Transcript of Place Based Education
Space & Place - A Conceptual Framework
- Placed based learning is not a common teaching strategy
- Engaging with the outdoors is typically a reward or 'filler' activity with little learning significance
- Inside lessons dominate with children rarely leaving the classroom
- Teacher planned lessons to directly correlate to curriculum outcomes with little reliance on the outdoors
- Hesitance to incorporate elements of inquiry based learning that is pivotal in PBE
- Are teachers fearful of loosing 'control' of students who are engaged in PBE due to its endless possibilities and directions
- Many teachers would perhaps be hesitant in introducing place based learning into early education as they feel this is the time students need to learn the fundamentals of reading, writing and maths
Into The Future - PBE For Change
- The incorporation of the environment as a learning resource brings with it a chance to change education for the better
- Holistic in its approach and outcomes
- Bridges generational and cultural gaps in society
- Place-conscious education signals a vibrant counterpoint to the dominant system of education, which fails to connect meaningfully to the lives of learners and the communities from which they come (Gruenewald, 2003).
- Future educators need to re-evaluate the importance of enabling learners to engage as global citizens or consumers – covering, for example, issues such as global values, social justice, sustainable development and environmental education (Edwards & Usher, 2008) through PBE theories and concepts
- Utilising external resources has the potential power to assist students in developing an understanding of the relevance that particular issues have to them, and placing them into context, deepening overall student learning (Reynolds, 2012).
In order to utilise place as a pedagogical technique, it is important that the intersections between place and change (Somerville, 2003) are thoroughly explored through three principles - stories, embodied learning and cultural contact zones - which are central for optimal student learning (Somerville et.al, 2011) in place based education sessions
Cresswell, T (2004) Place: A Short Introduction. Blackwell Publishing, United Kingdom
Edwards, R., & Usher, U., (2008) Globalisation and Pedagogy: Space, Place and Identity. Routledge, New York
Gruenewald, D.A, (2003) Foundations of Place: A Multidisciplinary Framework for Place-Conscious Education. In American Educational Research Journal, 40(3), pp. 619–654
Reynolds, R (2012) Teaching History, Geography and SOSE in the Primary School. Oxford University Press, Australia
Somerville, M (2007) Becoming-frog: a primary school place pedagogy. Retrieved from http://publications.aare.edu.au/07pap/som07443.pdf
Somerville, M., Davies, B., Power, K., Gannon, S., & De Carteret, P., (2011) Place Pedagogy Change. Sense Publishers, The Netherlands
- Place Based Education (PBE) is a relatively new approach to teaching and learning that has gained momentum in recent years.
- Offers a flexible and powerful vehicle for learning due to its tendency to be connected to stories, photos, drawings, map construction, observations and popular culture (Somerville, 2003),
- Main aim is to work against the isolation of schooling’s discourses and practices from the living world outside the increasingly place less institution of schooling (Gruenewald, 2003).
- PBE generates conversations across disciplinary boundaries (Somerville, et. al 2011)
- Challenges students to explore how their identity is shaped through the way in which they interact and relate to both human and non-human elements
- These learning experiences often become so powerful as they involve all 5 senses (Reynolds, 2012)
-The body is at the center of learning promoting a holistic approach to learning through innate child-like exploration
Theory Into Practice -
THE STORY OF THE RIVER
How does this task incorporate PBE's 3 main concepts?
- Broad issue of pollution is taught through a simple narrative.
- Encourages students to reflect on own life and share personal experiences by dictating their own stories through class discussion
- Hands on activity
- Spark passion for overall topic by allowing personal involvement
Cultural Contact Zones
- Hones in on the individuality of each person in a shared environment
- Lead into the learning of how other cultures experience water pollution
- Could become the basis for a community based research project within students immediate environment. How is their local water supply historically important?
- Teaching space and place is more than just sitting outside.
- It involves creating lessons that specifically aim to gather a better understanding of what children feel about the world around them and allow teachers to gather a better understanding of how individuals create meaning within a space.
- The weather is a very real and often compromising barrier to effectiveness of PBE
Are everyday classrooms engaging?
PBE aims to make learning fun, exciting and student led.
Lesson 1 - My family
Outcome/Focus... understand and identify the different structures of families and the diversity and cultural differences of others in order to understand their place in one or more society groups.
Lesson 2 - Outside my Window
Outcome/Focus... encouraged students to reflect upon their home environment and the elements that made it a special place
Lesson 3 - Neighbourhood Watch
Outcome/Focus... encouraged students to reflect upon their own lives by discussing important elements of their neighbourhood by using their five senses and identifying places they go everyday and why they go there. They also indentified important community helpers and their role in society
Lesson 4 - Schoolyard Explorers
Outcome/Focus.... reflect upon the school environment and the elements they saw in it in order to construct a simple map and become familiar with geography related words such as direction.
Links to curriculum domains...
English, The Arts, Humanities, Civic & Citizenship, Maths, Science