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Place-based Curriculum Design provides pre-service and practicing teachers both the rationale and tools to create and integrate meaningful, place-based learning experiences for students. Practical, classroom-based curricular examples illustrate how teachers can engage the local and still be accountable to the existing demands of federal, state, and district mandates. Coverage includes connecting the curriculum to students' outside-of-school lives; using local phenomena or issues to enhance students' understanding of discipline-based questions; engaging in in-depth explorations of local issues and events to create cross-disciplinary learning experiences, and creating units or sustained learning experiences aimed at engendering social and environmental renewal. An on-line resource (www.routledge.com/9781138013469) provides supplementary materials, including curricular templates, tools for reflective practice, and additional materials for instructors and students.
List of contents
ContentsPreface
Acknowledgements
PART I: PLACE-BASED EDUCATION: THEORY AND PRACTICE
Teacher Portrait #1: Kate Toland
Chapter 1. What is Place-based Curriculum Design?
Chapter 2. How Does Place-based Education Work in Real Classrooms?
PART II: ELEMENTS OF PLACE-BASED CURRICULUM DESIGN: PURPOSE AND FUNCTION
Teacher Portrait #2: Sharyl Green
Chapter 3. Personal Connections are the Foundation of All Learning
Teacher Portrait #3: Gay Craig
Chapter 4. Local Investigations Deepen Subject Understanding
Teacher Portrait #4: Ellen Temple
Chapter 5. Local Investigations Build Holistic Understanding of Places
Teacher Portrait #5: Jean Berthiaume
Chapter 6. Local Investigations Build Opportunity for Civic Engagement
PART III: PLANNING FOR LOCAL LEARNING: LOGISTICS AND CHALLENGES
Teacher Portrait #6: Judy Elson
Chapter 7. Place as Text
Chapter 8. Planning for Teaching in Local Places
PART IV: MOVING FORWARD: STRATEGIES FOR SCHOOL CHANGE
Teacher Portrait #7: Anne Tewksbury-Frye
Chapter 9: Changing Practice Changes Schools
About the author
Amy B. Demarest teaches standards-based curriculum design, authentic assessment and watershed education in northern Vermont. A central theme of her work, first as a middle-grades classroom teacher and now at the university level, is to find ways to design curriculum that engages students in the stories, questions, and issues found in the places they live (ourcurriculummatters.com).
Summary
This book gives pre-service and practicing teachers both the rationale and tools to create and integrate meaningful, place-based learning experiences for students and still be accountable to the demands of federal, state, and district mandates.
