By Amy B. Demarest
Place-based Curriculum Design offers pre-service and working towards academics either the reason and instruments to create and combine significant, place-based studying studies for college students. useful, classroom-based curricular examples illustrate how academics can have interaction the neighborhood and nonetheless be liable to the prevailing calls for of federal, kingdom, and district mandates. insurance contains connecting the curriculum to scholars’ outside-of-school lives; utilizing neighborhood phenomena or concerns to augment scholars’ realizing of discipline-based questions; conducting in-depth explorations of neighborhood matters and occasions to create cross-disciplinary studying reports, and developing devices or sustained studying stories geared toward engendering social and environmental renewal. An online source (www.routledge.com/9781138013469) presents supplementary fabrics, together with curricular templates, instruments for reflective perform, and extra fabrics for teachers and students.
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Additional info for Place-based Curriculum Design: Exceeding Standards through Local Investigations
Sample text
The classroom teacher artfully stepped aside so that the animals, in their myriapodal ways, could give the children firsthand lessons in fundamentals of the natural world. . You may want [the millipede] to run, jump, or hop, or eat something else, but it stays with its own rules. . (p. 163) As Chittenden suggests, the teacher skillfully orchestrates the opportunity and then artfully steps aside. The teacher brings in the millipede, but the millipede does the teaching. Space is made for the students’ experience; it is not all controlled by the teacher.
All kinds of questions are possible, and it is up to the teacher how she will contain, control, use, and follow them. ” In a classroom built on inquiry, the collective asking and answering of questions becomes the work of a school day. Routine tasks and skills are housed in this larger frame. ” The archetypal lesson plan is created from the teacher’s ability to pose a problem and give students time to work it out. Sometimes it takes a long time for the student to get to the question. Clearly identifying the steps of the process can help the student and the teacher.
The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: NCSS. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.