Conley-Wilson+Film+Entry+12+Place+Based+Education

//Watch (Michigan State University's) [|Principles of Place-Based Education](20 minutes) list three key points then explain how place-based education is said to differ from environmental education, and how it realizes John Dewey's arguments about what education should accomplish. //

Word Count 532 University of Michigan Flint’s film //Principles of Place-Based Education (PBE)// highlights the key aspects to a placed-based educational program. Examples of what these types of programs looks like are depicted in this film. This film featured three different academics David Sobel, Jon Yoder, and Chris Heeter. Place based education is said to be different from environmental education in various key points. Three key points to place based education are that is teaches how students about their own community, it educates students on community action, and it highlights the integration of subjects.

Place-based education is one that focuses student education locally with hands-on, project-based learning that always relates to the real world, specifically the environment the school is located in. Local community is a primary resource for learning in this program as it is the core of the curriculum. Place-based education integrates all subjects into one curriculum that inter-relates them all. This one unique aspect to place-based education and differentiates it from environmental education that can be applied across subjects however is not always applied.

This program is rooted in learning what is uniquely local to the area in terms of history, environment, culture, economy, and all other aspects of education. This is another specialty to place-based education because much of the curriculum is based on local information and things that will be relevant to these students’ lives. This integration develops a sense of respect and ownership of members of the school systems to their environment and community. For example one school Don Haven worked closely with created raised garden beds for students and teachers to harvest fresh produce in the fall. The raised garden beds got students more involved with their school and community along with their education. This program specifically engages and transforms students through projects and problems which is sometimes hard to include in the curriculum which gives choices in what individual students can do along with the teachers. This program not only changes the schools and students but transform the community as well because students actively participate in changing their surroundings for the better. PBE Programs allows for educators, parents and students to develop their own personalized ways to be involved with learning and teaching.

A transformation in the learning and teaching of the school is developed for teacher in the way they teach and look at student learning. This program is committed to “Preparing students for tomorrow rather than preparing students for today.” Because every parent is viewed as a resource for students’ development and learning, parents play a very active role in involvement and community programs.

The skills that students develop in this education closely resonates with John Dewey’s argument for key concepts for public schools to cultivate and strive to create. John Dewey’s argument about for the accomplishments of education includes “schools [being] laboratories for democracy.” In other words, they are places that should include the practice of political action and develop young minds a sense of stewardship for their land. PBE allows for students to get involved with their community both inside and outside of the classroom in an environmental and educational way while cultivating their personable skills, political literacy and strengthening their communication skills.