How to get started on a place-based activity
Place Based activities almost always start with an awareness of a problem or concern in a neighborhood, community, city region, nationally or globally. These are the types of concerns that are often felt at a local level and in some way may impact the student or school. The place-based activity finds its genesis at the point when we say,"Is there anything we could do about this ourselves or with the help of others?"
This initial question is a call to action. Teachers will want to ask this question when and where they can fairly anticipate the responses will involve inquiry, thought, and development of skills associated with their school curriculum. In these cases the curriculum definition does not lead the activity, but is seen as almost a valuable by-product of becoming engaged in an important activity.
This initial question is also an invitation to ask students and their extended social network (families, friends and others) to suggest things they could do that might address the problem. Teachers are also able to suggest possible actions that address the issue or problem that has been identified. This is often a pivotal element in the development of place-based activity. Teachers carry responsibilities for the safety of their students, assessing the appropriateness of proposed activities and understanding the feasibility of these actions. They also need to consider such things as administrative support, financial implications of an action and time requirements and resources (material and personal)
Recognize both opportunity and limitations but don't sell your self or your students short. All can address real issues and make meaningful contributions. Once a topic or project has been chosen, the fun begins. Research into a variety of aspects related to the project can begin in earnest. Are others working on the same or similar projects? How should the research be undertaken? Are there others that have done similar projects? These are examples of the types of questions that form good starting points for your research. The following topics are links you may find useful.
This segment of the web site outlines four different aspects of starting up place-based activities in you neighbourhood, community, region or country.
This section begins with descriptions of how you can identify topics that you could pursue with students, a class or a whole school. (click here)
The second section gives ideas and suggestions about establishing links with a wider community the become supporters and co-workers in your project. This may bring students working side by side with other community members, learning from a broader community. (click here)
The third section describes a variety of place-based activities with a local focus that different schools and different ages of students have taken part in. Some of these have been longitudinal in nature lasting many years and including many groups of students. (click here)
The fourth section describes a variety of place-based activities that address regional, provincial or territorial, national or global concerns. Broad topics such as energy conservation, initiatives that address climate change and topics such a health and fitness are examples of such topics. Many of these have been longitudinal in nature lasting many years and including many groups of students. (click here)
The fifth section describes a variety of resources, information, tools and contacts that will help in organizing and running with a place-based activity. (click here)
This initial question is a call to action. Teachers will want to ask this question when and where they can fairly anticipate the responses will involve inquiry, thought, and development of skills associated with their school curriculum. In these cases the curriculum definition does not lead the activity, but is seen as almost a valuable by-product of becoming engaged in an important activity.
This initial question is also an invitation to ask students and their extended social network (families, friends and others) to suggest things they could do that might address the problem. Teachers are also able to suggest possible actions that address the issue or problem that has been identified. This is often a pivotal element in the development of place-based activity. Teachers carry responsibilities for the safety of their students, assessing the appropriateness of proposed activities and understanding the feasibility of these actions. They also need to consider such things as administrative support, financial implications of an action and time requirements and resources (material and personal)
Recognize both opportunity and limitations but don't sell your self or your students short. All can address real issues and make meaningful contributions. Once a topic or project has been chosen, the fun begins. Research into a variety of aspects related to the project can begin in earnest. Are others working on the same or similar projects? How should the research be undertaken? Are there others that have done similar projects? These are examples of the types of questions that form good starting points for your research. The following topics are links you may find useful.
- Establishing community relationships
- Examples of community scale start-up activities
- Examples of large scale start-up activities
- Resources: people, information and tools
This segment of the web site outlines four different aspects of starting up place-based activities in you neighbourhood, community, region or country.
This section begins with descriptions of how you can identify topics that you could pursue with students, a class or a whole school. (click here)
The second section gives ideas and suggestions about establishing links with a wider community the become supporters and co-workers in your project. This may bring students working side by side with other community members, learning from a broader community. (click here)
The third section describes a variety of place-based activities with a local focus that different schools and different ages of students have taken part in. Some of these have been longitudinal in nature lasting many years and including many groups of students. (click here)
The fourth section describes a variety of place-based activities that address regional, provincial or territorial, national or global concerns. Broad topics such as energy conservation, initiatives that address climate change and topics such a health and fitness are examples of such topics. Many of these have been longitudinal in nature lasting many years and including many groups of students. (click here)
The fifth section describes a variety of resources, information, tools and contacts that will help in organizing and running with a place-based activity. (click here)