Amy B. Demarest's Place-based Curriculum Design: Exceeding Standards through PDF

By Amy B. Demarest

ISBN-10: 1138013455

ISBN-13: 9781138013452

Place-based Curriculum Design offers pre-service and practising lecturers either the explanation and instruments to create and combine significant, place-based studying reports for college students. functional, classroom-based curricular examples illustrate how lecturers can interact the neighborhood and nonetheless be dependable to the prevailing calls for of federal, kingdom, and district mandates. insurance comprises connecting the curriculum to scholars’ outside-of-school lives; utilizing neighborhood phenomena or matters to reinforce scholars’ figuring out of discipline-based questions; accomplishing 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 resources for Place-based Curriculum Design: Exceeding Standards through Local Investigations

Sample text

The plan sits on the wall: **THINK IT ** LEARN IT ** MAKE IT ** SHARE IT** When the stages of learning are developed and articulated to this degree, as they can be in any inquiry project, students can be more effectively involved in assessment. They may know what they want to learn but are struggling to figure out their question, or they may be moving too fast to the “MAKE IT” stage and need to stay longer in the “LEARN IT” phase. Breaking out the elements facilitates communication between teacher and student and invites self-reflection and a chance for the learner to be more invested in the question.

The complexity and context vary according to grade, subject, students, and community. Teachers need to spend time arriving at a question that will drive the investigation as well as serve the student and the purpose of the lesson. The points of intersection lie within the student, the subject, the place, and future uncharted possibilities. Students in one class might raise questions about examining stereotypes in their community. Questions in another class may be more confined to concrete circumstances, such as changes in temperature or soil erosion, depending on what parameters the teacher has set.

The bait of “success in the future,” “scoring well on tests,” and “getting a job later on” rings hollow for most students. ” When students are given a chance to set their own goals and choose their own path, they are cognitively and emotionally committed. This is how the term “learning journey” is used when describing personalized learning. There is a commitment from the learner to keep going toward the outcome. In inquiry-based learning, students can become part of the assessment process and design, assess, and track criteria in a way that has meaning; it is not just a task on a rubric.

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Place-based Curriculum Design: Exceeding Standards through Local Investigations by Amy B. Demarest


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