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=Community Action/Awareness (Place Consciousness)=

Notes for the world's best inquiry project ever!

Timeline: Tasks: __**Intro**__: So here’s our group? (pic of group smiling) And we have an inquiry (pic of group looking thoughtful)
 * Thursday: Script
 * Friday: Share Script /Pictures
 * Monday: add voices
 * Tuesday: Sleep
 * Evi-- Intro & Definition
 * Brian – Assessment
 * Jessica—examples, place-based writing
 * Diana –Literal definition /conclusion
 * Maybe start with Beetles song and video of feet walking into Andrew's hall--high speed viceo--to set the scene or put us in a place and raise interest in what is going on here--just an idea, tell me what you think.

What is Place-based Education? (question mark on board) How does it work in the classroom? (Somone scratching head)

Sobel says : (Someone holding book and reading) (read really fast) Place-based education is the process of using the local community and environment as a starting point to teach concepts in language arts, mathematics, social studies, science and other subjects across the curriculum. Emphasizing hands-on, real-world learning experiences, this approach to education increases academic achievement, helps students develop stronger ties to their community, enhances students’ appreciation for the natural world, and creates a heightened commitment to serving as active, contributing citizens. Community vitality and environmental quality are improved through the active engagement of local citizens, community organizations, and environmental resources in the life of the school. (picture of this text written on board)

Pause (four shots of each group member looking more confused-looking to the sides at one another for clarity) Lets look at this another way (video of erasing definition on board)

Here's Jessica. (show Jessica) Let's say she is a student in the Springfield community. (Jessica and her bubble community) Everyday jessica meets Evi to walk to school (clip of Jessica walking) on her way to school they pass a field. (clip of field) this field has been vacant for sometime and is full of trash, over grown grass and wild flowers. (clip of the field--toss in some trash, grass, and some flowers) Today as she passes by, she runs into Brian. Brian is a rebel (clip of Brian being a rebel tossing trash all over the field) and Likes to cut through the field everyday. ( Jessica and Diana rolling her eyes) This upsets Evi, the land owner who lives next door (Evi upset) They are all seventh graders at NeWP University (show a clip of of NEWP University) In class they are studying the parts of plants, (toss in a science book) the theory of supply and demand, (toss in an economics book) multiplying decimals, and how to be respectful. (toss in an angel)

It's the beginning of may (show calendar) and they have been consuming text books all year ( pile the text books) and their attention is definitely waining (bored looks) In the middle of their lesson on consumerism, (toss in money) Jessica is paying attention while (alert Jessica) The rest of the class is lathargic (stick figures laying on desks except for Jessica) Her friend Diana is daydreaming about the wild flowers in the field ( diana with thought bubble) and Brian (look of anticipation) is watching the clock (clock almost at three) because he Just wants to get the heck out Dodge. (wanna be out of school look)

In the middle of science class, Jessica gets and idea (jessica with a lightbulb over her head) What if we ask Evi if we can convert her field into a community garden and pathway? (Jessica with question mark over head) The teacher takes a moment and discusses it with the students. They they agree to give it a try. ( students sitting up) Even Brian is interested (hesitating look) somewhat.

They write a letter to Evi (paper and dear Evi...) Outlining their plan and the benefit to the community (add parts of an outline) They invite her to school (shot of school) and pitch her the idea (shot from back of the room with students looking at Evi and she at them) Evi is skeptical at first (skeptical look) But when they tell her about all the other community members they are asking for help (pop in pictures of a gardener, extension service, and bricklayer) she begins to listen (neutral face) and begins to likes their ideas and their plan Everyone is thrilled (happy faces) Even Brian (very happy face)

and The students work extra hard in the evenings and on the weekends to carry out their plan out over time, (clear field) (pieces of a sectioned off field appear with flower garden path and community garden) When the field is ready.

Everyone is excited (all four excited)

Some of you may think this is a fairytale. (person reading a fairytale book with a john lennon thought bubble and Imagine verse in the background)

But it isn't... (shake hands in nix nix motion) well .(open palms) maybe this one is.. (point to the garden) But these aren't (wipe screen) NOTE TO GROUP- The examples below take the whole time. I worked to show the writing aspect. What do you think? If you like it, should Brian emphasize the cross curricular aspects since I don't here? Thanks!)  These are the white mountains (Pic of mountains) The mountains surround Gorham, New Hampshire ( map image) And Edward Fenn Elementary School (school image) One day Katie Avery, a third grade teacher at Edward Fenn, had a question (a question mark) Why do my students study the land forms in Arizona when they could be learning about our local mountains? (text) Katie contacted a book publisher (phone) As a result, the third graders wrote their own textbook! (mega phone)

This is a hospital in North Adams, Massachusetts (entrance) Kids were scared of the emergency room (face) Roberta Sullivan, a kindergarten teacher, saw the need (thought bubble) Her students conducted research (footsteps of touring the hospital and interviewing the CEO and staff) And then used their knowledge to write a book (reading scene) And design art (kids art) Before the project, uncooperative children had to be restrained (board) After the project no one has been restrained (happy kid)

So, where do academics fall into all of this? (drop books or the word academics on the table) Let’s take a moment to think about it. (stick figure thinking) (Show garden) (add subject names by or arrow to the points they learn from) (multiplying decimals $2.00 x 4=) (geometry -path, ) (biology-plants ) (commerce- farmer's market) It goes on and on (supply and demand ) (respect =neighbors and land) (responsibility ) Yeah, we thought you’d get it.

__**Assessment/positives**__ So where does assessment play into this? (picture of an A, B, C, or a check mark) Just like discussion about writing in class, portfolios are the way to go!! (picture of folders stuffed with papers) That way we get holistic evidence about what students learned via their work and students get to show their creativity in meeting standards (people pantomiming acting, painting, singing) rather than scripted assignment at test (someone breaking a pencil in anger) But assessment is not the bread and butter of Place-based education (bread and butter picture tossed out or marked off) There is a Mt. Everest of Positives) (picture of Mt. Everest) Placed Based Learning is full of Problems!! (Shocked Face!) ....But the good kind of problems students have to solve which makes them more invested in learning using those higher level thinking skills we all love (brain picture and heart) PBE makes since in learning theory since students learn best connecting prior knowledge to situations they're familiar with like their school and neighborhood (brain picture and arrows going out to neighborhood) And students don't consult their lifeless textbooks(textbook), but rather each other to answer questions and solve issues(two people talking excitedly!) But what kind of issues are these students solving? That's right community based issues! So John Doe down the street can hike that trail(picture of someone walking) Recycle those bottles(recycle bins) Make a BLT with the lettuce and tomatoes from the community garden(garden) But that garden's not the only thing organic The entire project is!! There's nothing scripted about it The project goes in the direction the community wants it to and adapts to needs that pop up(words like money, deadlines, obstacles show up) PBE is cognitive, behavioral, and emotional So not only is Brian smarter, But he’s happier(smiling Brian)

__**Conclusion**__ Actually it's safe to say that all the students at NeWP U. (show School) loved the project. The garden (show garden) gave them a chance to be active producers in their community, and even better, it motivated them to continue to care for, use and learn from it. (show the garden)

So it's safe to say that ALL the students there are not only happier being connected to their community (happy students in a community bubble) but they learned a whole heck of a lot smarter (graduation caps ) and isn't that what we are all going for (thumbs up) (clear screen)

Remember Evi, Jessica, Brian and Diana? (pop each in as spoken) well they are no longer students at NeWP U. They are teachers now. (standing infront of a chalk board) ( begin playing the beatles song-- Get Back) Each planning on bringing place based education into their classrooms (place a label placed based education in the middle)

and they have a lot of options. (show Brian's ideas)

care to join them? Fade song out

Credits

__**QUOTES FOR HANDOUT**__ (I underlined my favorites) __The soul of a place--often unnoticed and uninterrogated--nourished our roots and our connection to past times and places, and acts upon our imagination whenever we set off from home intent on new discoveries__. Often our response to our surroundings remains unconscious and untapped, yet it is the informing power of place that shapes our wonder and our impression of our environment, wherever we may be. Linda Lappen (We can use all or part of this)

For writers and artists, __contact with the soul of place can unleash a flood of inspiration and unlock the gates to a bounty of memories, submerged impressions and other materials__. Linda Lappin

And immediately one feels; that hill has a soul, it has meaning. D.H. Lawrence

When writing about places we know well, we experience two major problems: Familiarity blunts our observatoins, and our innated knowledge makes us take things for granted. Kay Sexton

__Place is central to the writing.__ Kay Sexton

It is the place where magis is learned and friendships formed. Philip Martin

__What do great stories do? They take you to another place. Place is where everything happens.__ But is not just a platform for stage action. Place influences stories far more than many writers realize. Philip Martin

__Knowledge of the nearest things should be acquired first, then that of those farther and farther off. Comenius 17th century philosopher.__

The following are all from Sobol: In addition, students recognize that perhaps they don't have to migrate to BIrmingham or Huntsville to find challenging jobs. __The wealth of the students' intelligence stays in the community.__ Our objective is to initiate community projects and then look for ways to connect action commitees with school curriculum. __The movement from close and familiar to distant and strange accurately mirrors the developmental transitions unfolding in the child's psyche.__ As the diversity of the natural landscape on school yards inreases, there's an increase in children's appreciaton of experiences in the natural world. __This focus on place is understanding that a grounded or rooted learner stands with in the world, acting on its many elements, rather than standing outside looking in.__

We are involved in a profound failure of imagination. Most of us cannot imagine the wheat beyond the bread, or the farm beyond the farmer, or the history behond the farm. Most people cannot imagine the forest and the forest economy that produced their houses and furniture and paper; or the landscapes, the streams, and the weather that fill their pitchers and bathtubs and swimming pools with water. Most people appear to assume that when they have paid their money for things they have entirely met their obligation (i)

. . . the pedagogy of community. . . (ii)

According to Sobel, place-based education is not simply a way to integrate the curriculum around a study of a place, but a means of inspiring stewardship and an authentic renewal and revialization of civic life (iii)

“Knowledge of the nearest things should be acquired first, then that of those farther and farther off.” (Woodhouse, 2001) (p 4.)

The new idea here is that we’re not preparing students for tomorrow, we’re preparing them to solve the problems of today.” (p. 12)

More and more, place-based education is becoming the model for school reform efforts. (16)

Many of today’s school-reform initiatives threaten to create “reform schools,” these places where we used to send delinquent youth. These were basically lock-ups, offering education behind bars with an emphasis on strict discipline and rote memorization. Similarly, the cultural literacy and high-stakes standards movements threaten to lock the school doors and throw away the key. They want to increase seat time, the consumption of decontextualized facts, and test scores. (p 16)

John Goodland estimates that two-thirds of all high school students are alienated by the education system (Chin, 2001) (p. 18)

From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself while, on the other hand, he is capable to apply in daily life what he is learning in school. That is the isolation of the school—its isolation from life. When the child gets into the schoolroom, he has to put out of his mind a large part of the ideas, interest and activities that predominate in his home and neighborhood. So the school, being unable to utilize this everyday experience, sets painfully to work. . . to arouse in the child in an interest in Social Studies (Dewey, 1891) p. 18

“Biophilia” (Ecoliteracy, 2000) p. 20

Helping each child identify and cultivate her inherent strength was, he realized an achievable goal (Levy, 1999) p. 22

“Far Transfer” p. 32

Social capital is Harvard sociologist Robert Putnam’s term for the willingness and capacity of individuals to work for the collective good of the community. When lots of people are willing and able to run for town office or serve on civic committees, that’s an indicator of high social capital. Or when it’s easy to find moms and dads who want to coach the soccer teams in the town recreational league or logs of people show up for the annual roadside trash removal—yup, high social capital. Increased social capital leads to a greater sense of personal well-being amongst citizens, which ultimately translates into economic well-being for their communities. (p 37)

“Come to think about community service like they think about going to the movies.” (p. 39)

“Depth over breadth” p. 49

“Learn to love the process not the product,” (p. 70)

The new idea here is that we’re not preparing students for tomorrow, we’re preparing them to solve the problems of today.” (p. 12)

“Knowledge of the nearest things should be acquired first, then that of those farther and farther off.” (Woodhouse, 2001)

Hi All— I’m (Jessica) sending a quick email regarding our conversation this morning. I thought it might be helpful to have these names/ideas before our meeting with Robert in the morning. While I plan to learn much more in our work together, I am happy to share how I have come to understand place conscious pedagogy as a result of my work in Robert’s course.  The main relationships Robert asked us to explore in our writing included: writing about place, writing in relationship with place, and writing for place. I’m not sure if or how these concepts might map onto our questions, but I thought they might be useful to share. Below I’ve pulled some of the names/titles of texts we explored and we most memorable to me.

Robert Brooke- //Rural Voices// Lisa Knopp- //The Nature of Home// William Vitek and Wes Jackson- //Rooted in the Land// Sarah Robbins and Mimi Dyer- //Writing  America: Classroom Literacy and Public Engagement// David Grenewald- “The Best of Both Worlds: A Critical Pedagogy of Place” Kathleen Norris- “Can You Tell the Truth in a Small Town” Paul Gruchow- “Naming What We Love,” What the Prairie Teaches Us,” “What we Teach Rural Children” Scott Russell Sanders- “A Conservationist’s Manifesto”

= = =Current Questions= =1. What is it?= =2. How did it originate?= =3. What does it look like in the classroom?= =4. How does one preserve linguistic diversity (collectively/individually)?= =5. What are the cross curricular possibilities?= =6. Could this topic be a place to confront the battle of creativity vs conformity in the writing classroom?=

=Readings= =I am a Writer= =Lisa Knopp= =The Power of Place Article= =NeWP place based poetry= Informational website (with resources towards the bottom) [] NE Poetry of Place Winners []

=Welcome to Your New Wiki!=

Brian--June 16th

The November 2009 edition of The Writer offers a series of article targeted toward incorporating place in both fiction as non-fiction writing. Philip Martin writes in “Power Your Story with a Sense of Place” lists nine helpful guidelines regarding place and uses writing models to illustrate his concept 1. Choose a point of view when describing place for the first time—If you’re familiar with a place, your description will be more intimate and detailed; likewise, if the place is foreign to the narrator, it will described as distant and unfamiliar. 2. Choose your details wisely—Sometimes for a read, less is more. Let your readers create their own vision and use select detail to offer a portal. 3. Go from distant to small details—Just like a movie camera, setting the larger scene and working in create layers of place for your reader. 4. Use all five senses—Using these will create emotional connections for the reader and make them feel they’re living in it. 5. Place can used to develop character- By describing how character relates to a place and develops along with it. 6. Use place to create mood- I think a clear example of this is mystery/horror stories. Suspense also heavily relies on place description 7. Work place into action scenes- Don’t over-describe place in action sequence but work in how place creates obstacles 8. Have characters develop a ongoing relationship with place—They used Willa Cather as an example of this. I totally see this. The land is almost a character in a lot of her novels that develops—this lead to # 9 9. Allow place to come to life. I loved this quotation from Paul Gruchow about place. “Scenery is something you have merely looked at; place is something you have experienced…..This voyage into place ultimately leads toward memory, the great leavening agent of our lives.” Place is a living entity at work in characters and their actions. This along with other articles in the magazine give great tips about teaching developing writers how to make place for dynamic in their narratives. I also read I am a Writer a compilation of essays and other pieces from the Southeastern Louisiana Writer’s Project dealing with Writer’s Marathons among other topics generated by project participants. Since I was involved with my first marathon on Friday, it helped me to really connect to the experiences of those in New Orleans and Baton Rouge. Writing marathons definitely have place consciousness at its core whether that place be the school community demonstrated in Christy Mayfield’s class ,the larger community outside of school like Carly Zeller’s seniors did or even a displaced, chaotic community of post Katrina New Orleans. The sample writings done during and the reflections done after the marathons show an increased understanding of place. They document how they connect to the place where they live, how they relate to others that inhabit that place and how place shapes the attitudes, beliefs, and behaviors of other. As mentioned earlier, their writing just doesn’t record the scenery, but the vitality and complexity of it. An organizer still carefully orchestrates the process, and the book gives details direction and guidelines for setting up and hosting a marathon. I can the writer’s marathon as a day for generating paper topics and a spring board to discussion leading to other genres of writing including Social Action projects as the book Writing for Change discusses. There are some limitations with it including getting partnership from administration and other teachers; however, if you could make the marathon cross-curricular applications you could get more buy in.

Hi All- This is my response from last week's readings. It's a writing prompt I developed from my reading. Looking forward to our chat this week! Best, Jessica ** What’s Missing?:Sparking Your Reader’s Imagination **

“’Lao-Tse in his Tao Te Ching wrote that in a vessel of clay, it is the emptiness inside that makes it useful’” (Martin 29).

In this writing exercise we will study how our relationship to a place, potentially as an insider or outsider perspective, shapes how we see that place and our textual representation to readers.There will be no right or wrong way to complete this work; I simply want you to play with the ideas in a piece of descriptive writing.

** Writing Prompt: **
 * Select a partner for this exercise.
 * Each writer should select a place where he or she feels a sense of belonging or membership.
 * Each partner should visit this place and complete the following:draw a map of the place, review the map to select the details you wish to describe, and write a brief piece of descriptive writing.You may visit the place together or separately at your convenience, but you must visit both locations.
 * Bring the writing to class.


 * Discussion Questions: **
 * How did your text vary from your partner’s text?
 * What specific details were missing?How might a reader’s imagination fill these gaps?
 * How were the writer’s values represented in the writing?What does the writer preserve in the representation and how might these choices connect to his or her relationship with the place and/or imagined reader?

Galt, Margot Fortunato.//The Circuit Writer:Writing with Schools and Communities//.New York:Teachers & Writers Collaborative, 2006.Print. Martin, Philip.“Power Your Story with a Sense of Place.”//The Writer// 122.11 (2009):28-31.Print.
 * Further Reading: **

Diana- Below are my ramblings on what I uncovered in the Sobol book along with my favorite activity from the article "See with Fresh Eyes" from The Writer magazine, November 2009.

Place-based education seems to be a reach back to the education that my grandparents once received both outside of the school building—learning to care for their farming and their homestead. They learned about soil- erosion, nutrition, water; forecasting weather by reading the clouds. The technology they were afforded did not take away from their major knowledge base. They used their prior experiences and observation to help it work for them demonstrating their iatrical command of it. Their work took time, insight, observation and thinking. If they weren’t paying attention, opportunities were lost and the family's yield was not as great. This accumulation of knowledge took time. It was the reason why they had 3plus months off for summer. They knew the need to immerse themselves in the study of the land that surrounded them. We do not have that knowledge now. The contents and even construction of the Farmer’s Almanac has almost a mystical feel to us today, and time spent in an industrialized life-style has replaced the knowledge of the 90 day spread of fog to a storm and the meaning of a red sky at night. People move in and out of knowledge now with a click sitting in front of computer screens for hours being commanded by it rather than being conscious consumers. Placed-based schooling seems to turn attention to the value and wealth located around us by reintegrating us to the local place. It links us actively to our surrounding environment and causes us to reflect on how actions or lack of action affect the place around us. Initially limiting the educational focus creates a relationship between the participant and their place historically, currently, and in the future. Students are given a chance to explore and learn from what is familiar so they can transfer or compare that knowledge to places they do not have direct contact with. A 17th century philosopher Comenius points to a student’s need to have knowledge of the nearest things should be acquired first, then that of those farther and farther off. This is one of the core concepts of place-based education. The place-based gives students the opportunity to identify with their place by working on real issues that present themselves. By their collective work and use of academic concepts students are able to relate and attach themselves to the community (land and members). This gives students a chance to take a second look at the importance around them. An importance that is sometimes pushed aside as education has taught them, through the use of text books, that uniqueness, opportunity, and “real life” occurs elsewhere. This importance provides sustained interest in and respect for the community bridging the gap in community members and often in a school setting. Programs that have been initiated with Place-based Education have helped ecological matters within society, but prove again and again that education through meaningful subject matter raises student interest and understanding of academic content. The greatest gains in achievement, however, show up in the urban schools with large numbers of minority students and students from groups low on the socioeconomic scale. (toth-king and marcinkowski 1996) The greatest outcome of place-based education may be that it allows participants to step out of their constructed viewpoint and gives them a chance to rename their place with fresh eyes by allowing them to ask the questions: Where am I? What is the nature of this place? What sustains this community?

There are several ways to be involved in a place-based project. The most powerful arise naturally within the classroom setting. This type of project is usually focused on a move to better the community-environmentally or socially. However teachers can also bring an awareness of place by looking at the spirit and the physical nature of a place and rendering it. Rendering is a process in which the student captures an experience so vividly that we share a vivid view as they reminisce through it. Mapping the place by connecting it to a body is one way to do this. By looking at a map, students label where they see the heart of the community, the brain, the arms, the legs, etc. After boundaries are identified they examine the routes and elements (earth, wind, fire, water) as well as the verticality, centers for money, power, and religion perhaps even looking into how the seasons play a roll in the space. The point being to look into the unnoticed to attach to a place and its meaning.

Brian- June 22nd

Placed Based Education: Connecting Classrooms and Communities focuses on how community can be incorporated across the curriculum leading to a variety of positive outcomes. The initial part of Sobel’s book arguing the logic of placed education including: 1. It makes school real world to students 2. knowledge should be build from the here and now(community) to the distant and remote 3. Schools should improve the communities they exist in and 4. Curriculum should be based on what the community has to offer rather than be nationalized. After this, he discussed how placed-based education increases student achievement on tests citing quantitative data, which he attributes to more student engagement, lower truancy rates, and less discipline problems. He also uses teacher testimony about the increased amount of critical thinking he witnesses students using Just like previous texts I’ve investigated, Sobel argues that student involvement in the community in service learning or social action creates ownership in the learning process leading to myriad of academic and behavioral improvements. With a bit of skepticism, Sobel seems to think place-based education is a giant panacea, which works ideally in every community. Sobel seems to focus on ecological work in the community in particular as a form of social action. When discussing the ingredient that to into the place based school, Sobel argued that you need administrative support(obviously), collaboration amongst teachers(reflecting theme with our institute), and an active school-community connection namely having an ‘environmental learning center’ e.g. parks and recreation department. Sobel highlights five strategies toward placed based education: 1. Having an environmental educator on staff- This invidual would act as a classroom resource, an outreach coordinator, official communicator, and curriculum developer. In an age of budget cuts, I don’t see many school in Nebraska able to afford even a half-time position for this. I would this being done by committee more so or put on an administrator. 2. Create a SEED Team- This group involves the environmental education, a few teachers, an administrator, community members, students, an ESP. This committee heads budgeting, project development, communication, recruitment etc. for the entire community/school. 3. Host a community action forum- at the beginning of the place-based initiative hold a two day public forum/symposium seeking community in put on the environmental/social needs of the community and ultimately forming committees to look at these needs. Sobel particularly highlight getting an entire cross section of the town/community, so no one feels left out. 4. Don’t Go Too Green- While the focus of placed based education is improving environmental quality, have the school go ‘too activist’ might create a backlash especially when livelihoods like agriculture and logging are part of the economy. Sometimes, just renaming the program reassures some. In addition, always be able to tie it to existing curriculum and focus on projects that really help the school and broader community rather than just the rhetoric of environmentalism 5. Professional Development- Sobel highlights that teachers need training to make place- based education happen from department meetings, inservices, summer workshops, and learning how grant write(something I notice is huge if this is p-b edcation will actually work.) 6. Community Involvement- This seems obvious, but you need to educate the community as well to seek full involvement Sobel end with case studies of different schools/communities implementing place-based education. His overall conclusion include at PBE is beneficial for students who don’t always find success in traditional educational models—special needs students, ELL students, students with behavioral problems. I could identify with this and see students in my modified classroom to really latch onto a project like this and help them develop real world skills.

Script Outline--Brian's version

N: We're a group of teachers wondering what placed based education is and what makes it so beneficial? Sobel's definitioon (Place-based education is the process of using the local community and environment as a starting point to teach concepts in language arts, mathematics, social studies, science and other subjects across the curriculum. Emphasizing hands-on, real-world learning experiences, this approach to education increases academic achievement, helps students develop stronger ties to their community, enhances students’ appreciation for the natural world, and creates a heightened commitment to serving as active, contributing citizens. Community vitality and environmental quality are improved through the active engagement of local citizens, community organizations, organizations, and environmental resources in the life of the school.)

Situation: Jessica goes through community as sees all these cone flowers on the way there; she arrives at school an opens text book on the pollination process--education

N: How does it look? -use Sobel book examples -cross curricular -use other examples in books -Placed Based Writing uses student's funds of knowledge, increases authenticity

Advantages: -Problem Based -Students are Resources -Near and Far Transfer -Organic -Cross Curricular -Community Based -Behavioral, Cognitive, Affective Learning -Not just consumer but producers of knowledge

N: Our group is smart

(Beatles Song)

30 seconds each

Evi-Introduction; Questions; Sobel's definition

Diana;Jessica-Jessica story;examples from book

Brian- Positives of Placed Based Education

Diana- Conclusion