by Annette Lamb and Larry Johnson
Start an exploration of your community with where you are... literally. There are exciting things to discover everywhere. We've been traveling throughout North America for the past six years and we're just starting to scratch the surface.
Follow our adventures on the Lamb and Johnson page. From the Motosat Datastorm RVers page, you can even track our exact location using GPS coordinates. Use GPS, GIS, and mapmaking activities to explore and record the public and private areas where you live.
Place-based education connects schools with the local community by grounding learning in local phenomena and lived experiences. Rooted in Dewey’s focus on authentic learning, placed based approaches include cultural and historical studies, nature exploration, and real-world problem solving.
This idea of authentic, experiential learning also has roots in the Foxfire movement of the 1960s stressing active learning, collaboration, reflection, creativity, and community connections. The program focuses on 11 core practices that revolve around the idea that "classrooms should be dynamic learning sites where students and teachers work as partners to meet the goals of the curriculum". Read about their eleven core practices for teaching and learning.
In the article Tinkling Cymbals and Sounding Brass: Hearing the Different Drum, Michael L. Umphrey focuses on the need to develop education-centered communities where students, teachers, and community members collaborate to build a strong community. Umphrey advocates five approaches:
As you examine your community, ask yourself:
The Old Man River Project combined the science and history of the Mississippi River with interesting community projects that incorporated a wide range of technologies including GPS, digital cameras, and electronic primary sources. The project began with a focus on towns in western Illinois and expanded to include communities in the ten states along the Mississippi River.
According to Greg Smith, Professor of Education at Lewis & Clark College, "Place-based education focuses on using local knowledge, phenomena, and experience as the foundation for teaching and learning. Its aim is to connect children and youth more firmly to their own communities and regions." His definition stresses cultural studies, nature studies, real-world problem-solving, internships and opportunities, and community processes. In an article titled Place-based education: Learning to be where we are in Phi Delta Kappan, Smith describes an urban renewal grant that involved the transformation of mill ponds into a park. High school students used GPS to locate and tag woody debris areas that make effective salmon and bird habitat. Like many GPS projects, the initial GPS and mapping work lays the foundation for future classes.
The key to effective place-based projects is knowing yourself and your community and helping students seek a larger global connection. Consider those things that are unique to your communication including history, environment, culture, economy, literature, art, and music. Many educational and social organizations are building exciting community connections. For example, the Project for Public Spaces focuses on building public spaces for communities in projects like Littleton Places.
Another well-known advocate of Place-based Education is Annenburg's Rural Challenge Grant programs part of The Rural School and Community Trust. Read They Remember What they Touch…The Impact of Place-Based Learning in East Feliciana Parish by Emeka Emekauwa and Doris Terry Williams (PDF). Also, read MEASURES Producing Productive Place-Based Projects by James Lewicki. read What Does Place-Based Learning Look Like? Examples of Place-Based Learning Portfolios from The Rural School and Community Trust. It provides a great resource for documenting and assessing place-based learning including rubrics that you can use to assess your program.
Successful programs seem to focus on:
Teachers are viewed as facilitators. While students use scaffolding such as guidelines, worksheets, and existing data, teachers act as guides and partners.
The National Geodetic Survey was formed by Thomas Jefferson in 1807 to survey the US coastline.
Geodesy – a science that involves measuring changes in the location of points on the Earth’s surface, Earth size and shape. Uses fixed locations (benchmarks), stable structures (monuments), multiple points (datum), along with triangulation, trigonometry, & GPS. References include latitude (equator), longitude (Greenwich, England), and elevation (sea level). Elements include control, space, and user. Benchmarks are markers placed by surveyor from the US government to identify specific locations.
Learn the basics of GPS
Learn more about GPS and Geodesy at the following website:
GPS devices are one example of an inexpensive technology that can be used across the curriculum for a wide variety of activities. When tied to Internet, it provides a way to share authentic data and experiences around the world.
To learn more about GPS Coordinates:
When working with students it's important to stress the many "real world" applications of GPS. For example, the National Park Service uses GPS/GIS to plan and implement fire control programs. Some areas include:
Students can be involved in these kinds of projects. For example, a group of students in Colorado conducted a Fire Risk Assessment.
Common Applications. GPS technology is commonly used in many fields.
Track a Person. GPS in wrist and ankle bands, implants, watches, pagers, cell phones, and Onstar are all used for tracking. Learn more at TravelbyGPS.
Track Transportation. GPS is used in many vehicles.
The Real-time Data Sites website can be used to find many other applications of GPS. GPS from FAA to track airlines.
Take to Location. GPS is used for fun and work in specific locations. For example, it's used by government surveyors as well as geocachers.
Tourist's Path. GPS is often used by tourists to mark and find specific locations.
Town and City Tours. GPS is used by many tourism groups to mark locations of structures and natural places.
Byways and Trails. GPS is used to mark roads and trails for hikers, bikers, and cars.
Walking Tours. GPS can be used for walking tours through communities and parks. Groups may use maps, guides, audio, and photos.
Historical Reenactments. GPS is used to mark exact locations and times for meetings and events. These are great opportunities for students to write historical fiction.
Storytelling. GPS is great for activities that involve meeting at a particular location or events where the goal is to give people the sense for what it might have been like to have lived in a particular place in a different time period. For example, you might convene in the location of an historical tribal meeting or at an old fort. Shelbyville, Illinois holds a cemetery walk in the fall. Storytelling is enhanced when participants experience the same location as the original event.
Natural Places. GPS devices can be used to locate a range of natural places and reduce the need for signage.
For example, middle school students in Wheelock, Vermont conducted a Study of Soils that involved using GPS units to collect waypoint used in mapping soil types. They used worksheets to note GPS locations, site descriptions, sketches, soil profiles, and soil type analysis.
Ecosystems. GPS is used to monitor ecosystems.
Remote Location Tours. GPS devices work particularly well in areas without signs such as historic sites, building ruins, petroglyph locations, ghost towns and natural areas.
Biological Surveys. GPS can be used for many types of scientific surveys including remote navigation, locating specific points on ground, mapping species encountered, mapping geological features, and mapping boundaries. Scientists trace changes over time and can compare "before and after".
For example, students at Thompson Valley High School conducted a student of the watershed using GPS and GIS.
Scientific Experiments. GPS has been used to trace animals such as bears, wolves, and birds. It's used to mark old coal mines, mark underground wiring paths, and watch sink hold development. These markers are used for making comparisons on subsequent visits.
Working collaboratively with the Colorado Division of Wildllife, Routt County Sheriff's Deparment, and the Colorado State Patrol, students in Colorado were involved in a Critical Control Project collecting data about animals killed on the roads.
Specific Topics. GPS can be used for many specific projects such as:
For example, middle school students in Vermont participated in a riverbank erosion project tracing changes in a river over time.
Mining. GPS is often used in mining:
Forestry and Agriculture. GPS is often used in forestry and agriculture:
Third through fifth grade students at the Sheldon School in Vermont, mapped a local forest then wrote about being good stewards of the forest.
Utilities. GPS is used by utility companies:
Real Estate. GPS is used in real estate:
Government. GPS is used by government agencies:
Historic Locations. GPS is used by many museums and historical societies to mark locations and map structures and locations:
Some states are working on GPS projects for historic locations such as courthouses. For example, the GPS coordinates of the Georgia County Courthouses are online.
Sites for Thought. GPS devices are sometimes used to mark specific locations or document locations. Authors and others may write descriptions, poetry, or short stories.
The GeoSnapper is a GPS photography website that allows participants to upload and share geo-referenced digital photographs.
Artists mark locations, draw or paint locations, or create an artistic map of the area. Try this activity. Match photos from a location to abstract artwork.
Special Events. GPS is often used in special events.
Recreation. GPS is used for many recreational activities.
The Lewis and Clark Bicentennial project is placing a series of markers.
Agencies. Many agencies are involves with GPS-based projects.
Geocaching is a popular activity that involves searching for a particular location using the GPS coordinates. Geo means earth and caching stands for a computer cache or cache of treasure.
A virtual cache means the location contains no treasure or marking. These are often used for natural locations or historic sites where no trace should be left of your visit. Consider spots that are good for photography. Identify a trail without establishing trail. These may be places that are good for fishing or have a unique feature such as slick rocks.
A regular cache contains a treasure.
Geocaching involves exploring, hiking, finding, working, and playing all at once. Learn more at geocaching.com.
Part of the geocaching website focuses on Benchmarking. The website lists benchmark locations and asks you to find and photograph the location.
The rest of this section of the workshop can be found at our geocaching website. This website addressing placing a cache and project for students.
There are many classroom applications of the GPS.
Now and Then
Nature Trail or Walk
Historic Trail or Walk
Virtual Walk through History
Use Your Senses
Recent GPS Uses
What can the GPS do that you can’t do effectively another way?
10 Tips for Accuracy
Join a Group
Simple GPS Applications
Place-based Learning... starting where you are.
Selected GPS Websites
Selected Readings in GPS & Place-based Learning
Bishop, S. (2004). The power of place. English Journal, 93(6), 65-69. This article provides a great overview of place-based education.
Community Service Journal. Supports teaching practices that build community. Available: http://www.vermontcommunityworks.org/cwpublications/journal/cwjournal.html
Corporation for National and Community Service (Accessed June 2005). Available: http://www.nationalservice.org/
Environmental Education on the Internet. Supports educators seaching for environmental education resources. Available: http://eelink.net/
Firek, Hilve. (2002). The English Teacher and Technology: Friends or Foes? WILLA, Volume 11, p. 30-32. Available: http://scholar.lib.vt.edu/ejournals/WILLA/fall02/firek.html
Lewicki, James. 100 Days of Learning in Place: How a Small School Utilized 'Place-Based' Learning to Master State Academic Standards.
Gibbs, T., & Howley, A. (2000). World-class standards and local pedagogies: Can we do both? Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. EDO-RC-008). This article focuses on a balance between national standards and local needs.
Gruenewald, D. (2003). Foundations of place: A multidisciplinary framework for
Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place.
Martin, J. (2001). Learning to teach students in the community and environment.
National & Community Service. Available: http://www.nationalservice.org/
National Service Learning Clearinghouse. Available: http://www.servicelearning.org/
National Commission on Service Learning (January 2002). Learning in Deed: The Power of Service-Learning for American Schools. Available: http://www.service-learningpartnership.org/
Kehrberg, Gretchen. Place-based Education: An Annotated Bibliography, Clearing: Teaching Resources for Ecology, Sustainability, and Community. Available: http://www.clearingmagazine.org/place-based.html
Rural School and Community Trust. Leaders in place-based learning. Available: http://www.ruraledu.org/
Smith, Gregory (April 2002). Place-Based Education: Learning to Be Where We Are. Phi Delta Kappan, 83, 584-594.
Smith, Gregory (2002). Going local. Educational Leadership, 60(1), 30-33.
Smith, Gregory (1998). Rooting Children in Place. Encounter, 11(4), 13-24.
Smith, G. (2001). Learning Where We Live. San Francisco, CA: Funders Forum on Environment and Education. Available: http://www.clearingmagazine.org/Smith.html
Stokely, K. (2003) What is Place-Based Learning; Features of High Quality Leadership; Features of High Quality Place-Based Learning; and Stages of Implmentation. Adopt-A-Watershed, Hayfork, CA.
Theobald, P., & Curtiss, J. (2000). Communities as curricula. Forum for Applied Research and Public Policy, 15(1), 106-111.
Woodhouse, J. (2001). Over the river and through the 'hood: Re-viewing "place" as a focus of pedagogy. Thresholds in Education, 27(3 & 4), 1-5.
Umphrey, Michael L. (October 16, 2003). Tinkling Cymbals and Sounding Brass: Hearing the Different Drum, The Montana Heritage Project.
What Does Place-Based Learning Look Like? Examples of Place-Based Learning Portfolios, The Rural School and Community Trust.