The instructor, Jason Price, is such an enthusiastic, awesome, and interesting character that it's difficult to talk about him because he's just that good. This is definitely one class that I feel like I'm learning a lot and soaking up so much information and yet I'm taking very little notes. Price, to put it simply, is extremely charismatic and dedicated to teaching us to go beyond the curriculum and go beyond the PLO's and go beyond the system to really engage students in what they what to learn, and in what is going on in their community, and in what is going on in their lives. Social Studies goes beyond World War I and II, it goes beyond the geography of Canada and it goes beyond the confinements that the education system has put on it. Social Studies does not simply refer to history or geography, but to the civic responsibility that each individual as to their own lives as well as their community. It encompasses two of the largest subject areas out there: humanities and social science. It is the study of the human condition as well as the natural sciences. It's just to big; and by narrowing it down to simple PLO's that don't matter, the education system has deprived its students of the vastness of social studies.
I hope that I have done Price justice in this little paragraph, if you ever have the chance to see him speak, GO! and you will see first hand, the passion and the dedication to his profession and to the education of others.
For the past two EDCI 773 classes, we looked at Environmental Education with Nick Stanger. We looked at the impact the environment has on the classroom. At first glance, I was a little skeptical because in big letters on the board Stanger wrote:
ALL EDUCATION IS ENVIRONMENTAL EDUCATION - David Orr
I didn't know what to make of this and at first I didn't really agree with this quote. How can all education be environmental education? After all, we don't go outside while we're in school, unless the PE class happens to be playing rugby or an outdoor sport; we usually sit in the classroom and listen to the teacher, and that's that. Then I realized that I was using a natural definition of "environment". A classroom with four walls, maybe a window or two, and a chalk board is an environment. It's fairly static, meaning it doesn't change very often, and it's comfortable; as well, it usually has very little organic matter in it. Is this a safe environment? In the confinements of four walls and subsequently the school, teachers and students develop a routine and comfort level that may be hard to break out of. They become stagnant and uninterested. So I pose the question again: Is this a safe environment? Does this static, stagnant environment promote a positive and engaging learning experience?
I think the primary goal of this lesson was to explore new engaging environments that also promote a positive learning experience. By going outside, or even the hallway, simply to change the scenery once in a while, will refresh the students you have and allow them to refocus, engage and learn in a new environment. A natural environment can be used in a variety of ways; like Tuesday's class, Nick had us write about an act of compassion we saw during our observation and then go out into a natural environment and chose a piece of nature that could be tied to that act of compassion. The little piece of nature did not have to be logical, it simply needed to be a symbol, an image that would imprint on our brains so that when we saw that piece of nature again we would be reminded of that act of compassion and to pay it forward.
Thursday's class was all about play and the difference between structured play and free play. We were given 20 minutes to be free and run wild and be kids again. It took us a while to get the hang of running around, and climbing trees, and being a kid again but once we got moving it was so invigorating. As teenagers and adults we have been taught that play is for children and that play is immature and unsophisticated and uncool and therefore we don't play anymore. It was a sad realization that I have not played "tag" or "hide and seek" or climbed a tree since I was a little girl - and I'm not including the times I've babysat and used play as a distraction and activity so the rug-rats would nap in the afternoon.
After the 20 minutes of free play, we did 30 minutes of structured play. Nick introduced us to a few games that could be used to teach a number of topics including ecosystems, war, and human interaction.
The lessons were fabulous and so different from regular classes that I think I will remember these lessons more despite the fact that I did not take any notes and spent the hour and half lecture outside.
Until Next Time,
LC
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