What is Place-Based Learning, anyway?

I often get slightly confused looks when I tell people that I am a 'Place-Based Learning Coordinator.' I usually don't even give them time to ask- 'What does that mean?' before I launch into a quick description. Here, I have the luxury of a little more time, so let me break it down for you.

First, what is place-based learning? I usually describe it as using resources in the community to meet and advance curricular goals while developing stewardship and responsibility in our students. In short, make it real. I never want students to ask 'why are we learning this?' Or if they do, they are able to answer it themselves relatively soon.

 Does place-based learning look the same everywhere? Absolutely not! Each community is going to have its own challenges and opportunities that will define what projects are the most relevant and meaningful. Here in Woodstock, we have amazing access to local natural landscapes. Between Marsh-Billings-Rockefeller National Historical Park, town parks, the Green Mountain National Forest, school and community gardens, and the Ottauquechee River, students can study and complete innumerable service learning projects with an ecological focus.

We also have a rich and vibrant community with organizations and non-profits working on a variety of social and economic issues. We're a short bus ride from the Dartmouth College science labs, art museums, and theater.

Is place-based learning only relevant for science classes? Definitely not. In fact, place-based learning is such a wonderful opportunity to truly work across disciplines, because like any real world project, problems do not come neatly packaged in academic silos. Students working on a project to install a new crosswalk near their school, for example, will need to understand policy and regulation, human psychology, historical context, and research, presentation, and communication skills. They can tie this project into larger global issues such as alternative transportation and equal access to resources. Big things indeed.


Is place-based learning easy? Does it come it a neat package? Are there clear instructions and guidelines? Nope, no, and definitely not.  Place-based learning can be messy and complicated and make you feel a little uncomfortable. But, can you name something in your life that's transformed you in a positive way that doesn't meet this description?

Teachers at WUHS are starting to embrace the messiness. They are moving to the edge of their comfort zone and making connections with community members and real-world problems. Sometimes it gets complicated and we sure aren't ready to write the rule-book on this endeavor. But we're stepping up to the plate and giving it a try. We believe it will make a hugely positive difference in our students' lives.


Here are some great resources for learning more about place-based learning:
http://www.ecoliteracy.org/strategies/place-based-learning
http://www.promiseofplace.org/what_is_pbe

Here is a report on impact from the Place-Based Education Evaluation Collaboration
http://www.nps.gov/civic/resources/PEEC2010_web.pdf

Geometry Is All Around Us

'How do geometric principles inform building design?'

This is the question that geometry students are seeking to answer through a year-long project. The end goal will be student designs for a new outdoor classroom structure that will be built on the hillside across the river from the school.

How does a student go about answering that question? Well, go to a covered bridge of course! Covered bridges are excellent venues for learning about building design and construction because the truss systems are exposed and accessible and, well, we can't go 10 feet in Woodstock without seeing one!

 Armed with rules, protractors, plumb bobs, carpenter squares, clipboards, and smart phones, students crawled like ants all over the Woodstock Middle Bridge and Taftsville Covered Bridge. They recorded lumber dimensions, angles, lengths, widths, depths, you name it! They carefully illustrated drawings of floor, wall, and roof trusses.

Mrs. Hagenbarth and Ms. Rubenstein intend to come back to these drawings throughout the year as they build understanding of geometric principles such as the strength of a triangle, parallel and transecting lines, and much, much more.

Next up for these students-a visit to the forest to see the proposed location for the structure they will design!

Woodstock Students Say Yes to YES!

Six Woodstock students had the great opportunity to attend the Youth Environmental Summit (YES) held at the Barre Auditorium.  Students from all over the state assembled to learn, speak, and inspire others about the issues of today’s world. The day’s message was clear: “Climate change is happening, it’s the most serious challenge our planet faces, but if we work together, we can meet that challenge.” Students were given opportunities to speak to their peers about steps of action they implemented in their school and community.

The key note speakers were not only informative with issues and solutions but also passionate. After exploring the captivating booths with interesting facts and opportunities, we enjoyed our first workshop. These focus groups concentrated on topics ranging from the pros and cons of specific composting systems, to knowing how to get others in our school and community as excited about our environmental initiatives as we are! There were even workshops to train us how to make our school group more efficient and attractive to prospective members. There were also many opportunities for outreach. Earth Beat members learned that Vermont has over 100 town energy committees that are willing to help our school group. We now have a network of contacts that we can use in the future to support our projects.

By the end of our exhausting day, Earth Beat members were full of new ideas and bursting with excitement. Our experience at YES was educational and informative, but more importantly, it was inspiring. We’ve always had enthusiasm for our cause, but now we have the tools, the support system and the empowerment to carry out the two largest projects our group has ever taken on. By seeing what amazing things other student environmental groups have accomplished, we learned that we have the responsibility and power to make a real difference in our school and community.

- Abby Kaija and Elizabeth Kamb

Italian Culture

Sometimes, you can get the best understanding of your own culture by studying other cultures. This year the WUHS Culture Club is studying Italian Culture.  After students presented on different aspects of Italian culture like Renaissance Art, Traditional Musical Instruments, Roman Architecture and Italian Food and Desserts, Culture Club went to the Hood Museum in Hanover to study Italian art with a focus on the Perugino Altarpiece from 1492.  

 Then, we headed over to Morano Gelato for a tour of their gelato making facility.  Students tried a number of different flavors including pumpkin which is a seasonal, delicious and very popular flavor.