Place-based Learning
STRAW projects are experiential, student-centered, hands-on and immerse students in local landscapes. They can serve as a unifying theme for science, language arts, social studies or geomorphology and geology. Education becomes more than stand and deliver methodology. It is also tramping through mud; planting native trees; observing birds and animals and ultimately comprehending the value of local watersheds through restoration experiences on creeks and wetlands. This model is equally effective no matter how young or old you are.
 
Place-based Learning (PBL) is a method of teaching and learning. It has a long tradition in our nation beginning with our earliest residents. In the 30s, John Dewey described and promoted PBL. Current learning theory research in neuroscience and psychology tells us that learning happens partially through social activity and in a context of culture, community and past experiences. In order to adapt to a changing world, we need knowledge, but we also need reflection and hands-on experience. It is clear students need both knowledge and competence to succeed in a complex world that requires ecoliteracy as well as life skills.
 
Aspects of STRAW Place-based Learning:
  • Promotes deep learning about important local knowledge
  • Engages students in natural and cutting-edge restoration science 
  • Promotes student ownership
  • Builds student and community connections
  • Addresses a community problem or issue
  • Engages students in real work that produces results
  • Honors local culture
  • Builds access, communication and trust
  • Supports students and adults to take on new roles
  • Welcomes the questions and complications that arise from the work
  • Cultivates new leadership
  • Nurtures new relationships
  • Promotes shared responsibility and accountability
  • Leads to new community understanding
  • Attracts and creates new resources