NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
In this flexible and practical course, you’ll see that a wealth of learning in math, science, art, social studies and language arts can take place right outside those classroom walls. You’ll discover dozens of ways to use your school building, school grounds, school neighborhood and local community to enhance learning for your students, and you’ll develop strategies on how to keep your students learning even when they’re not in school.
You will begin by discovering more about your school environment and local community through a series of information acquisition activities, and then you will have the opportunity to develop fun and meaningful learning activities for your students. Ideas might be to study the local school environment, to organize local walking tours, or to take part in community service projects. Visits to local neighborhoods, business districts, parks and museums will also increase your students’ awareness of their surroundings.
This class is applicable for all teachers of students K-12, and the strategies and ideas included can be implemented in any community.
NOTE: This course replaces ED411T - Beyond the Classroom. If you received credit for ED411T you cannot also receive credit for this course.
The Co-Instructor for this course is Christopher Naze, M.Ed.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
None. All reading is online.
$25 materials fee for course workbook to be paid to the instructor after registration. Send check to Peter Chausse, PO Box 3043, Gresham, OR. 97030. Include your name, address, phone and email. Course text, Open the Door, Let’s Explore More! And a book of your choice, or similar texts from the bibliography provided. NOTE: The book, Open the Door, Let’s Explore More! is difficult to find. Please contact me for instructions regarding the reading materials you must obtain on your own.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1:Review workbook
Send to instructor: email@example.com. Subject line to read ‘No Child Left Inside #1’.
Assignment #2:Explore school grounds
Send to instructor: firstname.lastname@example.org. Subject line to read ‘No Child Left Inside #2’.
Assignment #3: Neighborhood walking tour
Send to instructor: email@example.com. Subject line to read ‘No Child Left Inside #3’.
Assignment #4:Exploration of local community
Send to instructor: firstname.lastname@example.org. Subject line to read ‘No Child Left Inside #4’.
Assignment #5: Conversations with the community
Send to instructor: email@example.com. Subject line to read ‘No Child Left Inside #5’.
Assignment #6: Read a text
NOTE: Open the Door, Let’s Explore More! is difficult to find. Please contact me for instructions regarding the reading.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘No Child Left Inside #6’.
Assignment #7:Read an additional book
Send to instructor: email@example.com. Subject line to read ‘No Child Left Inside #7’.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘No Child Left Inside #8’.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #9:Create a lesson
Use this option if you do not have a classroom available.
Assignment #10: (500 Level ONLY)
Create an original research, or hands-on project for your students that focuses on some aspect of community based learning. Ideas could focus on walking field trips, community service projects, involvement with local parks or businesses, or other pertinent ideas. Discuss with the instructor beforehand what you would like to do. Then, explain the goals, implementation and results of the project.
Send to instructor: email@example.com. Subject line to read ‘No Child Left Inside #10-A’.
Another assignment of your own design with prior approval of the instructor.
Send to instructor: firstname.lastname@example.org. Subject line to read ‘No Child Left Inside #10-B’.
C. INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Peter Chausse, B.S. is a former elementary school teacher, who has specialized in teaching his students about trees, plants, urban parks and natural areas.
Before beginning his teaching career, Peter earned a degree in Forestry from the University of Maine. His training included coursework in Dendrology (tree identification), Forest Management and wood product usage.
In the early 1980's, Peter worked for the U.S. Forest Service in the state of Washington, where he focused on tree identification and scientific observations. Since 1994, Peter has taught a course through The Heritage Institute titled, ‘Studying Portland’s Trees’ During the course, participants learn how to recognize several dozen tree species as they explore Portland’s parks and historic neighborhoods on foot. Ideas for the integration of tree study with math, art, science, literature, writing and social studies activities are presented and discussed.
Peter has had a lifelong love of trees, and is eager to help you acquire more tree knowledge. He is also dedicated to helping you bring this information to your students in fun and meaningful ways.
NO CHILD LEFT INSIDE: Lesson Ideas For Your Community
Carroll, Kathleen. 2007 A Guide to Great Field Trips Zephyr Press Chicago, IL
Redleaf, Rhoda. Open The Door, Let’s Explore More! 1996. Redleaf Press. St. Paul. MN.
Schwarzman, Mat. & Keith Knight 2006 A Beginner’s Guide to Community Based Arts Education. New Village Press, Oakland, CA
Sobel, David. 2004. Place Based Education The Orion Society, Great Barrington, MA
NOTE ABOUT THESE RESOURCES:
These are generally activity books that can be found in stores that focus on teacher learning aides and supplies. You may find other books that are more applicable to your teaching situation. If so, you are welcome to use them with my prior approval. And I’d appreciate knowing about them!
Albert, Toni. Science by the Season. 1992. Carosn-Dellosa Publishing. Greensboro, N.C.
Artel, Mike. Weather Ways: Questions, Facts & Riddles About Weather. 1995. Good Year Books. Glenville, IL.
Evan-Moor Educational Publishers. My Community. 1996. Monterey, CA.
Evan-Moor Educational Publishers. My Neighborhood.1996. Monterey, CA.
Evan-Moor Educational Publishers. Transportation. 1996. Monterey, CA.
Home, Barbara with Frances James and Ann Kerr. A Sense of Place. Belair Publishing, 1995. Twickenham, England.
Klawitter, Pamela. Learning About Communities. 1994. Milliken Publishing, St. Louis, MO.
Redleaf, Rhoda. Open The Door, Let’s Explore More! 1996. Redleaf Press. St. Paul. MN.
Rushdoony, Haig A. The Language of Maps.1983. Fearon Publishing. Parsippany, NJ.
Schwartz, Linda. The Travel Bug: Creative Activities for Kids on the Go. 1993. The Learning Works, Santa Barbara, CA.
Shedd, Warner. Kids Wildlife Book. 1994. Williamson Publishing, Charlotte, VT.