First, a Summary of Lessons Learned

Before discussing some of my rough ideas on how to implement place based learning into my classroom, next year, I felt the need to summarize some of the information learned during the course.

For starters, I found it helpful to be introduced to some examples of successful place based education models. I was particularly drawn to the following examples: the air quality study done by students in Boston, the school that tested for PSP in shellfish while studying various types of protists found in their bay, and the STRAW project that featured students planting trees by streams to protect riparian zones. I also appreciated hearing from some of Juneau and Sitka's local teachers about place based education projects they had successfully completed with their students. (Note: the photo to the left was taken on the second day of the course at Auke Rec when a group was learning about barnacle life cycles and ecology)

I was pleased to have the opportunity to learn more about how to use GPS effectively. Next year, I would like to work the use of GPS into a few projects, and now I have a better idea of how to go about this. I must admit, though, I have a long ways to go before I will be fully confident with all that a GPS is capable of...I suppose I should probably spend some more time fiddling around with one.

Hearing from Thomas Thornton about his findings was quite interesting. I am definitely going to need to read his book, " Being and Place Among the Tlingit". I was especially drawn to his discussion of Glacier Bay...I had heard a bit about the geologic history of glacier bay, but Thornton's overview, complete with the descriptive Tlingit names for the area, that changed over time as the area changed, was exciting to learn about. Listening to Thomas Thornton, Marie Olsen, and David Katzeek really got me thinking about how a place is named...with the common European-based tradition of applying place names based on peoples' names (often powerful peoples' names) and the Tlingit people giving descriptive names to an area that really helped one visualize the place. I am glad people are working to preserve the original Tlingit place names. (Note: the photo taken above is of David Katzeek speaking to the group at Auke Rec, on the second day of the course)

The day we went to the Auke Bay was delightful. I felt like I was kid at camp, again, learning new information, while being reminded of how important it is to get students out of the classroom. I had always heard that the Auke people's winter village site was located at Auke recreation site, but to see exactly where it was located, with the insights of Marie Olsen and Richard Carstensen, was fantastic. Marie and Richard walked us around the site, discussed some of the edible plants growing there, and posed interesting questions for us to consider about the area. I could have easily spent the whole day with those two knowledgeable individuals, learning more about the area. (Note: the two photos attached to this paragraph were both taken at the former site of Aanchgaltsoow located at Auke Recreation. The first photo shows course participants looking up at the village site which they found with the help of GPS. The second photo is the view of Auke Bay when looking straight out from the Aanchgaltsoow village site).

In closure, I felt like I learned quite a bit of valuable information from the course, and it was enjoyable, in addition. The experience reminded me of how important it is to make your lessons meaningful to the students, and that one way to do this is to tie the information to the place where students live and care about. My only wish is that we had more time to fit everything into...I would have liked the chance to learn from more of the instructors during the break-out times. (Note: the photo to the left is of a stinging nettle was located at the Aanchgaltsoowvillage site. Stinging nettles were eaten by the Tlingit and were likely intentionally planted at the village).