applying content through
connected learning & Community Connections
Connected learning is multidimensional, as it explores students’ interests and links learning with academic, career, and civic contexts (Ito, et al., 2013). Ito, et al. (2013) propose, "Hands-on learning that comes from actively creating is engaging and resilient" (p.74). Connected learning also prioritizes sociocultural learning in "valuing learning that is embedded within meaningful practices and supportive relationships in nature" (Ito, et al., 2013, p. 5). I decided to analyze the outcome of students' experiences with connected learning and community connections in order to thoughtfully consider the effects of this integrated method in my future teaching practice.
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The school in which I did my fieldwork maintained a variety of relationships with community organizations, including the Pennsylvania Horticulture Society, USDA/NRCS, University of Pennsylvania, Penn State University, Fairmount Waterworks, FFA, Henry’s Got Crops CSA, Mycopolitan Mushroom Company, Morris Arboretum, and the Schuylkill Center.
Throughout my inquiry I focused on four of the above community connections, which engaged students with local organizations, events, and businesses and gave students the opportunity to learn new skills and knowledge. As you explore the links, you will read my observations and conclusions about the benefits and shortcomings of these methods as they were implemented in my school.
Throughout my inquiry I focused on four of the above community connections, which engaged students with local organizations, events, and businesses and gave students the opportunity to learn new skills and knowledge. As you explore the links, you will read my observations and conclusions about the benefits and shortcomings of these methods as they were implemented in my school.
