Teaching and Learning in the School Garden: Theory into Practice

• Week One: Welcome and Introductions; Theoretical Roots of Garden-Based Learning
• Week Two: Exploring Successful and Inclusive School & Youth Gardening Programs
• Week Three: School and Learner Needs, First Steps in Program Development
• Week Four: Theory into Practice: Connections to Core Content Areas & Beyond 
• Week Five: Designing Project-based Units of Study and Lesson Plans
• Week Six: Authentic Assessment of Garden Based Learning, Project Portfolio

There will be a week-long break from April 14-21

Instructor: Donna Alese Cooke dmc72 [at] cornell.edu (dmc72[at]cornell[dot]edu)

Purpose

To help grow more confident and effective educators who will have the tools and resources needed to integrate standards-based garden-based lessons and real-world activities into all areas of the school curriculum.

Course Objectives

Upon completion of this course, participants will:

• Identify garden-based learning benefits and successful school garden programs and determine how learning theory can be put into practice.
• Collaborate and build connections with others, determine available resources, and learn from case studies, research, and other programs.
• Identify program needs and cross-curricular connections, teaching strategies and challenges for curriculum integration.
• Cultivate practical lessons and activities that connect to core content areas including art, music, health, nutrition and technology.   
• Develop project-based lessons that fulfill educational goals and focus on garden-based learning principles and learner-centered assessment.
• Build a toolbox of resources and develop a portfolio of lesson plans and multi-disciplinary units to enrich a classroom or youth program.

Course Philosophy

We know that the act of gardening provides several health, social, and educational benefits for children. This course provides the tools and resources that schools and teachers need to support garden-based learning in our schools, integrating school gardening into the curriculum though a constructivist, project and place-based learning approach. We encourage our network of state and nation-wide educators and volunteers to learn and grow together. This course does not focus on the science of horticulture or aspects of gardening; however, the practicum garden-based learning activities provide context to garden-based learning theories.

Approach

This course is designed to be learner-centered, where educational theory will be discussed and put into practice through practicum, program development, lesson planning, and a final portfolio project. Participants will learn from one another by engaging in group discussions, and evaluating and reflecting on the readings, research, and case studies. The instructor will take an active role by providing supportive feedback. 

Expectations

This course is asynchronous in its design, where students learn on a schedule at their own pace. Due dates, deadlines and self-evaluation exercises are in place to help keep students on track. Bi-weekly Zoom meetings are scheduled (dates/times TBD) for students to ask questions and work on group activities. These sessions are optional and recorded in case you miss them.

Expect to dedicate a minimum of 5-7 hours per week to the lessons, readings, discussions and assignments. A weekly Learning Journal is assigned, to reflect on learning and to help build a relationship with the instructor.  The final, comprehensive portfolio will serve as an evolving learning experience; a teaching "toolbox" complete with lesson plans and developed programs ready to use in the classroom or youth program.

Supplies

A computer with reliable high-speed Internet access (to view videos, view readings, submit assignments, and participate regularly in discussion forums).