Teaching and Learning in the School Garden: Theory into Practice

• Week 1: Welcome and Introductions; Theoretical Roots of Garden-Based Learning
• Week 2: Inclusive School & Youth Gardening Programs; Designing Gardens for Youth
• Week 3: Conceptualizing Your Program & Curriculum
• Week 4: Theory into Practice: Connections to Core Content Areas & Beyond
• Week 5: Designing Project-based Units of Study and Lesson Plans
• Week 6: Authentic Assessment of Garden Based Learning, Project Portfolio

There will be a week-long break from November 23-30

You will not be able to access the material beyond two weeks after the last day of class.

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 how learning theory is put into practice.
• Analyze program needs and cross-curricular connections, teaching strategies and challenges for curriculum integration.
• Examine developmentally appropriate garden design for youth and school gardens, that are welcoming, inclusive, and accessible for all.
• Cultivate practical lessons and activities that connect to core content areas including art, music, health, nutrition, technology and more.
• Construct project-based lessons that fulfill educational goals and focus on garden-based learning principles and learner-centered assessment.
• Collaborate and build connections with others and discuss strategies for teaching and learning in the school garden.
• Apply case studies, research, and teaching and learning methods to their own program and lesson planning.
• Assemble and present a portfolio of lesson plans, multi-disciplinary units, and authentic assessment that will enrich a classroom and/or youth program.

By the end of this course, you will connect with and learn from others with the same purpose and become more confident and knowledgeable garden-based learning educators, prepared with fully developed lesson plans and cross-curricular units of study.

Approach & Philosophy

This course focuses on the foundations and teaching strategies of garden-based learning (GBL) and provides the tools and resources that classroom teachers and extension educators need to develop school gardening programs that are easily integrated into their school curriculum or youth program. 

This course is designed to enhance the practice of garden-based learning in our schools; to promote the integration school gardening into the curriculum though a constructivist, project and place-based learning approach; and to encourage a network of state and nation-wide educators and volunteers who will 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.

Expectations

Weekly modules will open on a Monday and contain the following components:

• A series of lessons that present the topic with required readings, videos, and online resources that expand upon and reinforce the material presented
• Lessons and resources that help create an inclusive school garden design that is welcoming and accessible for all
• Activities and assignments that build a portfolio, a toolbox of GBL program plans, evaluative tools, and standards-based cross-curricular and project-based lessons
• Whole class discussion forum with topics and questions for discussion, and a place to share ideas with others
• Reflective writing that cultivates a thoughtful perspective and dialogue with the course instructor
• Additional readings, activities, and relevant resources

In the end, students will leave this course with a final portfolio of garden-based learning activities, program planning guides, and evaluative methods that are ready to use in the classroom or program area. Teachers will develop a standards-based units and lessons specific to their grade level, and extension educators, garden volunteers, and youth educators will develop a plan that will guide a youth gardening program. 

Supplies

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