Beyond the Walls with Object-Based Learning

Autor/in	Barnett, Cassandra
Titel	Beyond the Walls with Object-Based Learning
Quelle	In: Knowledge Quest, 47 (2019) 4, S.44-49 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-9046
Schlagwörter	Institutional Cooperation; Museums; School Libraries; Librarians; Secondary School Teachers; Teamwork; Librarian Teacher Cooperation; Teacher Collaboration; Interdisciplinary Approach; History Instruction; Art; Educational Technology; Technology Uses in Education; Arkansas + Suchen Sie Ihr Suchwort? Institute; Co-operation; Cooperation; Institut; Kooperation; Museum; Museumswesen; Museen; School library; Schulbibliothek; Librarian; Bibliothekar; Bibliothekarin; Lehrerkooperation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; History lessons; Geschichtsunterricht; Arts; Kunst; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Everyone has an object that holds a special meaning. It is human nature to collect these objects and value the stories they tell. Entire buildings have been built just to hold and display such items. Museums not only house these objects but help us connect to the past and our culture as well as the culture of others. In the state of Arkansas, few people have access to museums, especially students. Because of distance, field trips are not always possible. This article discusses ways school librarians and other educators in Arkansas reached out to collaborate with institutions within their own state that house collections of historic art, artifacts, and documents to provide a museum experience to students. Drawing upon her experience and some initial conversations with partnering institutions, the author identifies two primary goals necessary to guide the building of a program. They are: (1) To create universal access to important information, resources, and cultural institutions; and (2) Foster and promote opportunities for a deeper understanding of social studies, history, art, civic engagement, and diplomacy. Now in the middle of their fourth year of the program, Arkansas has continued to tweak their model for object-based learning. Arkansas provides a five-day training session in the summer for forty classroom teachers and school librarians in grades seven through twelve. These educators, chosen through an application process, are divided into regional teams. Each team of five to seven members includes at least one school librarian, a fine arts teacher, a social studies teacher, and an English language arts teacher. Some of these teachers may work with special education students, English language learners, or gifted and talented learners. These teachers work throughout the school year creating and teaching units of study based on their curriculum, incorporating objects into the lessons, and leading students to a civic engagement project. During the training, the partner institutions use their expertise to teach educators how to use object based learning to bring history and art to life, and make learning more exciting and meaningful for students through objects, art, and primary resources. Each partner institution provides access to five digital versions of objects in their collections plus related resource material, totaling twenty objects from which to choose. (ERIC).
Anmerkungen	American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://knowledgequest.aasl.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06