It's been interesting thinking about garden-based learning, especially with subjects like mathematics which are traditionally very classroom based. Before starting this program, I don't know that I had ever thought about the ways that using an outdoor classroom can enhance mathematics, but seeing the hyperbolic archway and the platonic solid wind vanes got me thinking about other ways a garden, or nature in general could be incorporated into math instruction. The most obvious garden-based math lesson that comes to mind would be about the fibonacci sequence and the golden ration; students could explore how fibonacci numbers tend to show up in nature, and we could inquire as to why. But I bet there are other, less obvious ways, that garden-based learning could enhance the math classroom.
As I read the article, I was struck by how seamlessly all the parts of the program fit together. As a program for English language learners, gardening makes so much sense - but I don't know that I would have thought of it. Gardening transcends culture differences - it's an activity that nearly anyone understands, and has some personal experience with, or cultural knowledge of. The idea that the garden could be a space of cultural exchange, environmental stewardship, and an English as a second language classroom seems both genius and incredibly natural. I intend to do some thinking about how I could create a garden-based or outdoor program for my own teachable subjects that is equally beneficial and inter-disciplinary. I'm excited to spend Thursday's class in the garden and think about all of this in more depth.
As I read the article, I was struck by how seamlessly all the parts of the program fit together. As a program for English language learners, gardening makes so much sense - but I don't know that I would have thought of it. Gardening transcends culture differences - it's an activity that nearly anyone understands, and has some personal experience with, or cultural knowledge of. The idea that the garden could be a space of cultural exchange, environmental stewardship, and an English as a second language classroom seems both genius and incredibly natural. I intend to do some thinking about how I could create a garden-based or outdoor program for my own teachable subjects that is equally beneficial and inter-disciplinary. I'm excited to spend Thursday's class in the garden and think about all of this in more depth.
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