Integrated, Social Justice Learning for Those At-Risk
An integrated unit on marine debris makes learning relevant and real for 12-18 year-olds
By Natalie Zayas Delgado F
ALLING THROUGH THE CRACKS, left behind, not able to learn, won’t focus, can’t pay attention, has behavior problems—these are phrases all educators
have heard or spoken. These phrases have deep meanings and history rooted in societal ills and structural inequalities, but they refer specifically to learners who deserve every oppor- tunity to grow as individuals. Many schools have created programs and services for at-risk students, but alternative school programs are usually better able to address the educa- tional needs of those with behavioral and other challenges. Meeting the needs of disadvantaged students while
motivating them to learn and enact change, and develop the metacognitive and technology skills needed in the 21st cen- tury is critically important to their development. To increase student engagement I developed a marine debris program for middle and high school students that was taught over one semester and integrated science, math, technology, reading, writing, and the arts. I designed the course to be integrated and project-based so the learning was real for students while at the same time each academic subject was addressed within the context of the course and not as separate subjects that did not seem to relate. These students needed to see the bigger picture of the world and know that what they were learning mattered in their lives so that their education was not just bookwork and requirements dictated by adults. Students met with me one day a week for three hours.
During the week they completed readings, journal writing assignments, other written work, and worked on their art projects. Students were able to receive course credits in
Page 32
Science, Art, and English (creative writing and reading). At the time, the school did not have lab or field science courses, but they now have an excellent science teacher who is pro- viding these lessons. In this article, I will describe the pro- gram in the hopes that it might inspire you to create similar learning experiences in your community. To create such a program, the first question to ask yourself
is what theme would most benefit your students and/or the community? Because our school is located near the ocean on the Monterey Peninsula on the Central Coast of California, marine debris was selected as the focus. Keeping the curricu- lum local ensures that the learning is relevant to students. Other questions include what subjects can be integrated
and what are the main lessons you want to teach? In my case, wanting to include active learning, constructivism, group learning, and reflection, I focused on math, reading, writing, oral communication, technology skills, science and the arts. I also wanted to provide students with field experiences and to expose them to professionals to help them consider related careers and college studies. Local conservation groups may be able to suggest field study locations in your community, and local agencies may also provide your students with field trips or guest speakers. Scientific research centers, natural history museums, aquariums, zoos, and colleges are also places to search for guest speakers and field trips. For us, local beaches provided the study sites that we needed. In the years I ran the program in Marina, California, the
course included field trips to the Monterey Regional Waste Management District facility and guest speakers ranging from a state assembly member to artists, photographers, sci- entists and science writers. One scientist and science writer spoke to the students about his travels, his writing, and spe-
GREEN TEACHER 109
Gloria Shaw
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52
