Topophilia

What is topophilia?

"The word 'topophilia' is a neologism, useful in that it can be defined broadly to include all of the human being's affective ties with the material environment. These differ greatly in intensity, subtlety, and mode of expression. The response to environment may be primarily aesthetic: it may vary from the fleeting pleasure one gets from a view to the equally fleeting but far more intense sense of beauty that is suddenly revealed. The response may be tactile, a delight in the feel of air, water, earth. More permanent and less easy to express are the feelings that one has toward a place because it is home, the locus of memories, and the means of gaining a livelihood" - Yi-Fu Tuan, Topophila, p. 93

Affective ties with the material environment... in other words, the love of place. This is an important idea that impacts the way humans interact with the world. Special places make us more connected to ourselves, other people, and the environment. It is also the focus of a 2-part writing assignment.

1. What is a place that you love? A special area in nature that brings back strong memories, a place you love to visit because of the things that have happened there. Maybe it's a built-up space, like the home of a grandparent or an amazing restaurant? Maybe it's a natural location like a beach, mountain vista, bike trail, or fishing spot. Or in between, like a cabin. What is the inventory of this location -- the topography, components, objects, characteristics? What do your senses remember? Consider the visually elements, but also smells, textures, and sounds. What is the story of this place... what is your history with it?  Think about this and write leave a comment below with your response. Start with a word document -- do your writing there and then copy & paste into a blog comment here.

2. For the next step, think about about your earliest experience with the natural world, a powerful memory in nature. To get an idea what this looks like, read the intro and take a look at the examples from others at http://www.myplacebook.ca/. You can leave a response there if you want, but you have to be 18 (it's for academic research). So, write your response onto a word document to save in your files and place in your portfolio. This is a writing assignment, call it creative non-fiction if you will, and will be part of what is assessed.

When you have completed this 2-part activity, you will have two items to place in your assessment portfolio. You'll also have the opportunity to share some of your writing next time we are in Seminar. Remind me to tell you about the cabin in the photo.

Flex Time Sep 24

Hello students -- many of you seem to be using your flex time as intended: complete the notes & questions assigned in class, develop your various projects, read & reflect, and look through the media or online content that has been posted for you.

The next step is to start building in "accountability." -- being responsible to yourself and each other for the work that is required in a course of study at school (or any kind of work, for that matter). Over the next week, you need to choose a format for your assessment portfolio. This is the place or space where you put examples of your work from class, descriptions of what you have done, and evidence of your learning. Some other ways we'll keep accountable include: group and seminar check-ins, tests or verifications, project benchmarks, and this blog.

To be accountable for today's flex time, I would like each of you (the ones not on the leadership retreat, anyways) to leave a comment below with a very brief description of what you did today that is connected to our Language & Landscape program. Remember, you should not identify your personal info. Example: "added refs to my geography project, finished 1E & 1F notes, started a new book (Paper Towns), and signed up for Dropbox" - Marcy B

Today's "Flex" recommendations are as follows:

• write about what you are reading
• complete all questions & notes from lessons 1A-1F ("verification" test on Wed., Sept 25th - tomorrow!) -- if you are missing any you can get them under the Links section to the right
• last chance to complete your environmental/geographic issue research
• continue looking at options for digital (online) portfolios and perhaps settle on your choice
• all done? get ready for our next unit by watching some or all of this National Geographic video about the structure of the earth

Note: you can find all of the blog posts connected to Flex time by clicking flex in the Labels section to the right. Review these periodically to make sure you are up to date.

inquiry

What are some of the big questions that we want to ask this year? We = the teacher and the educators who are taking an interest in what we are doing, and we also = the students.

WHO? WHERE?
teacher: Mr. Glen Thielmann, BA Eng/Geog (UBC 94) MEd (SFU 2004) http://thielmann.ca
students: Language & Landscape Program http://landspeak.blogspot.ca
school: D.P. Todd Secondary in Prince George, BC http://dpts.sd57.bc.ca

WHEN? WHAT?
Semester One -- morning program combining English 11 and Geography 12 (28 students)
Semester Two -- locally developed senior humanities course Middle Earth 12 (24 students)

WHY?
The Language & Landscape Program is an attempt at a new start:

1. What will student learning and schools look like in 10 years -- and what can we do to prepare, particularly in the realms of self-reliance and interdependence?
2. What forms can blended learning take outside of distributed learning schools, and how can blended learning anticipate the kind of learning students will need to succeed in post-secondary environments? 
3. How can thinking outside the timetable and school building allow student ownership of learning? 
4. Can the combining of two academic courses provide the cross-curricular experience necessary for students to see learning as lifework, and not simply a program of study? 
5. To what extent are BC Schools and School Districts actually ready to experiment with personalized learning and other aspects of the BC Education Plan? 
6. How can student field trips (“let’s go look at something”) be turned into field inquiry (“let’s go interact with and within a space that holds its own story”)? 
7. What happens when imagination and identity are placed at the core of curriculum, and rich, course-derived learning outcomes are a means to this core, not the core itself? 

SAMPLE STUDENT INQUIRY IN THE PROGRAM

1. Connecting place by building “geographies” and writing imaginatively (creative fiction and non-fiction) centered around student’s heritage -- builds on heritage projects most students have done at our school in Social Studies 10 and 11. This is the main use of project based learning in the first Semester. 
2. Using a Personal Pattern Language to bridge real and imagined worlds, a connection between one’s own narrative and the narratives that unfold in literature and real-work case studies (e.g. current events). This is the main use of project based learning in the second Semester. 
3. Writing (narrative inquiry) in response to Place: Cranbrook Hill, Moore’s Meadow, Exploration Place (“Cultural Expressions of the Lheidll T’enneh”), Two Rivers Gallery, PG Wastewater Facility, UNBC Campus, possibly Eskers Park or the Ancient Forest. Both Semesters. 
4. Traditional Ecological Knowledge (TEK), e.g. ethnobotany -- connection to Aboriginal culture and adaptive strategies, and the archetype of local folk wisdom (ties to heritage research and heritage skills). We are hoping to use durable QR outdoor QR codes to archive stories and knowledge, and build plant presses for archiving our finds. Both Semesters. 

Journalling

Hello L&L gang... I have to say I was blown away by your book talks today in Seminar. I had asked you to bring your favourite book and be prepared to give us the context for your relationship to the book and read us a memorable passage.  I was expecting awkward bursts of "here's my book, here's a quote" and then all done (you are awkward teenagers after all!!!), but what I got was a deep and thoughtful revelation of the styles and motifs that make reading meaningful for you. For some it was a recent reading experience, for some it was a book that went back many years. I loved the connections to family, friends, ways of getting books ("owners" vs "borrowers"), and the amazing connections you pull from your reading. EVERY person who spoke today left me humbled and filled with respect for how reading fits into your identity.

Anyways... start thinking about how you want to journal your reading experiences this year. Rather than make something artificial where you just summarize stuff for a teacher to read and mark, think about what you would share with a wider audience. What deep, thoughtful, meaningful revelations do you want to express for your friends, parents, and other readers? Start by writing about the book you brought in today. Write for yourself. Not everything you write will be published (that is, placed in your portfolio), but you need to have some writing that you can draw on when you start filling your portfolio with evidence of learning. That't the part that you will share with a wider audience.

Does this make sense?  Ask questions here by (clicking comments) or in class if you need more clarity from me.  Use your next bit of flex time to journal about your reading.  You'll notice I haven't told you what exactly to journal about (besides it being about the book you brought in).  I want you to figure that out... based on the depth and authenticity of today's activity, I have every confidence in you to know what you want to write about the things you read. (Srsly, though, if you need help just ask).

Google Earth

Do you know how to use Google Earth? If not, why not? Satisfy your inner geographer and get to know how this powerful tool works. Start small with navigation, tiliting, streetview, and tours. Work your way up to measurement features, saving a tour as a KMZ files, or maybe trying the flight simulator.

It's easy to find instructions and tutorials online... I won't even provide a link, just google it!

You'll have time to play with Google Earth during flex blocks and while your team is not in Seminar.

Origins

Solar system - some perspective on the size of it - http://www.cbc.ca/news/technology/story/2013/09/13/science-voyager1-leaves-solar-system-questions.html

Geologic time - imagining what 5 Billion Years looks like:
http://geology.about.com/u/ua/activitiesbasics/seeing-geologic-time.htm

Jandric Book Talk

Our seminar discussion topics today are as follows:

Book talk with Ms. J. - what do you want to read this year?

• Reading this semester - how do you want to track or journal your reading and “consumed media?” 
• Portfolios - how do you want to track and display highlights (evidence/artifacts) of your learning? 
• Reading memories - what’s your story, where do you connect? 
• Lifestyle - what can we do to make satisfying, intelligent, caring work at the core of your habits? 
• Social media - can we define some of our boundaries, and what happens there? 

Reminder, half the class (A-G) is in Seminar, while the rest are on Flex. Lab 160 is open for your use.  Second block we switch so the rest are in Seminar (H-W) while the first group is on Flex.

For those on Flex, you have a few option:

• Finish up photo essay on the Five Themes of Geography
• Continue working on your Environmental/Geographic issue short project
• Check out TED - http://www.ted.com/ - learn to use the search videos to find imaginative, challenging, and innovative ideas put together from some amazing speakers. The Giant Trees Ecology video we watched the other day was from TED. Find and watch one or two that grab your attention.

Letter to Parents

Hello parents/guardians,

As I hope you are aware, your son or daughter (or billeted exchange student) has enrolled in a special new program at D.P. Todd Secondary. The program takes place in Semester One (Sep-Jan) during the two morning blocks (A/B). Students successfully completing the program get credits for two courses: English 11 and Geography 12.

The “Language and Landscape” program is an experiment with Blended Learning. This involves a variety of learning styles, environments, designs, and assignments. The way we’ll be doing blended learning will includes a mix of in-class lessons (lectures, discussions, classwork, etc.), small-group sessions (supervised by the teacher but facilitated by students), larger-group seminars (supervised and facilitated by the teacher), and flex time (independent and online work, monitored by the teacher but up to the student to complete).

FAQs

Why English and Geography together?

This is a chance to use literature to explore the world around us, and to use human and physical environments to inspire our writing and inform our projects. As we pursue geographic literacy and authentic use of language we will also find space for interpreting themes, practicing life-long study skills, examining evidence, dabbling in fine arts, thinking critically, and developing community.

Why Blended Learning?

In part, we want to practice the kind of learning that takes place in post-secondary environments -- some larger gatherings, some smaller gatherings, and considerable independent work. Our BC Education system is also going through a period of rapid change -- 21st century, personalized learning and so on -- it is important that we have thoughtful experiments like this program to try and keep the best of the past while trying new ways of exciting student's imagination and building their confidence.

What will this look like in action?

A typical week might play out like this:
Monday (3 blocks): lesson, small groups, lesson
Tuesday (3 blocks): lesson, small groups, lesson
Wednesday (2 blocks): lesson, lesson or assessment
Thursday (2 blocks): flex (students not required to be in class)
Friday (2 blocks): seminar 1/choice, seminar 2/choice

Note: during flex time, the teacher is available for extra help and will use this time to set up the online components, make sure students have completed missed work or tests, and to track, assess, and give feedback for the online work. Students will use flex time for project work, research & study, reading, writing, online work (including maintaining a portfolio), and other learning outside the classroom walls.

What kind of communication should we expect?

During the first week students did an activity where we asked “how can we better involve parents in the learning process? Many students suggested group emails and a website or blog with a calendar and updates. Others talked about what they could do to have more open conversations with parents about what’s going on in school. The idea of “earned respect” came up. We’ll try all of these!

Contact:

Please give me an initial phone call, email, note, or drop by to confirm that you understand your son/daughter/student is taking part in a program that will include “flex time” -- independent work that does not have to take place at school. Students requiring supervision on a particular day can use the teacher’s classroom or the school library. When you make contact, you can also let me know your preferred way of staying in contact, and anything else I should know. We want you to be a regular part of the support and celebration of learning in our program.

• main phone: 250-562-9525 local 180 (mornings, D.P. Todd) 
• alt phone: 250-562-7214 local 104 (afternoons, PGDTA office) 
• email: gthielmann@sd57.bc.ca
• class: room 180 at D.P. Todd (first class in first hall past the office) 

Course and teacher information:

I use variety of online tools to organize my classes, discuss educational topics, and engage in professional development.

• Course blog: http://landspeak.blogspot.ca -- includes calendar showing class schedules 
• Twitter: https://twitter.com/gthielmann -- mainly for conversations about education in BC 
• Main website: http://dpts.sd57.bc.ca/~gthielmann -- marks updates will be posted here 
• Teacher blog: http://thielmann.blogspot.ca -- a journal of sorts for educational thoughts and issues 

Other:

I’ll send out field trip forms when we have our excursions organized. We’re thinking about a small hike or two, a visit to UNBC Geography Department, a trip to an art gallery, a tour of the PG Wastewater Facility or the Pulp Mill, and maybe a trip to the Ancient Forest. Students may also conduct field study and community interviews during their flex time, but that requires your consent.

Please, stay in touch with me throughout the semester, and ask your son/daughter/student to share their on-going work with you. Check the calendar on the course blog if you want to monitor where your son/daughter/student should be.

We know that students taking online course, distance ed, or self-directed studies often struggle to stay motivated. We also know that the class of 30 students in desks “receiving” their education can sometimes be a passive and frustrating experience. Our program will try to strike a balance between the traditional classroom and more experimental forms of education, including project-based inquiry. There is also lots to say about assessment -- we are going to try to push past just getting grades to authentic learning and mastery of skills. I am passionate about the subject areas and about creating meaningful learning opportunities for students, so I’m honoured to have the chance to do this work.

I expect this course will be both challenging and rewarding for the students. It will require that they take an active ownership of their learning (including time management), make connections with the subjects and lesson topics, and develop their own big questions into meaningful projects.

Warm Regards,
Glen Thielmann,
Teacher, D.P. Todd Secondary

Digital Portfolios

found this "commonplace book" here .

One of the ways we will express learning in this course is through the use of a digital portfolio. This could take many forms, from pictures of work you do by hand (maybe you want to keep a classic notebook or journal), to a blog (Wordpress, Blogger, Tumblr), Google Apps, digital timeline (like Dipity, Timerime, etc.), or something else like Evernote or Pinterest.. It could be as simple as a word file and as complicated as a website. It should be something that allows you to link written work, audio and video files, pictures, etc. You will use your portfolio to store and reflect on the evidence of your learning -- experiences and "artifacts" from your time in the course. It needs to be easy to use (more or less... once you figure it out) and probably free. It needs to be open to assessment (something to hold yourself or allow others to hold you accountable for the goals you've set). It needs to be "safe" -- something that can be shared online for teacher, parents, classmates, others without identifying all of your personal details or breaking any school rules (we'll have a form for that). Finally, it needs to be beautiful, in whatever way that makes sense to you as a student in this course and a person in the world.

Can you please start by doing some research on digital portfolios. What kinds of keywords or combos will you need to find great resources on educational or learning portfolios? Can you use twitter to help you find what you need? What hashtags would you search? Have you tried Google Apps before? What do you think?

Be ready to share the results of your research with others, and leave a quick comment below with some suggested sites or portfolio options that look promising.

Welcome to the Language and Landscape Program

Language and Landscape Program

D.P. Todd Secondary - Mr. Thielmann - Room 180
Semester One - Blocks A and B together - dual credit English 11 and Geography 12

Blended Learning 
some time in class (lessons) some time in groups (small group and larger seminar), and some independent work.

Blend of Assignments
class notes, digital portfolios, writing workshops, involvement of guest presenters, formative and summative assessment, project-based learning, online learning, presentations and sharing, online activities and labs, individual and group projects

Parental Involvement 
Because this class involves publishing of work online, field trips/field work, and also some flex time where students will not necessarily be in the classroom or building, having excellent communication between teacher, student, and parent/guardian is a must.

The Big Why 
Why take this course? What is the point? We are at the cusp of a new set of relationships with education, with the planet, with ourselves. We will develop the skills, practice the creativity, and live out the ideas needed to sustain people and places for the journey ahead.

Student Expectations
This course & program have been designed to reflect some basic beliefs about how successful learning takes place and how it is assessed:

• students should approach the subject with a mindset of inquiry -- asking powerful and open-ended questions about themselves, the topic, the evidence, and classroom process 
• students should be clear about what they are expected to learn and express clearly what is is they have learned 
• showing up, joining in, and completing exercises is a part of learning and the classroom process but is not quite the same as demonstrating what you have learned -- learn to show what you know 
• assessment of what students have learned centers on how well they can show understanding of the learning outcomes using a variety of measurement tools including large-scale projects involving both creativity and research, self-evaluation, and peer-evaluation, also we’ll used smaller projects, labs or writing assignments, and open & closed notes tests 
• students should set high goals in this program for interpreting evidence, critical thinking, reading, writing, communicating, and representing; also, plan on having fun and being open to new ideas 
• we will develop some rights & responsibilities for the class around respect for each other and the space we’re in -- the safety and quality of the learning environment is our first concern