What informs our Pedagogy?
Storythread draws on:
- First Nations' wisdom
- the theory of Enfironmental Education Constructivism and Place-Responsive Pedagogy
- The Fifth Pedagogy (Ballantyne & Packer, 2006)
Ways to experience Place
- Being in the natural environment
- Life learning in real places
- Full sensory, mind and body engagement
- Exploring local contexts
- Learning by doing
- Adventure and challenge
Pedagogical Tools
Story, drama, games and play:
...the arts provide young people with authentic learning experiences that engage their minds, hearts and bodies. The learning experiences are real and meaningful for them.
–Champions of Change: The Impact of The Arts on Learning, p.9
The drama component of each Storythread transforms your PEEC story, bringing it to life. This is embodied learning that enhances the students’ connection to the story and the characters. Drama is an interesting, engaging and powerful form of deep reflection that allows students to consider the impact of their own actions and values on others and on the environment.
Attentiveness in nature:
A great way to think deeply, and really get to know and understand yourself, others and the places around you is to be more ‘attentive’.
Being attentive means taking the time to pay attention and observe in detail what is happening around you. Scientists, artists, architects, historians, researchers all use this skill. It means listening and paying attention with your ears, eyes, nose, skin, heart, mind and imagination.
Attentiveness is not a new idea. Indigenous cultures from around the world have used this skill for thousands of years. At Pullenvale Environmental Education Centre (PEEC), we have been deeply influenced by Aboriginal ideas about ‘deep listening’ or ‘Dadirri’ as it is described by Miriam-Rose Ungunmerr-Baumann of the Ngangikurungkurr people from the Daly River in the Nothern Territory, Australia See the Miriam Rose Foundation Website for a great introduction to ‘Dadirri’.
When students are taught the skill of deep attentive listening, or Dadirri they often begin to care more and act with respect towards themselves, other people and the natural world.
Deep reflective responding:
Students at PEEC are encouraged to reflect deeply about their own thinking, learning, and future directions.
We encourage them to reflect on their own life experiences, thoughts, behaviours and insights to transform their ideas as they formulate personal theories and make suggestions about their lives now and in the future.
We also reference:
- Age appropriate pedagogies (AAP)
- Inquiry teaching and learning (Murdoch)
- 8 Aboriginal Ways of Learning
- Trauma informed practice
- Inclusive practice (all students accessing and fully participating in our programs alongside peers through reasonable adjustments and inclusive teaching strategies
Research Conducted by PEEC team
- Dr Ron Tooth has collaborated with Professor Peter Renshaw on two ARC projects through the University of Queensland (2010 - 2013; 2019 - 2023), and have had several papers published on this research, including:
- Dr Tooth and Professor Renshaw have published a book about Place Responsive Pedagogy:
Research Supporting PEEC pedagogy and philosophy