Has developed a sense of identity and feels they have a voice.
Is able to understand others’ perspectives and bridge across differences.
Feels belonging in their local and global community.
Develops skills to ask questions, find answers, and work with sources
Has a sense of power for themselves and in their community.
Develop an understanding of systems, justice and structures in society.
The learning collaborative invites you to join a network of educators who want to do things differently for the benefit of young learners everywhere. You will find inspiration for specific projects, curricular units and learner goals.
"The system has been broken for way too long. The Learning Collaborative allows us teachers to find the courage and a community so that we can teach what matters to kids."
We are here to help you think differently about your role as a transformational force in education. We invite you to join a network that will help you explore new ways to have young people engage in your museum, and help you find new channels to collaborate with schools and young learners.
"In all of my 39 years of working in Museums, this Collaborative is the most effective and inspiring thing I have ever seen”
We have been collecting best-practice models of place-based learning and creating templates to make it easier for anyone to create such learning. These templates were designed by teachers for teachers with community institutions and civic learning themes in mind, and are meant to inspire you to create your own. Have one that you love? Share your template here.
This inquiry, designed by a Middle School teacher and a contemporary art museum, leads students through an investigation of Ancient Mesopotamia to have them consider the importance geography had on its development and how this is relevant to them today. It is important to note that these characteristics are relevant to all River Valley Civilizations, and these questions could be asked of Egypt, India, and China as well.
This inquiry, designed by a high school teacher and a Presidential Library, leads students through an investigation of presidential power and how that power has changed over time by exploring the Constitution, the Bill of Rights, as well as famous executive orders and Supreme Court cases during the Presidency of Harry S Truman.
This inquiry, designed by a high school teacher in partnership with the Public Library, leads students through an investigation of Chicano culture, identity, history, and resistance to discrimination and cultural assimilation. By exploring the compelling questions about the importance of cultural identity students will consider their own cultural identity and then in turn, analyze Chicano culture in America. Students will investigate the conditions facing Mexican-Americans from the time of the Mexican-American War (1848) through the 1960s.
This project is a model for engaging students with their community, connecting classroom learning with community governance and school history. The students will be a part of a special committee that is being formed to gather historical information about the history of the Fort Osage School District and specifically about the one-room schoolhouse, where the current district offices are housed. The students will develop a sense of community and connection as they research the story of a building that is central to their school's past and present. The students will create a storyboard to be presented to the community decision-makers at the dedication ceremony.
This project is an example of how students can connect historical narratives and exhibits to their own stories and current affairs. The Harry S. Truman Presidential Library and Museum is asking students to come up with original art to help publicize the grand re-opening of the site. This project allows teachers to find ways to creatively infuse their curriculum with the programming available at a museum or community institution.
This project template provides an outline for how students can work with a museum to create tours with a specific theme. The Harry S. Truman Presidential Library and Museum is asking students to help create and design new museum tours to use for upcoming middle school field trips focused on STEM. Our vision is to use President Trumans’ life and legacy to inform, inspire, educate and engage. What better way to do that than ask middle school students to create tours for middle school students.
A practical PD session for teachers, museum and community educators about how to implement the EAD framework in your classroom In this second of three sessions, we will discuss how to bring the EAD to life in your classroom or museum, through a variety of different pedagogies. We will cover inquiry-, play-, experience and project-based learning and review how to leverage the EAD framework to make learning more impactful for all students!VIEW EVENT
A co-creation session for teachers, museum and community educators on designing place-based learning experiences on the basis of the EAD The Learning Collaborative are partnering with the EAD to support museums and community organizations in fulfilling their central role as hubs of civic learning within their local and national regional learning ecosystems. In this third of three sessions, we will discuss how to co-create local learning experiences on the basis of the EAD framework that will allow your students to develop as human beings, learners, citizens and members of their community.VIEW EVENT