The Practice of Teaching and Learning Outdoors

 

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Main Description show detail >>
 
 
 
Department: Health & Leisure Studies Module Code: EDUC71003
Level: Level 7 Contact Hours: 48
Duration: 1 Semester Directed Study Hours: 130
Effective Term: 2013/14 Indep. Study Hours: 122
Credits: 15

Prerequisite Knowledge:

  Learners will have personal competency in living/ travelling or engaging in sports in a natural environment. (Canoeing, sailing, mountain walking etc.). They will also have specialised knowledge of how to lead a group and manage safety in an outdoor environment. Learners entering this programme will have proven ability to animate groups while working in an ¿outdoor learning¿ environment.

Module Description/Aims:

  This module is designed to guide the learners through key concepts relating to the teaching and learning processes which commonly occur in an Outdoor Learning setting. The module aims to provide the learner with a range of technical and conceptual skills as well as enhancing their affective state through reflective practice.  


 
Contact Hours show detail >>
   
 
Contact Type Hours
Lecture30 Per Module
Tutorial4 Per Module
Lecture4 Per Module
Practical/Workshop4 Per Module
Practical/Workshop6 Per Module


 
Learning Outcomes show detail >>
   
 
On successful completion of the module, the learner will be able to:
No. Description/Learning Outcomes
1Integrate principles of Pedagogy and Andragogy with a variety of learning methodologies into their OE practice.
2Express a personal world view of learning in an outdoor environment
3Demonstrate the design and integration of facilitated review and reflection sessions into OE programmes for a variety of populations
4Describe the influence of curriculum design models (including DACUM) on Outdoor Learning programme design & design a curriculum from within an area of OL.
5Construct rational Outdoor Learning lessons and develop appropriate supporting materials including a scheme of work
6Identify health and safety legislation applicable to the provision of adventure education activities & reflect on their autonomous risk and crisis leadership strategies in the context of adventure education.


 
Learning Strategies show detail >>
   
 
Learning Strategies
Formal lectures will be used to guide the learners through the foundations of the theory associated with this module.
Online lectures will be available throughout the term to provide guidance on material suitable to be delivered in this format
Online tutorials will be run during the term at regular intervals. The lecturers and learners will be able to explore areas identified in lectures/online lectures and to support the application of this theory at the workplace of the learners.
A webinar and a one day seminar will create opportunities to explore case studies on the application of teaching and learning theories in OE settings in Ireland. Guest speakers from the world of OE and PE will present.
Learners will work, through directed learning, to analyse the Outdoor Learning practices at their workplaces and will identify possibilities for change or development in their personal OE practice.
Learners will be engaged in self-study activities; reading, researching, collaborating and exploring aspects of teaching and learning outdoors.


 
Indicative Syllabus Content show detail >>
   
 
Content Detail
Curriculum design models from pedagogy to andragogyEthos, concepts, needs analysis
Cyclical nature of curriculum design from design to implementation to evaluation and redesign
DACUM approach to curriculum design
Irish curricula which involve Outdoor Learning

Educational principlesRelationship between aims and learning outcomes.
Writing specific learning outcomes • goals (process, performance and outcome)/chunking • Bunching relevant goals/aims together.
Lesson planning and constructing a learning environment
Evaluation of lessons
Teaching and learning strategiesChoosing the most appropriate teaching and learning strategies to support learning outside the classroom
Conventional didactics in outdoor lessons
Meeting the needs of learners with differing learning preferences
Learner theoryConcepts of learning
Distinguish between Pedagogy and Andragogy
Formal and informal learning
Behaviourist theories of learning
Cognitive theories of learning
Experiential theory of learning
Learner readiness
Social Constructivism
Reflective Practice in Outdoor LearningDefining professional and ethical practice in terms of its value & importance.
Knowledge in Practice ; Cochran-Smith, M., & Lytle, S. L. (1999)
Facilitating reflection on action
Reflection in action
Links to core OE theory
Facilitation skills for Outdoor LearningDefining a role for a facilitator
Personal skills and attributes
Models of practice
Structures and • tool-kits• for effective facilitation
Trust and inter-personal relationships
Advocacy, counselling and referral
Role of Coaching and skills instructionAnalysing coaching and NGB training in adventure sports
Coaching processes
Styles of coaching
Gagne• s nine events of instruction

Risk Leadership StrategiesHow to develop autonomous risk management strategies which empower individuals to develop safe learning environments and encourage positive relationships with others and the environment & health & safety legislation.


 
Assessment Strategies show detail >>
   
Assessment Strategies
Mixed Media PORTFOLIO: The learners will submit a portfolio of material generated from their analysis of programmes or activities at their workplace. The material submitted will use a variety of media both digital and paper. The material will include a record of the OE activities at their workplace and a diagnostic assessment of the activities of pupils and instructors/tutors/teachers.
ACADEMIC ESSAY:
Learners will construct an essay describing the key teaching and learning influences in their OE practice. They will analyse their personal OE practice and identify how it can change and develop to integrate more diverse strategies and concepts from learner theory. They will account for at least one aspect of change in their OE practice and support that change using material from the module.


 
Indicative Assessments show detail >>
   
Learning Outcome Assessment Category Assessment Method Additional Information % alloc
3, 4, 5, 6Continuous AssessmentPortfolioMixed Media PORTFOLIO60
1, 2Continuous AssessmentAssignment - Out of ClassACADEMIC ESSAY 40


 
Reading List show detail >>
   
 
Type ISBN Title Author Publisher Year Edition Library Link
Essential9780787219246Reflective Learning: Theory and Practice
D. Sugerman, K.Doherty, D. Garvey & M. Gass
Kendall/Hunt Publishing 		1995-
Essential1857423194The reflective practitioner : how professionals think in action
Donald A. Schon
Routledge		2010-
Recommended0415454778Outdoor Learning in the Early Years: Management and Innovation
H. Bilton
Sage		2009-
Recommended1847872778Forest Schools & Outdoor Learning in the Early Years
S.Knight
Sage		2009-
Essential9780566083778Reflective Learning in Practice (Electronic Resource)
Ian McGill, Nic Beech
Gower Publishing		2002EBray Resource-
Essential9780292717466Creating Outdoor classroom: school habitats and gardens for the Southwest(Electronic Resource)
Johnson, Laurie Macmillan, Duffek Kim
University of Texas Press		2008EBray Resource-


 
Journals and Websites show detail >>
   
 
Type Description
JournalJournal of Experiential Education (JEE)
JournalJournal of Adventure Education & Outdoor Learning (JAEOL)
JournalAustralian Journal of Outdoor Education (AJOE)
JournalHorizons: Journal of the Institute of Outdoor Learning
Websitewww.activereviewing.co.uk
Websitewww.wilderdom.com
Websitewww.wildernessinquiry.org
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Curricular information is subject to change