Planning
for Outdoor Learning
Lessons
based on learning in non-traditional methods (outside the classroom) present
more challenges to the teacher. In
order to effectively plan and execute such a learning experience, we must
understand what a good teacher is.
Knapp refers to Sergiovanni who defines a good teacher as someone who is
more concerned about the quality of the individual learning experience than in
meeting preset objectives.
According to Casey and Tucker, you can judge the effectiveness of
teachers by evaluating teachers on the extent to which they promote effective
student learning. Casey and Tucker
define the teacher’s role as:
-posing
open-ended problems,
-teaching
the steps of thinking,
-incorporating
problem solving into the curriculum,
-connecting
lessons to student interest, and
-challenging
and questioning.
There are various entry points to begin an outdoor lesson, but the most
commonly used is the experiential or hands-on method. However, other entry points may be used
in outdoor learning such as by narration.
For example, the story Everybody Needs a Rock by Byrd Baylor, can
be used to introduce a lesson. (See Appendix C for other examples of children’s
literature springboards.)
Planning
the Lesson
Planning for outdoor learning is complex; therefore teachers must be
prepared and plan for such an activity. Knapp refers to Sergiovanni who lists a
set of criteria developed by the Ontario Ministry of Education that teachers can
use in selecting content for a lesson.
An excerpt of those criteria from Knapp’s book is listed below.
Will
it give children an opportunity for direct inquiry, independent study, and
creative ability in the context of their own interests, abilities, and
development needs?
Will
it fulfill their needs to explore and to manipulate?
Will
it capitalize on the use of all their senses?
Will
it satisfy the children’s search for pattern by building concepts that can be
developed and related to other learning?
Will
it relate to what the children already know?
Will
it be sufficiently novel to stimulate questions, observations, and
manipulations?
Will
the children be able to see what they are learning as part of an organized and
meaningful whole?
Will
it spring from real experiences in the children’s
environment?
Is
it relevant to their understanding of the world? Is this content appropriate to each
child’s level of development?
With
this content as a vehicle, will the children be able to know when they have been
successful? Will it fulfill the
children’s basic needs for master?
Will
it provoke questions, involvement, and a desire for further
exploration?
Will
it utilize all the channels of learning--visual, auditory, motor-manipulative,
olfactory, gustatory, and tactile?
Will
it encourage learning through play?
Will
this content provide opportunities for various techniques of
investigation?
Teaching outdoors is similar to teaching in the classroom. The following elements need to be
considered:
a. Goals and
Objectives
Students need to know why they will be leaving the classroom. Teachers need to build enthusiasm so
that students benefit from the experience.
b. Logistics
Careful planning and preparation should be done before going on an
outdoor activity.
Consider some of the following suggestions Knapp
offers.
-Take
care of administrative details.
-Familiarize
yourself with site before fieldtrip.
-Be
sure to prepare for materials that will be needed. For example, food, drink, first aid,
data gathering sheets, etc.
-Insure
adequate supervision is available.
-Expect
the unexpected.
-Establish
and review behavior code with students before the
fieldtrip.
-Prepare
lessons in advance to teach about land formations and plant and wildlife to be
encountered along the way.
-Cooperative
learning is recommended to provide ease in class
management.
c. Site selection
Select a site within a reasonable distance from school, and be sure it is
accessible. When selecting a site
be sure you are aware of potential dangers.
d. Direct
Involvement
According to Knapp:
taking students outside is no guarantee that experiential learning
will take place. These learning
adventures should include the following elements:
1. Opportunity for each student to interact
with the environment in a relaxed atmosphere.
2. Opportunity for open-ended inquiry and
discovery.
3. Opportunity to engage in activities that
make a minimal impact on the earth.
e. Reflection
Reflection is extremely important.
Through reflection, the learner will separate important concepts from the
trivial. This is crucial because it
allows a learner to apply what is learned in future learning situations, and
thus builds upon the experience.
f. Assessment
Try to use
alternative ways of assessment rather than pencil and paper tests. Follow-up activities should relate to
the field experience. These
activities may include the following: letters thanking
facilitators, reports, projects, finding answers to unanswered questions, and
finding solutions to problems encountered during the fieldtrip. Have students assess the trip and
provide feedback to help improve future trips.
Planning for the outdoor experience requires attention to more details than in planning for regular classroom instruction. Our goal is to connect learners with real world learning experiences that will be meaningful and memorable.
Knapp, Clifford E. (1996). Community Adventures for
Interdisciplinary Learning:
Just Beyond the Classroom.
Charleston, WV: ERIC
Clearinghouse on Rural Education and Small Schools, chapter
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