Outdoor Education

The Appeal Provides opportunity to incorporate –Excitement –Challenge –Risk –Cooperation –Decision making Curriculum extension for enrichment

Outdoor vs. Adventure Similarity –Focus on personal and group development Difference –Adventure in developed settings such as ropes course, climbing walls –Outdoor activities occur in natural settings Environmental hazards are not controlled –Outdoor activities may integrate environmental education –Outdoor activities incorporate more skill development

Instructional Considerations Advanced planning Extended training to gain teaching expertise Continuum of experiences –Simpler experiences may be planned on school grounds/local parks while more complex may involve instruction in a wilderness experience Teacher: student ratio may need to be altered for higher risk activities

Suggested Competencies Technical skills Outdoor living Safety Environmental Organizational Instructional Facilitation Leadership Environmental ethics Teacher’s knowledge

Student Learning Role of activity to standards –Emphasis may vary depending on the activity (“it all depends!”) –Some primary emphasis or secondary emphasis Activities give emphasis –If skill isn’t the main focus (#1), the main focus may be something else with #1 a secondary focus Activities work across the curriculum –Math, science, social studies, lang.arts

Emphasis of Standards within Outdoor Education 1.Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Varies due to activity 2.Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Varies due to activity 3.Participates regularly in physical activity.Varies due to activity 4.Achieves and maintains a health-enhancing level of physical fitness. Varies due to activity 5.Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Varies due to activity 6.Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Varies due to activity Reference: Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

Assessment Set clear expectations for student knowledge and skills –Assessment informs students of learning Most assessments are psychomotor or cognitive

Summary Value added to curriculum Intrinsic student rewards Challenges Instructor competencies Meeting the standards