Comenius Programme
OUTLiNES
Outdoor Learning in Teacher Education
Outdoor Learning as general practice in public schools
Project PartnersUniversity College VIA, DKLinkjøbing University, (NCU), SEHedmark University, NOTallin University, EECharles University, CZRiga Teacher Training and Educational Management Academy, LVEstonia School Forests, EE
Outdoor learning andSports, CZ
Outdoor learning andLanguage, SE
Outdoor learningAnd Music, LV
Outdoor learning, art and handcrafts, DK
Outdoor learningAnd Science, EE
Outdoor learning and mathematics, NO
Foundation Course
1. testrun, national students:One foundation courseOne subject course (music in Latvia)
Evaluations, refinements
2. testrun, international studentsInternational Comenius Courses
AIMS of Foundation Course
The Foundation Course should give the students experience with, knowledge about and insight in using the landscape as a learning ressource in the educational proces
1. Testrun in Denmark, Foundation
1. testrun, DK, Art and handcraft
Introduction to Outdoor Learning
Contents
What is Outdoor Learning
Getting to a definition of Outdoor Learning
Why Outdoor Learning ?Health perspective
Learning perspective
Cultural perspective
How is Outdoor Learning ?
What is Outdoor Learning ?Society phenomenon and study – object (neutral)Discussion field and debate of ideas (ideological)Personal and pedagogical understanding (value-laden)
inspired from Klas Sandell
What is Outdoor Learning ?
Sports and Adventure ?Nature and Science ?Subjects in another context ?The room as a learning place ?Regular activities outside ?A subject and a pedagogical method ?
Outdoor learning is a form:Frequent, purpose driven and curriculum based activities outside the classroom, in nearby learning environmentsOften 1 day a week, all year All, or most, subjectsWorking with the same subjects inside – outside – insideOften problem- and groupbased tasks
A relevant and meaningfull education
Outdoor learning is a way of understanding learningLearning through movements and sensesListening to the tales of the landscapeCrosses subjectsSolving problems, groupworkLearning through experience, activities and reflectionWorking with relevant tasks
Poachers Flute
HistoryAuthentic learning
J.A. Comenius (1592-1670)J.J. Rousseau (1712-1784)J.H. Pestalozzi (1782-1827)F. Fröbel (1782-1852)E. Key (1849-1926)J. Dewey (1859-1952)D. Kolb And many others
So whats new in this ?
Frequent, purpose driven and curriculum based
All subjects (or most)
Necessity
Outdoor Schooling is a working method, where parts of the everyday life in school is moved out of the classroom – into the local environment. Outdoor schooling implies frequent, purpose driven and curriculum based learning activities outside the classroom.
Inspired from Arne Nikolajsen Jordet
Why Outdoor Learning now ?Everyday life for the childrenare
Heavily Screen dominatedLess physically activeBased on symbols instead
of reality
Model of QualitiesA B
C DSociale og sproglige kvaliteter
Sansende ogudforskende kvaliteter
Fysiske og motoriske kvaliteter
Manuelle og produktive kvaliteter
Sensory and Exploring qualities
Physical and motor qualities
Manual and productive qualities
Social and verbalqualities
Jerome Bruner
Forms of repræsentation:
Doing – sharing a pizza
Picture – picture of a bread, or a cookie being shared
Symbol- 1/3
Contents
What is Outdoor Learning ?
Getting to a definition of Outdoor Learning
Why Outdoor Learning ?Health perspective
Learning perspective
Cultural perspective
How is Outdoor Learning ?
Results of the health perspective…Less stress (A Szczespanski)More physically active (Mygind)Better social relations (Christian Jacobsen - Mygind)Better motor coordination (Udeliv,Fjørtoft ?))Less sickness (Grahn, udeliv)More playmates (Mygind)
Learning perspective
Learning is an active process (Kolb, Dewey)Learning can go by different tracks (Grundtvig, Gardner)Deeper rooted learning (Fredens 2006, Schillab 2006)Better concentration (Grahn,1995, Vigsøe 2006)
Happier children (Mygind)
Learning is an active process
The pupils process in center
Learning is an active processExperiencing something
Applying the Interpreting experience the experience
Generalizing theexperience
Kolbs cycle of experiental learning
Cultural perspective
Forms of knowledge is a cultural phenomenon
Sagatelling
Handcraft
Agriculture
Academic
Music
Literacy in Holistic approach
Learning through Hand
Embodiement
Skills for life
ValuesLearning through Heart
Respect for the environment
Better understanding of nature
Aesthetically founded experience and learning
Literacy in common understanding
Learning through Head
Embodiment
Learning through
bodily experiences
Outdoor education – literary education and sensory experience.
Outdoor education is a thematic and interdisciplinary fiels of research and education in the natural and cultural landscape arena. Through thematic studies and activities in the landscape, Outdoor Education tries to animate the often abstract concepts of the scientific disciplines, and thereby create a local history, ecological, and social sense of place amongst children and young people.
L-O. Dahlgren and A. Szczepanski, 1997
Example of an Outdoor dayGathering indoorsTransport to the Outdoor classroomGathering around the bonfire, instructionsSubject workPause – lunch packetBreakSubject workGathering – evaluationTransport back to schoolWorking with subjects, inside, next days
Rythm
Subjects
Recognizable
Working with mathematics
How many deciliters on a liter ?
Working with Mathematics
How long is there to the other shore – measured with 2 triangles
Learning the subjects of Life
Learning the subjects of School
Learning in many ways
Learning through experience, action and understanding
Lets get out there !
This way of working gives the pupils occasion to use all their senses so that they gets personal and concrete experiences in their meeting with reality. This working method gives space for subject oriented activities, spontanous display and play, curious search, fantasy, experience and social fellowship.
Outdoor Education is about activating all the subjects in school in an integrated education, where outdoor – and indoor activities are close connected, because the pupils learns about reality in reality, that is about nature in nature, about society in society and about community in community.
Arne Jordet Nikolajsen, 1998