Comenius Programme

OUTLiNES

Outdoor Learning in TeacherEducation

Outdoor Learning as general practice in public schools

Project PartnersUniversity College VIA, DKLinkjøbing University, SEHedmark University, NOTallin University, EECharles University, CZRiga Teacher Training and EducationalManagement 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 learningand 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 process

1. Testrun in Denmark, Foundation

1. testrun, DK, Art and handcraft

Introduction to Outdoor Learning

Contents

What is Outdoor LearningGetting to a definition of Outdoor LearningWhy Outdoor Learning ?

Health perspectiveLearning perspectiveCultural 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 basedactivities outside the classroom, in nearbylearning environmentsOften 1 day a week, all yearAll, 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. KolbAnd many others

So whats new in this ?

Frequent, purpose driven and curriculum basedAll subjects (or most)Necessity

Outdoor Schooling is a working method, whereparts of the everyday life in school is moved out of the classroom – into the local environment. Outdoor schooling implies frequent, purposedriven and curriculum based learning activitiesoutside the classroom.

Inspired from Arne Nikolajsen Jordet

Why Outdoor Learning now ?Everyday life for the childrenare

Heavily Screen dominatedLess physically activeBased on symbols insteadof reality

Model of QualitiesA B

C DSociale og sproglige kvaliteter

Sansende ogudforskende kvaliteter

Fysiske og motoriske kvaliteter

Manuelle og produktive kvaliteter

Sensory and Exploringqualities

Physical and motor qualities

Manual and productivequalities

Social and verbalqualities

Jerome Bruner

Forms of repræsentation:Doing – sharing a pizzaPicture – picture of a bread, or a cookie

being sharedSymbol- 1/3

Contents

What is Outdoor Learning ?Getting to a definition of Outdoor LearningWhy Outdoor Learning ?

Health perspectiveLearning perspectiveCultural 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 perspectiveLearning 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 processExperiencingsomething

Applying the Interpretingexperience the experience

Generalizing theexperience

Kolbs cycle of experiental learning

Cultural perspectiveForms of knowledge is a cultural phenomenon

SagatellingHandcraftAgricultureAcademicMusic

Literacy in Holistic approach

Learning through Hand

EmbodiementSkills for life

ValuesLearning through Heart

Respect for the environmentBetter understanding of natureAesthetically founded experience and learning

Literacy in common understanding

Learning through Head

Embodiment

Learning throughbodily 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

RythmSubjectsRecognizable

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 LifeLearning the subjects of SchoolLearning in many waysLearning 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 integratededucation, where outdoor – and indooractivities are close connected, becausethe pupils learns about reality in reality, that is about nature in nature, aboutsociety in society and about community in community.

Arne Jordet Nikolajsen, 1998