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Beyond These 4 Walls Final
This document discusses the benefits of outdoor learning and provides ideas for activities that can be done outside. It notes that fieldwork can positively impact long-term memory and social skills development. Outdoor activities mentioned include cloud spotting, shape hunting, writing poetry, and capturing sounds. The document emphasizes using curriculum artefacts from the outdoors, like stones or maps, in meaningful ways back in the classroom with subject knowledge and planning. Teachers are challenged to select an outdoor activity, add a subject context, and create a curriculum artefact to share ideas for taking learning beyond four walls.
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Beyond These 4 Walls Final
- 1. Going beyond these four walls Ideasfor outdoor learning
- 2. “Man is mostnearly himself when he achieves the seriousness of a child at play.” Herodotus, Greek historian
- 3. Field Studies CouncilResearch • Substantial evidence exists to indicate that fieldwork, properly conceived, adequately planned, well taught and effectively followed up, offers learners opportunities to develop their knowledge and skills in ways that add value to their everyday experiences in the classroom. • Specifically, fieldwork can have a positive impact on long-term memory due to the memorable nature of the fieldwork setting. Effective fieldwork, and residential experience in particular, can lead to individual growth and improvements in social skills. More importantly, there can be reinforcement between the affective and the cognitive, with each influencing the other and providing a bridge to higher order learning.
- 4. #kebeyond4walls • 78% ofparents are concerned that children don’t spend enough time interacting with nature • 57% of parents say their children spend a little or a lot less time outdoors than they did Wildlife Trust Research
- 7. “We will bephysically, mentally and spiritually impoverished if our children are deprived of contact with the natural world.” A: Sue Freestone B: David Attenborough C: Steve Backshall
- 8. “We will bephysically, mentally and spiritually impoverished if our children are deprived of contact with the natural world.” A: Sue Freestone B: David Attenborough C: Steve Backshall
- 9. Previous experience ofworking in and writing about the outdoors
- 10. Winner Hay Festival/ National Trust Outdoor Book of the Year 2012 Runner up Education Writer of the Year twice Shortlisted for Learning outside the Classroom Award 2013
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- 12. Risk Minimised in theclassroom… Check out the work of West Rise Primary School https://www.channel4.com/news/buff alo-shotguns-and-quad-bikes-at-school
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- 14. Elements of theoutdoors Prepare in the classroom Go outside Explore Think and discuss Return to the classroom
- 15. Elements of theoutdoors Preparation and activities Stephen Pickering
- 17. “In an Englishschool, teachers can teach their children anything at all as long as it is legal and safe..” Mick Waters
- 18. Going your ownway…
- 19. 15 + 45+ 15
- 20. Colour – colourspectrum cards Double sided tape Colour charts from B&Q App: Freeze Paint
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- 25. Sound CDs Use anApp?
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- 27. StoryMap – useyour smartphone to add something to the map – it will be geolocated and added… http://arcg.is/2nH837P #kebeyond4walls
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- 29. Dérive… Sharon Witt, Universityof Winchester Ways of Walking
- 30. Uncertain and emergentjourneys across places taking the opportunity to ‘pause and dwell in places for more than a fleeting moment‘ (Payne and Wattchow, 2009, p.16).
- 31. A B HERE BE DRAGONS ! ! Wilderness walks UNCHARTEDTERRITORY Unplanned paths Time to stop & stare Imagining spots Ideas Conversations & chats Risk Wonder Emotional encounters ! Accident Black Spot Checkpoint Superhighway Jam Timed Tasks ! Paula Owens
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- 34. Pedagogy: “leading students toa place where they can learn”
- 35. Your challenge •Select anactivity •Add a subject context •Create a curriculum artefact
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- 37. What is curriculummaking ? “the creation of interesting, engaging and challenging educational experiences which draw upon teacher knowledge and skills, the experiences of students and the subject resource..”
- 38. The use ofcurriculum artefacts is important when planning lessons. You may have returned from the Easter break with a range of new items which could be used in a lesson. These could include: Clothing Stones or sand from a beach Maps Leaflets and other ephemera including tickets Images Sound clips Video material Souvenirs that you have bought Memories
- 39. By themselves theseremain simply ‘things’ but in the hands of a teacher they come to life. This happens for three reasons, which are to do with the skill of the teacher, as described by Professor David Lambert. “First, using this resource requires specialist subject knowledge to realise the educational benefits of using it. Secondly, it requires the teacher to decide on a sound way to use the resource. Thirdly, it requires the teacher to able to 'place' the resource really effectively - thinking about what prior knowledge would be helpful and how to follow it through and build on the understanding gained through its use.”
- 40. Choose your activities Mission: Explore Cloud- spotting Gofor a walk Colour palette Write a poem Make a map Record sounds Capture the place 8-way thinking Capture textures Be a pigeon Mini- National Park Shape hunter Haiku 5-7-5 Interview someone ??
- 41. Your challenge •Select anactivity •Add a subject context •Create a curriculum artefact
- 42. Be back herein 45 minutes please… and be ready to share… #kebeyond4walls
- 43. Feedback / forward •What did you learn about the place(s) that you visited? • How could you use the outdoors in your own subject area? • What ONE thing are you going to try during the summer term? #kebeyond4walls
- 44. References FSC Research Report(2004) https://www.field-studies- council.org/media/268859/2004_a_review_of_r esearch_on_outdoor_learning.pdf Stephen Pickering: “Teaching Outdoors Creatively: Learning to teach in the Primary School” – Routledge (April 2017) – next week Sharon Witt Dr. Paula Owens
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