Beyond These 4 Walls Final
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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 Ideas for outdoor learning
- 2. “Man is most nearly himself when he achieves the seriousness of a child at play.” Herodotus, Greek historian
- 3. Field Studies Council Research • 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% of parents 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 be physically, 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 be physically, 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 of working 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
- 12. Risk Minimised in the classroom… Check out the work of West Rise Primary School https://www.channel4.com/news/buff alo-shotguns-and-quad-bikes-at-school
- 14. Elements of the outdoors Prepare in the classroom Go outside Explore Think and discuss Return to the classroom
- 15. Elements of the outdoors Preparation and activities Stephen Pickering
- 17. “In an English school, teachers can teach their children anything at all as long as it is legal and safe..” Mick Waters
- 18. Going your own way…
- 19. 15 + 45 + 15
- 20. Colour – colour spectrum cards Double sided tape Colour charts from B&Q App: Freeze Paint
- 23. Shape hunter
- 24. Look up…
- 25. Sound CDs Use an App?
- 27. StoryMap – use your smartphone to add something to the map – it will be geolocated and added… http://arcg.is/2nH837P #kebeyond4walls
- 28. 8-Way Thinking
- 29. Dérive… Sharon Witt, University of Winchester Ways of Walking
- 30. Uncertain and emergent journeys 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 UNCHARTED TERRITORY 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
- 33. Comfort Zone
- 34. Pedagogy: “leading students to a place where they can learn”
- 35. Your challenge •Select an activity •Add a subject context •Create a curriculum artefact
- 37. What is curriculum making ? “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 of curriculum 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 these remain 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 Go for 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 an activity •Add a subject context •Create a curriculum artefact
- 42. Be back here in 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
- 45. References Sound mapping: http://www.rgs.org/OurWork/Schools/Fieldwork+a nd+local+learning/Fieldwork+techniques/Fieldwork +technology/Soundscapes.htm Keri Smith: “How to be an Explorer of the World”