Teaching and learning outside the classroom
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Teaching and Learning Outside the Classroom. Karen Phethean. What a wonderful world. http://www.youtube.com/watch?v=zJePNFkkvFk&feature=related. What?. Learning outside the classroom is “the use of places other than the classroom for teaching and learning.“

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Presentation Transcript

What a wonderful world
What a wonderful world

http://www.youtube.com/watch?v=zJePNFkkvFk&feature=related


What?

Learning outside the classroom is “the use of places other than the classroom for teaching and learning.“

(DfES (2006) Learning Outside the Classroom Manifesto. Nottingham: DfES)

http://www.lotc.org.uk/getdoc/f8891c8f-eec5-454c-b3d3-92f1aa36ae25/Manifesto


Why?

There is strong support for the view that learning outside the classroom is vital for all children, adding value to their classroom experiences; that are well planned and taught, such the learning enhances children’s knowledge, understanding and skills across subjects; that it fosters children’s motivation, self-confidence and interpersonal learning.

[House of Commons Education and Skills Committee 2005]


The benefits
The Benefits

Provides a context for learning – general and subject based knowledge; thinking and problem-solving skills; life skills such as co-operation and interpersonal communication.

Off-site fieldtrips are often seen as memorable to children, even into adulthood

Children may seem well motivated when working outside the classroom

Activities enhance their knowledge and understanding of the topics studied

A positive understanding of the environment develops

It may enhance children’s positive attitude to the site visited.

Social and inter-personal skills can develop, particularly when children engage in collaborative tasks

Children’ cognitive development will be enhanced- can lead to deeper understanding of the concepts that span traditional subject boundaries and which are often difficult to teach in the classroom.



The educational benefits
The educational benefits

Learning Outside the Classroom Manifesto


http://news.bbc.co.uk/1/hi/education/7889145.stm

http://www.lotcqualitybadge.org.uk/home

http://www.lotc.org.uk/


Aims and values
Aims and Values

Providing experiential and active learning in the environment

Motivating children through stimulating and enjoyable experiences

Initiating and extending enquiry skills through enjoyable experiences

Developing observational, recording and analytic skills in situ

Developing knowledge and understanding in a real world context

Encouraging and enabling children to work co-operatively

Fostering a feel for environment, through examining values and attitudes


Where
Where?

Natural environment

Human settlements

Community activities

Nature/human society interactions

Environmental/development issues

Oneself

Others

New skills


Possible sites
Possible Sites

School Grounds

Rural/Suburban/urban areas around the school

Rural/Suburban/urban areas in a contrasting locality

Wilderness areas

Rivers, streams, lakes, ponds, canals, seaside

Rural or city farms, botanic gardens

Parks and gardens

Heritage sites, castles, country houses, factories

Museums, science centres, zoos, National Parks

Field study centres, nature study centres




Possible additional benefits
Possible Additional Benefits

Greater understanding of enquiry/investigation techniques/approaches

Greater information about the local environment

Increased use and knowledge of geographical/historical/scientific processes

Fostering attitudes to a future environment

Developing or improving skills

Reinforcing positive behaviours

Personal development


Challenge 1 time
Challenge 1 - Time

Requires much pre-planning and forethought

May necessitate a timetable change

May impact other adults

May impact the whole school


Challenge 2 resources
Challenge 2 - Resources

Cost – probably parental

Adult support

Informing other adults

Booking in advance

A coach?

Sick bucket/bags etc

Oversee the children at all times


Challenge 3 health and safety
Challenge 3 – Health and Safety

Must follow local authority and school’s policy on health and safety at all times

Constantly count, and monitor children and accompanying adults

Responsibility!


Challenge 4 personal confidence in taking children out
Challenge 4 – Personal Confidence in Taking Children Out

Much responsibility is on your shoulders

Managing behaviour is a key area

You must know the place beforehand to assess planning and learning opportunities as well as safety concerns

Train HCC offer a qualifying course on supervision of children in the outdoors to all its staff [a 1 day course]


Challenge 5 risk assessment
Challenge 5 – Risk Assessment

Should be a part of a teacher’s existence

If it is a risk ‘DON’T DO IT!!!

Make professional judgements about the risk, take responsibility for the possible hazard and make an informed decision where the safety of the children is central


Challenge 6 regulations and requirements
Challenge 6 – Regulations and Requirements

Forms are numerous

May need permission of local authority, governors or headteacher

How many children per adult on a bus?


Deciding where to go
Deciding Where To Go

How will working outdoors or off-site meet the learning objective?

Where does it fit into the sequence of activities planned for the study topic

How does it contribute to the focus of study at that time?

What relevant child experience does it draw upon or develop? Does it provide new experiences?


The reconnaissance visit
The Reconnaissance Visit

Is it suitable?

Are there adequate facilities for children?

Is it practical?

Is it safe? – The site itself and getting there!

How will we organise the learning, activities, timings, toilets, lunch etc.


The possibilities are endless
The possibilities are endless…

Site Investigation observation, measurement, recording

Enquiry based research children plan investigation, recording and follow up

Problem-solving tackling a problem e.g. mapping an area or identifying the best place for a new hospital

Re-enactment

role play or dramatic recreations of people’s lives, costume

Guided walks around a site, museum, trail etc, often with a worksheet


Follow up activities
Follow Up Activities

How do I use the enthusiasm generated by the work outside the classroom?

How will the children work on the information they have gathered?

What types of outcome do I want to see?

What resources and support do they need to complete their work?


In conclusion
In Conclusion

What do you want them to learn?

How can and will you organise the lesson?

Have you borne in mind safety aspects?

Have you the adult support that you need

Have you planned for the time available

Catling S 2006 Planning for Learning Outside the Classroom in Arthur J, Grainger T & Wray D Learning to Teach in the Primary School Abingdon: Routledge


Useful resource
Useful resource

Worth the trip – Sculpture Valley

http://www.teachers.tv/video/1381


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