Outdoor and Adventure Education By Luke Merrill and

Outdoor and Adventure Education By: Luke Merrill and Ryan Call

Outdoor Education What is Outdoor Education? Outdoor education is organized learning that takes place in the outdoors. Examples: Camping Kayaking Rock Climbing Snowboarding

Outdoor education gives depth to the curriculum and makes an important contribution to students’ physical, personal and social education (Why is Outdoor Education Important? ). Allows students to experience a different learning style by being in a different environment and using different skills. http: //www. bryn-y-mor. com/JPEG/kayaking-outdoor-education. jpg http: //serc. carleton. edu/images/introgeo/enviroprojects/kolb_cycle. gif Importance of Outdoor Education

Different branches of Outdoor Education: Environmental Education http: //thebroadhead. com/yahoo_site_admin/assets/images/submerged_group. 284215605_std. JPG Adventure Education http: //www. lifesip. com/images/adventure-education-1. jpg

Environmental Education Definition- Teaches students how the planets physical and biological systems work, and how we can create a more sustainable future (Environmental Education, 2012). Environmental education teaches individuals how to weigh various sides of an issue through critical thinking and it enhances their own problem-solving and decision -making skills (Environmental Education and Literacy, 2012). .

Components of Environmental Education Awareness and sensitivity to the environment and environmental challenges. Knowledge and understanding of the environment and environmental challenges. Attitudes of concern for the environment and motivation to improve or maintain environmental quality Skills to identify and help resolve environmental challenges Participation in activities that lead to the resolution of environmental challenges (Environmental Education and Literacy, 2012)

Adventure Education Definition- Focuses on building self-confidence and leadership qualities through experiential and collaborative learning (Maatta, 2012). Adventure learning occurs outdoors, incorporating extreme conditions, and online through "expedition" activities. It combines experiential learning with decision-making, team building and the application of real-world situations to the learning environment (Maatta, 2012).

Components of Adventure Education Independence & Personal Responsibility Simplicity Creativity Ownership Concern, Fairness, Empathy and Openness. Self-directed Learning Cooperation and Teamwork Interactivity Physical Activity Positive Reinforcement (Panicucci, 2002)

Essential Practices of Adventure Education The Experiential Learning Cycle Full Value Contract Challenge by Choice A process not outcome based curriculum model

Experiential Learning Cycle “Learning is the process whereby knowledge is created through the transformation of experience” (David A. Kolb, 1984). http: //serc. carleton. edu/images/introgeo/enviroprojects/kolb_cycle. gif

Full Value Contract Guideline for what is expected from students during class Written by students and teacher together Gives students some responsibility Students help make the rules so they will be more likely to follow them (Panicucci, 2002)

Challenge by Choice “Coaxing young people into doing a difficult task or element teaches them only that they can be talked into doing something. On the other hand, helping students to see that they have the right and ability to choose their level of challenge, and how to assess what is and isn’t an appropriate level of challenge, teaches them how to make positive decisions for life (Panicucci, 2002). ”

Benefits of Adventure Education Interpersonal Skills Trust, teamwork, effective communication, cooperation Intrapersonal Skills Leadership, decision making, self confidence Short video

Activities Included in Adventure Education Problem Solving Activities https: //redrockadventure. com. au/mine-field Ropes Course Initiatives Team building activities (Adventure Activities from Headrush Outbound , 2012)

Confusion between Outdoor Education and Adventure Education OUTDOORS! Adventure Ed is based more on team building activities, but can also be outdoors.

Role of the Teacher Enforce safety and rules Spotting and all other safety areas Be a problem presenter, not a problem solver Modify the challenge if too easy or hard for students Encourage Create atmosphere so all students feel comfortable to participate

Value of The Model Students will gain: Leadership skills self-confidence Teamwork skills Decision-making skills Unique Contribution Allows the students to get away from the normal classroom environment. Might draw more enthusiasm out of the students with the change in environment.

Connection to the Standards 5 and 6 are major focus (NH Guidelines 6 and 5) Intent of standard 5 is to develop self-initiated behaviors to promote personal and group success Standard 6 is achieved when students develop an awareness of intrinsic and extrinsic values and benefits of participating in adventure activities Also helps achieve the cognitive focus of Standard 2 (NH Guideline 4) (Lund & Tannehill, 2010)

Assessment Standard 6 Group processing Have students create own initiative Formal Portfolio Informal Group processing (debriefing) (Lund & Tannehill, 2010)

Concluding Thoughts We feel this model is very important to keep a healthy learning environment. Self-discovery and building communication skills is important for the class as well. Trust, respect, and teamwork also helps for the class climate. We would include this model in our curriculum because of these positives listed above.

Work Cited Adventure Activities from Headrush Outbound. (2012). Retrieved October 2012, from Headrush Outbound: http: //www. headrush. in/ outbound/otheractivities. htm Environmental Education. (2012). Retrieved October 2012, from Ontario Ministry of Outdoor Education: http: //www. edu. gov. on. ca/eng/ teachers/enviroed/education. html Environmental Education and Literacy. (2012, April 16). Retrieved October 2012, from EPA United States Environmental Protection Agency: http: //www. epa. gov/education/basic. html Lewin, K. (2011, August 8). The Experiental Learning Cycle. Retrieved October 2012, from Learning and Teaching: http: // www. learningandteaching. info/learning/experience. htm Lund, J. , & Tannehill, D. (2010). Standards-Based Physical Education Curriculum Development. (S. Edition, Ed. ) Sudbury, Mass, US: Jones and Bartlett Publishers. Maatta, S. (2012). The Definition of Adventure Learning. Retrieved October 2012, from e. How: http: //www. ehow. com/ about_6585621_definition-adventure-learning. html Mcleod, S. (2010). Kolb- Learning Styles Inventory. Retrieved October 2012, from Simply Psychology: http: //www. simplypsychology. org/ learning-kolb. html Panicucci, J. (2002). Adventure Curriculum for Physical Education. Beverly, Mass, US: Project Adventure, Inc. Watters, R. (1999). The Common Adventure Model of Outdoor Programming: Philosophical Foundations, Definition and the Effect of Filtering. Retrieved October 2012, from http: //www. isu. edu/outdoor/CADefine. htm Why is Outdoor Education Important? (n. d. ). Retrieved October 2012, from Blaenau Gwent: http: //www. blaenau-gwent. gov. uk/education/ 13915. asp