Teaching and Learning Outside the Classroom
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Transcript of Teaching and Learning Outside the Classroom
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Teaching and Learning Outside the Classroom
Karen Phethean
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What a wonderful world
• http://www.youtube.com/watch?v=zJePNFkkvFk&feature=related
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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
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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]
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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.
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Learning Outside the Classroom Manifesto
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The educational benefitsLearning Outside the Classroom Manifesto
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• http://news.bbc.co.uk/1/hi/education/7889145.stm
• http://www.lotcqualitybadge.org.uk/home
• http://www.lotc.org.uk/
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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
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Where?
• Natural environment• Human settlements• Community activities• Nature/human society interactions• Environmental/development issues• Oneself• Others• New skills
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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
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School Grounds to support learning
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Supporting the curriculum in many ways…
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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
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Challenge 1 - Time
• Requires much pre-planning and forethought
• May necessitate a timetable change
• May impact other adults • May impact the whole school
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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
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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!
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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]
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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
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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?
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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?
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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.
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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
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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?
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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
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Useful resource
• Worth the trip – Sculpture Valley
http://www.teachers.tv/video/1381