Leadership and Change (Sizer and Sizer, 1999) To find the core of a school, don't look at its rulebook or even its mission statement. Look at the way people in it spend their timehow they relate to each other, how they tangle with ideas. Look for the contradictions between words and practice, with the fewer the better. Try to estimate the frequency and the honesty of its deliberations. Judge the school not on what it says but on how it keeps.

Dewey Teachers as designers of learning experiences

Things We Know about Learning How People Learn (2002) Learning is constructive and active Learning is constructive and active Inside/Out the role of prior knowledge Inside/Out the role of prior knowledge Distributed practice and time over time Distributed practice and time over time Deliberate practice and feedback Deliberate practice and feedback Challenge/support, risk/safety, ZPD Challenge/support, risk/safety, ZPD Reflection & metacognition Reflection & metacognition Social contexts of learning observation, collaboration, reciprocal teaching Social contexts of learning observation, collaboration, reciprocal teaching

Things We Know about Learning How People Learn (2002) Motivation Motivation need for competency, need for autonomy purpose, meaning, relevancy need for interpersonal connection curiosity, interest, novelty Self-efficacy and [value X expectancy] Self-efficacy and [value X expectancy]

Todays Children Dwelling in Possibilities Mark Edmundson simultaneity simultaneity immediacy immediacy brevity brevity On-line learning (Disrupting Class)

Yesterdays Children Evolution of the Educated Species David Geary folk psychology biological, physical, social natural tendencies for social play and exploration of environment Gap between folk knowledge and competencies for modern world

Schools as cultural inventions to bridge gap Schools as cultural inventions to bridge gap A motivational reality and learning design challenge and opportunity for AE A motivational reality and learning design challenge and opportunity for AE

21 st Century Skills and Knowledge Critical thinking Critical thinking Problem solving Problem solving Collaboration Collaboration Agility, flexibility and adaptability Agility, flexibility and adaptability Communication Communication Curiosity & Imagination Inquiry Curiosity & Imagination Inquiry (WDYDWYDKWTD) Learning how to learn (WDYDWYDKWTD) Learning how to learn Initiative Initiative

So what does all this mean for school-based adventure education?

Questions Learning Outcomes: What specific adventure education (AE) outcomes do we want to achieve with your students? [Backward Planning] What specific adventure education (AE) outcomes do we want to achieve with your students? [Backward Planning] Are they unique to AE? Are they unique to AE? Do they overlap and reinforce the Schools learning outcomes? Do they overlap and reinforce the Schools learning outcomes?

Questions Learning Outcomes: Are they for every student in your programs? Every student in the school? Are they for every student in your programs? Every student in the school? Which ones are to be enduring and transferable? Which ones are to be enduring and transferable? How will they be meaningfully linked to the schools overall learning outcomes? How will they be meaningfully linked to the schools overall learning outcomes?

Questions Curriculum: What will be the AE curriculums relationship to the overall school curriculum? What will be the AE curriculums relationship to the overall school curriculum? Will there be synergies? (e.g. collaborative problem solving) Will there be synergies? (e.g. collaborative problem solving) How will it be sequenced and built over what time frame? How will it be sequenced and built over what time frame?

Questions Student Assessment: How and when will the AE learning outcomes be assessed formatively and summatively? How and when will the AE learning outcomes be assessed formatively and summatively? Who will develop the assessments? Who will develop the assessments? The need for disconfirming and confirming evidence The need for disconfirming and confirming evidence

Questions Instruction: What instructional strategies work best for AE outcomes and how do we know? What instructional strategies work best for AE outcomes and how do we know? How will AE instructional approaches enhance and reinforce the instructional strategies of your school? How will AE instructional approaches enhance and reinforce the instructional strategies of your school?

Paradigm Shift Disconfirming evidence Disconfirming evidence Crisis Crisis Examination of fundamental assumptions about: Examination of fundamental assumptions about: What is most worth teaching What it means to be a learner What it means to be a teacher

Tyrannosaurus rex or Hadrocodium wui Must forge meaningful links with classroom teachers, both in what we believe is most important to teach but also how we teach and design learning experiences for children

Questions Program Development & Evaluation: How will we evaluate the overall effectiveness of our AE programs? How will we evaluate the overall effectiveness of our AE programs? Who will do this and how will we make it happen in an ongoing way? Who will do this and how will we make it happen in an ongoing way?

What do we do? What do you know/believe/hope students learn as a result of participating in your ________ program? What do you know/believe/hope students learn as a result of participating in your ________ program? How do you know? How do you know? How much do you think this learning transfers beyond your teaching context? How much do you think this learning transfers beyond your teaching context? How do you know? How do you know?

Learning Designs What do you know to be true about how children learn in academic or school contexts? What do you know to be true about how children learn in academic or school contexts?classes co-curricular sports, after school, your program residential What are some principles of learning that you have come to believe best cause students to learn? What are some principles of learning that you have come to believe best cause students to learn?

Some Confusions Taught with the learned curriculum Taught with the learned curriculum Student enthusiasm and excitement with enduring and transferable learning Student enthusiasm and excitement with enduring and transferable learning Feedback from the few versus the walk- away learnings of all Feedback from the few versus the walk- away learnings of all Belief that we do it right and they dont Belief that we do it right and they dont