Teaching and Learning Outside the Classroom Karen Phethean March 2012Professional Practice 1 Sem 2 2012 KP.

Slides:



Advertisements
Similar presentations
Customised training: Learner Voice and Post-16 Citizenship.
Advertisements

LITERACY IN THE MIDDLE YEARS OF SCHOOLING INITIATIVE
Approaches for students engagement outside the classroom.
Healthy Schools, Healthy Children?
Educational Visits, Learning Outside The Classroom, Outdoor Learning, Outdoor Education, Adventure Education, Outdoor Play.
School Development Plan
Active Learning and Your Child
Working with the Teachers’ Standards in the context of ITE. Some key issues for ITE Partnerships to explore.
A2 Unit 4A Geography fieldwork investigation Candidates taking Unit 4A have, in section A, the opportunity to extend an area of the subject content into.
Closing the progress gap. Key issues addressed by the study This study explored: – approaches to closing the gap for disadvantaged pupils –effective leadership.
Education Beyond the Classroom BA Hons Education Studies.
BA (Hons) Primary Education Year Three School Based Training Briefing
Practical work: the essence of school science John Holman National Science Learning Centre.
LEARNING WALKS How we can share good practice and learn from one another. Jo Lakey School Improvement Officer.
Learning outside the classroom justification. Pupils within a Year 2 class needed to reconnect and be inspired to engage in their learning, particularly.
Effective support: working with others Effective support: working with others A Twilight Training Session by Gareth D Morewood, Director of Curriculum.
ICT in Primary Schools Presentation to Southampton PGCE course Friday, March 28th 2003.
Who or what needs to be ready? Leaders Teachers Classroom support Administration Premises staff Children
1 The New Primary National Curriculum St Helen’s CE Primary School.
UbD backwards Mapping Resources. What is Curriculum Development? Curriculum development is the allocation of time and resources to making a plan for teaching.
Differentiation. Key ideas: DIVERSITY INCLUSION DIFFERENTIATION How would you define these? 2s.
FTCE 3.3 Identify and Apply Motivational Theories and Techniques That Enhance Student Learning Learning – Relatively permanent improvement in performance.
Using technology to improve learning Stella BurtonBeaumont Community Primary school1.
Lawrence Collins & Tim Bayliss. In the context of geographical fieldwork  Improved decision making  Clear rationale of the need for fieldwork  Confident.
LECTURER OF THE 2010 FIRST-YEAR STUDENT: How can the lecturer help? February 2010.
A trip to Abington Park Hayley Gates, Helen Davies, Kirsty Cheshire, Lydia Nero.
Introduction to Primary Science APP. What do the AFs look like? AF1 – Thinking Scientifically AF2- Understanding the applications & implications of science.
Margaret J. Cox King’s College London
Project-Based Learning ITECH 711 Summer 2007 Trena Noval, Instructor.
“Coming together is a beginning. Keeping together is progress. Working together is success.” - Henry Ford -
12 th January  More genuine consultation  Review our provision  Share best practice  Establish local area networks.
A big picture for Outstanding Citizenship. Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise.
SCHOOL COUNSELING "Helping children to become all that they are capable of being." Created by Tammy P. Roth, MEd Licensed School Counselor.
Effective curriculum design and development Evidence from research For further school friendly resources visit For further.
Where next for you? 16 & This session aims to ………. Give time to reflect on your first year in teaching To know about performance management.
Park Life Learning outside the classroom. Our Plan Our plan is to take a group of Key Stage 1 children to Abington Park and create a range of cross- curricular.
History PGCE Subject Development Panel Jan Feedback from Chief External Examiner 2013/14 KEY STRENGTHS: 1.Highly efficient and effective communication.
Teaching and Learning Outside the Classroom Karen Phethean.
What is independent learning and what are the benefits for students?
Mrs. Bunyan Numeracy Townhill Primary School Depute Headteacher.
Creativity Project Learning Outside the Classroom St John’s Catholic Primary School, Burscough.
A toolkit for embedding methods teaching within a Sociology fieldtrip Carole Sutton & Alison Anderson.
Aims of Workshop Introduce more effective school/University partnerships for the initial training of teachers through developing mentorship training Encourage.
Leading improvement using the Primary Framework. Keys to further improvement A growing body of research identifies important and interrelated keys to.
Introductions O A warm welcome to all Comenius partners from the British team: O Andy Marshall.
Using Learning Outside the Classroom to become “Outstanding” Beth Gardner, Chief Executive Council for Learning Outside the Classroom.
Carolyn Carter
Our Curriculum Journey Duloch Primary and Nursery Our Curriculum Journey Duloch Primary and Nursery.
DEVELOPMENt EDUCATION & The Primary classroom EXPLORED
A Focus on Health and Wellbeing Wendy Halliday Learning and Teaching Scotland.
Qualifications Update: Sociology Qualifications Update: Sociology.
Core 1 Science 2012 KP Year 1 Core Science Classroom Organisation Investigative Contexts March 2012 Sem 2 Wk 10 The ways of creativity are infinite: the.
CORRELATES OF TEACHING EFFECTIVENESS By Dr M.G. Sajjanar KLE Society`s College of Education Hubballi.
Preparing Future Teachers for 21 st Century Learning Partnerships that enhance the capacity of pre-service education 2008 Deakin University Faculty of.
Psychology Added Value Assessments: - National 5 Course Assessment.
Professional Practice
Student Name Student Number ePortfolio Demonstrating my achievement of the NSW Institute of Teachers Graduate Teacher Stage of the Professional Teacher.
Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.
Early Years Foundation Stage
©2012 Cengage Learning. All Rights Reserved. Chapter 7 Social Studies “Children’s everyday experiences are the foundation of their social studies learning.”
Problem-Solving Approach of Allied Health Learning Community.
Outdoor Learning Practitioner Award Outcome 1: Understand the benefits and risks of using the outdoors as a learning environment AC 1.1 Outline practice.
Module 6 Primary ITT Providers and NQT Coordinators: Learning Outside the Classroom – an Introduction.
Module 2 From Curriculum to Compelling Learning. 2Module 2. From Curriculum to Compelling Learning Module 2 | Session 1 By the end of the session, you.
© Crown copyright 2006 Renewing the Frameworks Enriching and enhancing teaching and learning.
Teaching Children About Food Safety Food Safety Professional Development for Early Childhood Educators.
Ripple Primary School PSQM Principles of Good Science Teaching.
Equipping the Next Generation for Active Engagement in Science EngagingScience.eu שילוב נושאים סוציו-מדעיים ואתיים בלימודי מדע ד"ר יעל שורץ, אתי דגן ואמיל.
LEARNING WALKS How we can share good practice
Planning a cross- curricular topic
Presentation transcript:

Teaching and Learning Outside the Classroom Karen Phethean March 2012Professional Practice 1 Sem KP

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) March 2012Professional Practice 1 Sem KP

Why? Why do you think there is strong support from educationalists and the government for Learning Outside the Classroom? Discuss. March 2012Professional Practice 1 Sem KP

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] March 2012Professional Practice 1 Sem KP

What? What do you think are the benefits of supporting LOtC? Discuss. March 2012Professional Practice 1 Sem KP

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. March 2012Professional Practice 1 Sem KP

Learning Outside the Classroom Manifesto March 2012Professional Practice 1 Sem KP

The educational benefits Learning Outside the Classroom Manifesto March 2012Professional Practice 1 Sem KP

ion/ stm ion/ stm k/home k/home March 2012Professional Practice 1 Sem KP

Activity In groups of 4 -6 find an area of the campus and mind map suggestions for activities to cover different subject areas. Be prepared to be back after 20 minutes and to feedback your ideas and rationale to the whole group. March 2012Professional Practice 1 Sem KP

Extension Activity Consider a risk assessment for the activities you are suggesting – annotate your mind map. Consider issues for working out of the classroom. March 2012Professional Practice 1 Sem KP

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 March 2012Professional Practice 1 Sem KP

Where? Natural environment Human settlements Community activities Nature/human society interactions Environmental/development issues Oneself Others New skills March 2012Professional Practice 1 Sem KP

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 March 2012Professional Practice 1 Sem KP

School Grounds to support learning March 2012Professional Practice 1 Sem KP

Supporting the curriculum in many ways… March 2012Professional Practice 1 Sem KP

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 March 2012Professional Practice 1 Sem KP

Feedback Ideas Risks Issues March 2012Professional Practice 1 Sem KP

Challenge 1 - Time Requires much pre-planning and forethought May necessitate a timetable change May impact other adults May impact the whole school March 2012Professional Practice 1 Sem KP

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 March 2012Professional Practice 1 Sem KP

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! March 2012Professional Practice 1 Sem KP

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] March 2012Professional Practice 1 Sem KP

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 March 2012Professional Practice 1 Sem KP

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? March 2012Professional Practice 1 Sem KP

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? March 2012Professional Practice 1 Sem KP

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. March 2012Professional Practice 1 Sem KP

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 March 2012Professional Practice 1 Sem KP

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? March 2012Professional Practice 1 Sem KP

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 March 2012Professional Practice 1 Sem KP

Useful resource Worth the trip – Sculpture Valley eos/sculpture-valley March 2012Professional Practice 1 Sem KP

March 2012Professional Practice 1 Sem KP