Adventure Education Danielle Nesbitt EDPY 751

History of Constructivism  The concept of constructivism can be traced all the way back to Socrates. His way of teaching required his students to question what they thought they knew and highlight their weaknesses in their thinking.  In this century, Piaget and Dewey developed theories of childhood development and education, what we now call Progressive Education, that led to the evolution of constructivism.  Piaget believed that humans learn through the construction of one logical structure after another. He also concluded that the logic of children and their modes of thinking are initially entirely different from those of adults. The implications of this theory and how he applied them have shaped the foundation for constructivist education.

Constructivist Theory  Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.

Constructivist Learning Theory  Inquiry is a key part of constructivist learning.  Five Guiding Principles of Constructivism:  Pose problems of emerging relevance to students.  Structure learning around primary concepts.  Seek and value students' points of view.  Adapt instruction to address student suppositions.  Assess student learning in the context of teaching. Only by wrestling with the conditions of the problem at hand, seeking and finding his own solution (not in isolation but in correspondence with the teacher and other pupils) does one learn." John Dewey, How We Think, 1910

Kolb’s Experiential Learning Cycle

Origins of Modern Adventure Education programs  In 1941 Kurt Hahn came up with an Outward bound program for the Funnel Shipping Line to reduce the loss of lives caused by sinking ships. This was the first program of its kind and was a month long course. The program aimed at the development of 5 major areas:  Independence  Initiative  Physical Fitness  Self-reliance  Resourcefulness As the success of this program increased a total of 48 Outward As the success of this program increased a total of 48 Outward Bound schools were created in England among other countries. Bound schools were created in England among other countries.

Adventure Education  Adventure Education was born out of the concept that play can be purposeful. Through natural forms of recreation and leisure one can attain personal growth.  Interpersonal relationships – refer to how people get along in a group of two or more people.  Intrapersonal relationships – refer to how an individual gets along with self, self- concept, spirituality, confidence, self- efficacy, etc.

Outdoor Education Model The first model comes from Dr. Simon Priest’s article “Redefining Outdoor Education: A Matter or Many Relationships” (1986)

Outdoor Education  Outdoor Education is an experiential method with the use of all senses in which most of the learning takes place in the outdoors. Outdoor education programs often involve residential or journey based experiences in which students participate in a variety of adventurous challenges.  Some specific outdoor education programs aims are to:  Reduce recidivism (crime)  Enhance teamwork  Teach outdoor survival skills  Promote spirituality  Understand natural environments  Develop leadership skills  Improve problem solving skills

Outdoor Education Model

Assessments Methods  Observation checklists of skills  Progression checklists  Put students in realistic situations  Scenarios  Journaling  Written tests  Application Essays  Self Analysis  Group Feedback/Interaction  Research

Activities Include  Abseiling  Backpacking  Biking  Camping  Canoeing  Expeditions  Kayaking  Navigation activities (orienteering)  Rafting  Rock climbing  Rope courses  Swimming  Winter sports (ice fishing, snowshoeing, cross country skiing, snowboarding, building snow caves, etc.)

Benefits  Different outdoor components and models can be easily blended together through the use of camping/adventure trips.  Improved relationships between students and teachers after trips.  Cultural Connections  Health benefits  Positive role models  Leadership opportunities  Personal Growth  Opportunity to make friendships  Learning accountability and independence  Increased inter/intrapersonal skills  Active participation  Decision making skills  Problem solving skills

Limitations  Trips  Equipment  Space requirements  Planning  Complexity  Waivers/Risks  Cost  Experience needed to teach it effectively teach it effectively

Program Adventure  The mission of Project Adventure—an innovative teaching organization—is to provide leadership in the expansion of adventure-based programming. Project Adventure seeks to develop responsible individuals, productive organizations and sustainable communities.

National Outdoor Leadership Schools (NOLS) Outdoor Skills  Equipment care and selection  Ration planning  Preparing nutritious meals using a camp stove and a fire  Staying warm and dry Route- finding, navigation, map reading, compass use  Campsite selection  Sanitation and waste disposal Leaderships  Expedition behavior (pitch in, be positive, serve group goals, respect others, work as a team)  Competence  Communication  Judgment and decision-making  Tolerance for adversity and uncertainty (maintain a good work ethic, step up to challenge, have physical and mental endurance)  Self-awareness

National Outdoor Leadership Schools (NOLS) Environmental Studies  Leave No Trace camping and resource protection  Natural history  Pertinent regional environmental issues  Function, organization and local concerns of land management agencies  Sustainability of ecological, social, and economic systems  Wilderness ethics and practices for everyday life Risk Management  Health and comfort maintenance  Wilderness injury prevention and treatment  Judgment: use past experience and knowledge to judge new situations  Group decision-making  Identify and mitigate subjective and objective risks  Emergency procedures

References  Hattie, J., Marsh, H.W., Neill, J.T., Richards, G. (1997). Adventure Education and Outward Bound: Out-of-Class Experiences That Make a Lasting Difference. Review of Education Research, 68(1),  Larson, B. (2007). Adventure Camp Programs, Self-Concept, and Their Effects on Behavioral Problem Adolescents. Journal of Experiential Education, 29 (3),  Priest, S. (1986), ’Redefining Outdoor Education’, Journal of Environmental Education, Vol.17, No.3, pp.13-15