1. Module 4 Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

2. 2 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 1 By the end of the session, you will: be able to define Learning Outside the Classroom and understand the aspects of education that this covers understand how your area of outdoor education fits into the wider context of Learning Outside the Classroom be able to explain the essential elements that make up Learning Outside the Classroom be able to identify the benefits of Learning Outside the Classroom.

3. 3 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 1 You will do this by: working in groups to establish the main aims of learning outside the classroom discussing the key benefits of learning outside the classroom and how you think your area of expertise fits into the wider context.

4. 4 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 1 What is Learning Outside the Classroom? Define learning outside the classroom. What differentiates learning outside the classroom from classroom learning? Give examples of learning outside the classroom. What are the pledges?

5. 5 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 1 Diagram 9 grid

6. 6 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 1 By the end of the session, you will: be able to define learning outside the classroom and understand the aspects of education that this covers understand how your area of outdoor education fits into the wider context of learning outside the classroom be able to explain the essential elements that make up learning outside the classroom be able to identify the benefits of learning outside the classroom.

7. 7 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 2 By the end of the session, you will: understand why learning outside the classroom creates such powerful learning experiences be able to set meaningful learning objectives for your sessions and plan to meet them be able to create a positive learning environment and prepare learning that is accessible for all types of young people.

8. 8 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 2 You will do this by: taking part in activities that demonstrate differences and similarities finding out what different types of learner there are and thinking about the type of learner you are designing learning objectives and activities that can be used to stretch young people in their various ‘zones’ discussing why these activities would be more successful outside the classroom then inside.

9. 9 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 2 What was learned? How was it learned? What contributed to the learning? Why was it a success?

10. 10 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 2 Influences on learning Environment Risk Stress Challenge Boredom Preparation for learning – physical, psychological and physiological Ways of learning – how people prefer to learn different things

11. 11 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 2 By the end of the session, you will: understand why learning outside the classroom creates such powerful learning experiences be able to set meaningful learning objectives for your sessions and plan to meet them be able to create a positive learning environment and prepare learning that is accessible for all types of young people.

12. 12 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 3 Learning objectives should be: Specific Measurable Agreed Realistic Timed

13. 13 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 3 By the end of the session, you will: know what constitutes a clear learning objective be able to plan a high-quality learning experience for a chosen client group be able to demonstrate that learning has taken place by evidencing progress.

14. 14 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 3 You will do this by: considering SMART learning objectives planning a session using the resources of the centre you are currently in either delivering or taking part in a session with colleagues and considering how progress can be assessed in your activity.

15. 15 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 3 By the end of the session, you will: know what constitutes a clear learning objective be able to plan a high-quality learning experience for a chosen client group be able to demonstrate that learning has taken place by evidencing progress.

16. 16 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 4 By the end of the session, you will: know what information is required to design a high-quality learning outside the classroom programme have had experience of writing a programme know how to communicate with a group leader to promote a successful visit.

17. 17 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 4 You will do this by: taking part in a group discussion about the information you would want to know before you start to plan your session writing a programme of activities for a case study group.

18. 18 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 4 Information before planning a programme What the group wants to get out of the experience Timings Accommodation Meals Code of conduct (e.g. school rules plus centre rules) Ages Learning experiences (have they done this type of activity before?) Abilities in the areas you are covering (beginner, intermediate, advanced) Ethnicity and diversity Resources the group will bring Special learner needs

19. 19 Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact Module 4 | Session 4 By the end of the session, you will: know what information is required to design a high-quality learning outside the classroom programme have had experience of writing a programme know how to communicate with a group leader to promote a successful visit.