Welcome to EOE 414

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Welcome to EOE 414
Implementation of Outdoor Education
Programs Sustaining Wellbeing through Health,
Outdoor and Physical Education (HOPE) Pedagogy
in education
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Dr. Garth PickardProfessor OFFICEED
379 ADDRESSFaculty of EducationUniversity of
Regina3737 Wascana ParkwayRegina, SK CanadaS4S
0A2 PHONE[phone] (O) 1-306-789-9688
(H) FAX[phone] E-mailgarth.pickard_at_ure
gina.ca http//education.uregina.ca/pickard/
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Agenda for today

• Pulling off the river!
• Goals and Expectations of the Class
• Visioning
• Discussing the Experience

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Life is a shape you make over time . . . You just
see it out of the corner of your eye!
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The best teacher is willing to be forgotten. His
only reassurance needs to be the faith that
somehow his efforts have increased the amount of
mind in a world which can never have too much of
that commodity . . . His final reward is the
quality of his life, which teaching has helped to
shape."
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Purpose GoalsExpectationsCourse
OutlineExpectations
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Foundational understanding

• Learning, which takes into consideration unique
  and appropriate educative environments that
  reinforce and heighten ones awareness of the
  importance of experiential, interdisciplinary,
  and multi-sensory knowledge
• Learning, which reinforces the value of a
  developmental persona, which reflects an
  individuals understanding of self-responsibility
  and caring as related to sustaining wellbeing
• Learning, which reflects the merits of a
  teacher/educational administrator decision-making
  process that functions to provide best practice
  for ensuring transference of knowledge and skill

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Foundational understanding

• Learning, which takes into consideration the
  developmental nature of the learning process
• Learning, which reinforces the connectedness and
  integrality of place, context, and relevance so
  that what is learned reflects current and
  possible future needs related to sustaining
  wellbeing and,
• Learning, which considers contemporary and
  integral educational theories as a basis of study.

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Integrality
Ownership
Traditional
Process
Experiential Multi-sensory Unique learning
environments Interdisciplinarity Spiritual
Groupness
Trust
Risk
Responsibility
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InterdisciplinarityLink

• Meaning Interdisciplinarity occurs when
  disciplines intermesh and collaborate among
  themselves.
• The notion provides students with an opportunity
  to create and pursue interdependent, innovative
  teaching which does not fit into traditional
  disciplinary categories.

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ExperientialLink

• "experiential education is a process through
  which a learner constructs knowledge, skill and
  value from direct experience."

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Learning Environments
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SpiritualityLink

• Spiritual wellness does not just happen. It
  requires time and attention. Unless it is
  nourished and exercised regularly, it will not be
  there to support us when we need it to counteract
  cynicism and despair. How do we go about getting
  in touch with our core and developing into
  spiritually healthy beings? A first step is to
  create an atmosphere that invites spiritual
  development. Time must be set aside to be quiet
  for solitude, reflection, and meditation.

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Multi-sensory Link

• Albert Einstein said, 'Learning is experiencing.
  Everything else is just information.' His insight
  suggests that we must experience our learning by
  using our complex sensory systems. Our species
  has an innate need to see, touch, taste, feel,
  and hear the features of any new object in order
  to understand it better," (Wesson, 2002).

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Creative Tension
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Creative and Emotional Tension
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Visioning

• Focus on what you really want to create.
  Visioning skills develop naturally when you are
  honest with yourself about your aspirations and
  what is important to you. Focus on
• What you want, rather than the how, or the
  process for getting it.
• What you want, rather than avoiding what you
  dont want. For example, focus on heath rather
  than on not getting sick.
• What you want, rather than on what you think is
  possible. Really reach!

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Visioning

• Focus on the whole picture including the
  positive consequences of achieving what you want
  assume anything is possible.
• Let your vision be expansive. Your vision might
  include not only the results or conditions you
  want to create, but also the values you embody
  and your general outlook and state of
  satisfaction or accomplishment.
• See/experience the vision in the present tense.

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The Learning Classroom
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Next Experience

• Opening the discussion related to
• Class assignments and expectations
• Reading and Debate
• Reflecting on Educational Programming
• Developing a learning strategy

Pickard (2007) Walker (2006)
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