Agenda for today

1
Agenda for today

• Developmental Learning Experience
• Building from the Site Inventory

2
Developmental Learning Experience
Your Understanding of Outdoor Education
Sequential Lessons Experiences
Conceptual Understanding
Outcomes
Inputs
Outputs
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Course Expectations Dates to Remember

• Outline of DLE Thursday, November 20 2008
• Completed Developmental Learning
  Experience Thursday, December 02 2008
• Period Reviews
• Mid-Term Period Review Thursday, October 30
  2008
• Final Period Review Due Thursday, December
  11, 2008

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Each collaborative group1 will create a
specific developmental learning experience
designed as a vehicle to assisting you in what
collectively you think is significantly important
for children to learn for the rest of their
lives. Attention will be given to sequential
development of the experience and the five
fundamental principles associated with teaching
for learning as related to Outdoor Education.
The nature of the project will focus content as
related to Saskatchewan Learning curricula and a
selected learning classroom. Consideration will
be given to a best place-best practice
orientation.
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• A Teaching Philosophy and Goals
• Methods to Achieve Goals
• Interconnected Learning Experiences
• Detailed Samples of Experiences

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A Philosophy

• We see an opportunity to instill beliefs, provoke
  thoughts and develop appreciation of the worlds
  interrelatedness through the study of human
  movement. As educators we need to understand the
  incredible importance of the correlation between
  connection building, integration of subject
  matter and the heightened sustainability of our
  planet. We want our students to gain new
  perspectives that promote learning throughout
  life and establish an attitude that demonstrates
  an understanding of the interdependence that
  exists within the world.

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Goals

• Understanding that everything in the world is
  connected or related to something else.
• Students will learn that learning and
  transference can take place everywhere and
  through everything.
• Comprehend a sense of self-awareness and impacts
  of self on the environment, on others and on
  self.

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Methods to achieve goals

• Learning through physical aspects of life gives
  students a relevant starting point for
  discovering.
• We recognize the importance of experiential
  learning and believe transfer occurs at a higher
  frequency if students experience, reflect upon
  and then recreate the experience.
•  

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Methods to achieve goals

• The incorporation of movement awareness provides
  learners with an observable medium to study and
  analyze and can be inter-related into all
  learnings.
• Involving student interests into learning
  motivates and connects the learning to their own
  real life situation. Can be taught about
  perspective of other individuals or those that
  grow up in other communities and experience life
  in other ways.

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Learning Experiences

• As a class we will discover how the world is
  connected through _____________.
• Cultural Similarities and differences among
  countries involved
• Environmental issues that affect different
  regions and impact of the event itself
• History of the ____________.
• Marketing and the ___________.
• Organization ____________.

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Learning Experience

• As students investigate the interrelated
  aspects of ______________

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Samples of Learning Experiences

• Country and Culture Research Project
• Groups of pupils do research on some of the
  lesser-known countries participating
• Pupils compare two photos of children playing
  football, one taken in Kenya and one in the UK.
  They discuss them, then learn about life in a
  shanty town in the suburbs of Nairobi.
• Pupils present posters displaying the results of
  their research.
• Marketing and the _________________
• Developing a concept map of the way sportswear
  gets from factories in the developing world to
  consumers in the richer countries.
• Pupils write letters to clothing companies asking
  how they know that workers producing their
  clothes are fairly treated.

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Samples of Learning Experiences

• Competition
• Brainstorming the good and bad points about
  competition.
• What problems can occur during playtime at
  school? This thinking-skills activity helps
  pupils to determine issues and identify possible
  solutions.
• Do competitive games help poor people with the
  problems they face? Case studies from Kenya and
  Zambia help pupils think about this.
• Environmental Issues
• How much trash is generated by an event such as
  the World Cup? Design a recycling program to
  implement during the games.
• Research other ways that the environment is
  impacted as a result of the games?
• Reflect on environmental impacts of various
  sporting events in your community. For example
  NASCAR Racing, Grey Cup, Grade 5 Basketball
  Tournament at the school, Agribition

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Resources

• Free the Children
• http//www.freethechildren.com/index.php
• Learning for a Sustainable Future
• http//www.lsf-lst.ca/en/home/
• Oxfam Cool Planet http//www.oxfam.org.uk/coolp
  lanet/index.htm
• Saskatchewan Eco-Network
• http//econet.sk.ca/
• Seeds green Schools
• http//www.seedsfoundation.ca/greenschools.html
• Craik Eco-Village
• http//www.craikecovillage.ca/outreach.html

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Next meeting

• We will meet in E 210 to continue working on DLE
• Thursday, November 18, 2008