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Comenius Programme

Comenius Programme. OUTLiNES. Project Partners. CVU Midt-Vest, DK Linkjøbing University, SE Hedmark University, NO Tallin University, EE Charles University, CZ Riga Teacher Training and Educational Management Academy , L V Estonia School Forests, EE. AIMS of Foundation Course.

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Comenius Programme

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  1. Comenius Programme OUTLiNES

  2. Project Partners • CVU Midt-Vest, DK • Linkjøbing University, SE • Hedmark University, NO • Tallin University, EE • Charles University, CZ • Riga Teacher Training and Educational Management Academy, LV • Estonia School Forests, EE

  3. AIMS of Foundation Course The Foundation Course should give the students experience with, knowledge about and insight in using the landscape as a learning ressource in the educational process

  4. Outdoor Learning in Teacher Education • Outdoor Learning as general practice in public schools

  5. Introduction to Outdoor Learning

  6. Contents • What is Outdoor Learning • Getting to a definition of Outdoor Learning • Why Outdoor Learning ? • Health perspective • Learning perspective • Cultural perspective • How is Outdoor Learning ?

  7. What is Outdoor Learning ? • Society phenomenon and study – object (neutral) • Discussion field and debate of ideas (ideological) • Personal and pedagogical understanding (value-laden) inspired from Klas Sandell

  8. What is Outdoor Learning ? • Sports and Adventure ? • Nature and Science ? • Subjects in another context ? • The room as a learning place ? • Regular activities outside ? • A subject and a pedagogical method ?

  9. Outdoor learning is a form: • Regular learning activities outside the classroom • Often 1 day a week, all year • All, or most, subjects • Working with the same subjects inside – outside - inside

  10. Outdoor learning is a way of understanding learning • Learning through movements and senses • Listening to the tales of the landscape • Crosses subjects • Solving problems, groupwork • Learning through experience, activities and reflection

  11. History • Authentic learning • J.A. Comenius (1592-1670) • J.J. Rousseau (1712-1784) • J.H. Pestalozzi (1782-1827) • F. Fröbel (1782-1852) • E. Key (1849-1926) • J. Dewey (1859-1952) • And many others

  12. So whats new in this ? • Regular • All subjects (or most) • Necessity

  13. Outdoor Education is a way of working, where you move parts of the everyday school out in the close environment. Outdoor education involve regular activity outside the classroom. Arne Nikolajsen Jordet

  14. Why Outdoor Learning now ? Everyday life for the children are • Heavily Screen dominated • Less physically active • Based on symbols instead of reality

  15. Contents • What is Outdoor Learning ? • Getting to a definition of Outdoor Learning • Why Outdoor Learning ? • Health perspective • Learning perspective • Cultural perspective • How is Outdoor Learning ?

  16. Results of the health perspective… • Less stress (A Szczespanski) • More physically active (Mygind) • Better social relations (Christian Jacobsen - Mygind) • Better motor coordination (Udeliv,Fjørtoft ?)) • Less sickness (Grahn, udeliv) • More playmates (Mygind)

  17. Learning perspective • Learning is an active process (Kolb, Dewey) • Learning can go by different tracks (Grundtvig, Gardner) • Deeper rooted learning (Fredens 2006, Schillab 2006) • Better concentration (Grahn,1995, Vigsøe 2006) • Happier children (Mygind)

  18. Learning is an active process • The pupils process in center

  19. Learning is an active process Experiencing something Applying the Interpreting experience the experience Generalizing the experience Kolbs cycle of experiental learning

  20. Cultural perspective • Forms of knowledge is a cultural phenomenon • Sagatelling • Handcraft • Agriculture • Academic

  21. Once upon in a time …. • Custers Scouts

  22. Literacy in Holistic approach • Learning through Hand • Embodiement • Skills for life

  23. Values • Learning through Heart • Respect for the environment • Better understanding of nature • Aesthetically founded experience and learning

  24. Literacy in common understanding • Learning through Head

  25. Embodiment • Learning through bodily experiences

  26. Example of an Outdoor day • Gathering indoors • Transport to the Outdoor classroom • Gathering around the bonfire, instructions • Subject work • Pause – lunch packet • Break • Subject work • Gathering – evaluation • Transport back to school • Working with subjects, inside, next days

  27. Rythm • Subjects • Recognizable

  28. Working with mathematics • How many deciliters on a liter ?

  29. Working with Mathematics • How long is there to the other shore – measured with 2 triangles

  30. Learning the subjects of Life • Learning the subjects of School • Learning in many ways • Learning through experience, action and understanding

  31. Lets get out there !

  32. Definition by Peter Higgins

  33. This way of working gives the pupils occasion to use all their senses so that they gets personal and concrete experiences in their meeting with reality. This working method gives space for subject oriented activities, spontanous display and play, curious search, fantasy, experience and social fellowship.

  34. Outdoor Education is about activating all the subjects in school in an integrated education, where outdoor – and indoor activities are close connected, because the pupils learns about reality in reality, that is about nature in nature, about society in society and about community in community. Arne Jordet Nikolajsen, 1998

  35. Outdoor education – literary education and sensory experience. Outdoor education is a thematic and interdisciplinary fiels of research and education in the natural and cultural landscape arena. Through thematic studies and activities in the landscape, Outdoor Education tries to animate the often abstract concepts of the scientific disciplines, and thereby create a local history, ecological, and social sense of place amongst children and young people. L-O. Dahlgren and A. Szczepanski, 1997

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