Learning Outside the Classroom - CLOtC - Helping you take your teaching beyond the classroom Helping you take your teaching beyond the classroom The Council for Learning Outside the Classroom (CLOtC) is a national charity that champions all learning that happens beyond the classroom (LOtC). The children demonstrated high levels of involvement, which are considered to signal that deep learning is taking place (Pascal and Bertram Citation1997). It's all very well you're taking your pupils out to these situations, but they're actually missing essential learning time in my subjects and that's going to affect my exam results, on which I am judged'. Positive affective elements featured in outdoor learning are then explored. Learning outdoors: The Forest School approach - ResearchGate %V`0A !?kwprI#Wy%Wfop.oM1g7yvFrs/.9F]}8eIf}4w^r}~}Av6I! The childminder felt learning opportunities were greater outdoors as it. The recent Learning outside the classroom manifesto highlights the importance of children and young people gaining experience of the world beyond the classroom. This seemed to ensure a greater sense of ownership, more engagement and higher levels of usage. Yet opportunities for alternative pedagogies outside the classroom were clearly demonstrated and if enjoyment is to be a route to improvements in education in England, consideration should be given to how ingrained attitudes and practice might be modified. This may be due to the prominence of outdoor learning in the Curriculum Guidance for the Foundation Stage (QCA 2003) and a perceived clash with National Curriculum requirements for older children. The research Braund and Reiss conducted concludes that it is highly important to take students on field trips and promote informal learning, out-of-classroom work, and learning at home, in order for students to fully grasp what is happening in modern science. They lend themselves to role-play and extend what [the children] are doing and put a few ideas in their heads and they can encourage them to explore further. [ QCsWL%>W]b&l[pp\&Fy r >Fc_AN d83 dMM!D Play training employs pedagogical approaches distinct from class-based education and might help practitioners to develop contingent responsive modes of supporting child-initiated learning (McKendrick Citation2005). Fallen logs or log piles provide endless opportunities for climbing, balancing, going over, under and through and [hunting] bug n beasties. 0000022965 00000 n They feel that despite the push, some schools are not taking advantage of field work. Another very important aspect of our findings was the levels of involvement of children in planning and use of outdoors. Display posts by category. For example, Erk et al. 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PDF Learning outside the classroom Mapping, observation, documentary evidence, interviews with staff and children and photographic records were used to gather information and attitudes within different types of setting, producing rich narratives from a variety of perspectives. xb```f``Y @Q(8W12g{ex1(G99s%w>c The playgroup also used the local community to extend learning opportunities for children outside, for example: We do things providing simple opportunities i.e. Indoor environments are often controlled by adults who establish the code for behaviour and levels of noise. Scavenger hunts the children's finds are special to them. However, it is likely that the nature of learning opportunities will depend on the attitudes of practitioners and that confident and experienced teachers will provide more challenging activities (OFSTED Citation2004). And, in recent years, interest has waned in the topic as more students decide to pursue careers in other fields. She began showing the children how to step and jump between them in a circle. In the case studies there were many examples of childdirected learning derived from values of freedom and fun, ownership and autonomy. As Waite and Davis (Citation2007) noted, more research is needed about the transfer of pedagogy adopted in outdoor contexts to the classroom, and we have recently embarked on a two year ESRC funded project to explore opportunities afforded by the outdoors in smoothing the transition between foundation stage and Key Stage 1 (children aged 46). Children therefore had two possible routes into decision making in the school, through the family staff member at staff meetings and through the family group member of the children's council. "I always think [virtual field trips] are the second best," says Braund. In another reported memory, the sights, smells, tastes and sounds of experiences were vividly reconstructed. We can monitor how they are progressing with their attitudes towards other children. 0000001428 00000 n Practitioners' aspirations for outdoor learning appear to go beyond providing fresh air and letting off steam and include alternative pedagogies and enrichment for the curriculum. It may also indicate that childminders value affording autonomy for the children in their care. Citation1997; Waite, Carrington, and Passy Citation2005). 0000005964 00000 n 0000017403 00000 n Nevertheless, there is evidence that enjoyment and autonomy of choice contribute to improved learning and the application of that learning. 'sz\`r3p P. uk/primarydocument/docs/DfES-Primary-Ed.doc, http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6WSS-4CG7D53-K-9& _cdi=7054&_user=10&_orig=search&_coverDate=05%2F27%2F2004&_sk=999579995& view=c&wchp=dGLzVtz-zSkWA&md5=af020b53a0a8203f5edacdaf92be5a78&ie=/sdartic le.pdf, http://www.sportscotland.org.uk/ChannelNavigation/Resource+Library/Publications/School+Grounds+in+Scotland.htm, http://www.forestry.gov.uk/pdf/ForestSchoolEnglandReport.pdf/$FILE/ForestSchoolEngland Report.pdf, http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs. Values that emerged from this analysis included: freedom and fun; ownership and autonomy; authenticity; love of rich sensory environment and physicality. On observational visits, his behaviour had been quite difficult within the classroom; he never wanted to join the others or participate in planned activities. That is important to us.". Armitage (Citation2001) suggests practitioners need to be very sensitive to the private world of children's play and when it is appropriate to intervene. Click here for our privacy policy. Teachers often say that with a hectic schedule and a demanding curriculum it is often challenging to think about learning outside the classroom. PPT - Teaching and Learning Outside the Classroom PowerPoint However, these twin aims of excellence and enjoyment are seen both in support and conflict by staff. The study focuses on effective communication techniques in the context of teaching and learning outside the classroom. entry into SPSS for the quantitative elements of the survey; content analysis derived from repeated reading of open ended comments in the survey, interview and document material by at least two members of the team independently who provisionally identified and then met to agree themes present within the qualitative data; and. Learning Outside the Classroom Matthew Swift Premium Resource Instructional Strategies Curriculum Watching a sporting event on television can be enjoyable, but actually seeing it live, surrounded by cheering fans, provides a much more encompassing experience. For example, one child was observed to be very quiet and happy to be by herself when she chose to be indoors. As Hartley (Citation2006) comments, the apparent choice for teachers and students is only within a tightly controlled framework. Learning outdoors is an 0000023340 00000 n Secondary / This paper critically evaluates the implications of personal values associated with the outdoors including freedom and fun; ownership and autonomy; authenticity; love of rich sensory environment and physicality for pedagogical practice. Its purpose is to encourage more widespread use of the huge range of educational opportunities that lie outside the conventional classroom. 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