EnEd 5165 – Theories and Models in Outdoor Education
2 cr.
Instructor: Dr. Ken Gilbertson
Office: 103 SpHC
Office Hours: By appointment
Phone: 218-726-6258
Email:
url: www.d.umn.edu/~kgilbert
Class meeting: 9-11 am Fridays. SpHC 9
Overview:
Up to this point in time, much of your experience and learning has been mostly directed toward learning HOW to teach outdoor education to various types of students.
I want to welcome you to this next phase of your learning - Theories and Models in Outdoor Education. This course is intended to guide you toward an understanding of WHY we do what we do when we teach in, about, and for the outdoors. In addition, the purpose is to UNDERSTAND THE STUDENT. Why do people learn the way they do? And, “When are they most receptive to being taught about the natural environment?”
The primary premise of this course is to understand the construct of "Start where the student is at, not where you want them to be".
First, I want to present some expectations that I have of you and that I have of myself.
Expectations
I have found this course to be a very challenging, stimulating, and exciting opportunity to learn about our field of Outdoor Education. It is challenging because it will likely influence your current thoughts and understanding toward your craft. Sometimes that will be exciting. Sometimes you may be unsure, and sometimes you will downright dislike something. That is fine - there's most likely a theoretical explanation why. This course aims to help you put theory into practice.
One of our first tasks will be to understand what a theory and model are. To begin, if the theory does not adequately explain a behavior, then it may not be a very strong theory. If the theory is not connected to practice, then it will likely be incomplete. Likewise, a person providing an educational experience without adequate theoretical understanding runs a high risk of becoming dogmatic (doing it "just because"), throwing darts, and/or simply supervising a non-educative experience.
Thus, this course is an opportunity to connect practice with theory.
I expect you to:
· Be prepared before class. I expect the same of myself.
· Come ready to challenge what YOU do as an educator. (You will often hear me ask, "So what?" or, "How do you know?" or, "Why did that work so well?")
· Be open to new or different definitions, hierarchies, or perspectives.
· Reflect upon your previous practice and experience as a learner and as an educator. This is the type of course that cannot be experiential by being out in the field. Rather, it draws upon your previous experiences as a means to apply what is learned in class.
· Because of the volume of material being presented in this class in relation to having only five meeting times, it is important that you are ready to begin class at the indicated start time. It is also important for you to plan on attending the entire class. Thus, please avoid arriving late or leaving early. I appreciate that running a class for 4 hours on a Friday evening is asking a lot of all of us. Because of that, let's work together to make this the best learning experience possible.
Course Syllabus
Course Description
This course is intended to provide a general overview toward an understanding of the theoretical foundations of outdoor education. You will be presented with definitions of terms related to outdoor education, historical antecedents, theories of learning, environmental education, and adventure education. This course will also present perspectives on the social and psychological benefits of outdoor education. Ultimately, the goal is to better understand the learner so that you, the educator, can be most deliberate in applying your craft.
Course Outcomes
Upon completion of this course, you will:
1) Define the terms: Outdoor Education; Adventure Education; Environmental Education; Interpretation; Environmental Literacy; and Experiential Education.
2) Explain when each of the above is best used for what audience/learner.
3) Describe the current and/or primary models and theories surrounding outdoor education including environmental education and adventure education.
4) Critically analyze each model/theory for its applicability, strengths, and weaknesses.
Course Requirements
1) Complete reading assignments
2) Take an active part in class discussions
3) Two assignments will be made. They are:
a. Present each assigned article to the class.
b. Working in teams, present a video of the theories discussed in the prior class to show the application of the theory in practice. (20 pts. Each)
4) Written Paper on a new theory in any area (Outdoor Education, Adventure Education, Environmental Education, or Interpretation). The paper must be supported with current literature and the author(s) must be cited – especially as to who the author(s) are of the theory. An accompanying model of the theory should be included if appropriate. **Conclude your paper by describing how the theory you are writing about has influenced you on how and why you teach about nature. (50 points)
Grading
Class preparation and participation: 10 pts. each class period = 50 pts.
Videography: 60 pts. (20 pts each)
Written Paper: 50 pts.
Total = ~150 pts.
90% = A
80% = B
70% = C
Grading rubric for group teaching assignment: (These include videography presentations* and “Jigsaw” readings presentations)
Presentation provides a good grounding in the topic and its relationship to sustainability education / 3Presentation provides concrete examples of application of this topic in educational setting(s) / 3
Session incorporates 1-2 quality articles on the topic: Group posts articles at least one week before the presentation for participants / 3
Session is engaging and appropriate for adult learners; involves the class in meaningful ways; multiple modes of teaching and learning are used / 3
Group works together and each member participates, flows smoothly / 3
Group effectively answers questions about teaching design and implementation / 5
Adapted from Burns, H. (2012). ELP 317: Ecological and cultural foundations of learning: Leadership for sustainability education. Portland State University. Winter Term.
· Your videography assignments: You will be assigned a definition or theory throughout the term – assigned after we have discussed the definition or theory.
· You will then use video to portray that definition or theory. You can use students and the setting you are working in currently, you can choose any age or audience - the one that best portrays your topic. The RSOP is a great source for you as well.
· Your video should be able to stand alone in explaining your topic – yet you may need to add text within the video or explain it during the video is played in class.
· Your video should be no longer than 5 minutes.
· It needs to be correct in its portrayal of the topic (see the rubric above).
· The goal is the portrayal of the topic, not how good of a videographer you are.
Reading Materials
•Please be familiar with the readings before class. Texts can be found both the UMD CEED office (121 SpHC) or in the UMD Library. In addition, some readings are available under: Class Readings.
•Ewert, A. & Sibthorp, J. (2014). Outdoor Adventure Education: Foundations, Theory, and Research. Human Kinetics.
*Warren, K.; Sakofs, M.; & Hunt, J. (Eds.). (1995). The Theory of Experiential Education. North American Association for Environmental Education. Troy, OH.
*Engleson, D. & Yockers, D. (1994) A guide to curriculum planning in environmental education. Wisconsin Department of Public Instruction.
All of these texts are available in the UMD CEED office or in the UMD Library.
* These texts are optional. You may want to purchase either/both of them depending on your area of interest. All texts can be bought through the UMD bookstore.
Course Content
September 1-22) Theme: Course Expectations; Definitions; Foundations of Outdoor Education
I. Course Expectations: Learning, Preparing, Participating, and Sources of information
II. Definitions of terms (See objectives):
Constitutive
Operational
Opinion
III. Foundations of Outdoor Education
a. What is outdoor education?
b. What is a theory? A Model?? The construction of appropriate models and theories.
c. Paradigms: Cartesian vs. Holistic (Groder)
A. Learning Environments: Formal, non-formal, informal
B. Experiential Education,
Definitions driving this course:
Environmental Education (Green vs. Grey)
Outdoor Education;
Experiential Education;
Adventure Education; and,
Interpretation
Sept. 19-Oct. 20) Theme: How People Learn
Theories of Learning
A. Native American; Holistic; Brain Based;
B. Multiple intelligences
C. Constructivism and Personal meaning
D. Developmental Stages: Piaget, Erickson. Maslow, Gilbertson
E. Theory of Reasoned Behavior: Attitudes, knowledge, and action (intentions to behave)
Oct. 27 – Nov 10) Theme: Theories of Adventure Education
A. Self concepts
B. Optimal Arousal
C. Hierarchy of Needs
D. Fear
E. Model of Outward Bound
F. Flow
Nov 17- Dec. 1) Theme: Theories of Environmental Education
A. Responsible Environmental Behavior
B. Delivery of EE - Infusion or subject specific
Environment as and Integrating Context
Environment Based Education
C. Principles of Interpretation
D. How will this drive our field?
a. Current status (Professional Organizations & Journals).
b. Future mandates.
We will use this class as the room to move around and catch up on what we've been discussing. This will be the class of where to next? How will this influence funding, design, training, hiring, and research toward efforts of environmental literacy.
Dec. 8) Theme: Application - or, "So, What have you learned and how will you apply it?
Final Paper will be determined when it is due. (approx. 50 points)
Students with Disabilities:
It is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities. If there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirements – such as time limited exams, inaccessible web content, or the use of non-captioned videos – please notify the instructor as soon as possible. You are also encouraged to contact the Office of Disability Resources to discuss and arrange reasonable accommodations. Please call 218-726-6130 or visit the DR website at www.d.umn.edu/access for more information.
Risk Management:
Please note: While field experiences are an essential component to outdoor education, we must acknowledge the inherent risk of field program participation. Leaving campus presents risk management concerns, including transportation and field site based dangers. In order to avoid problems and strengthen our risk management awareness, it is each student’s responsibility to behave in a manner that promotes personal and group safety. Any questions, concerns, specific medical information, etc. should be directed to the instructor as a part of a shared effort to ensure a safe and optimal learning environment.