The last two days have been spent transferring all the information Chris and I have researched into publisher templates. Calum will be helping to tidy them up and there are still photos to add and a bit of redrafting to be done. The above is just a few unfinished samples. It has been quite enjoyable researching and developing the online packs but I can see why teachers would not have the time to start from scratch with projects like this.
There are lots of resources available but finding the right ones can sometimes be a real problem. My intention with the resources for TreeZone was to create a place where teachers could come for lesson ideas and inspiration for activities. These could then be incorporated into pre or post visit lessons. My hope is that the resources we provide will allow teachers to exploit all the learning opportunities presented by a visit to the course.
I have created a page of direct links to the curricular areas but this is not extensive as pretty much every subject could have a link with some aspect of the experience. I chose to focus on what I felt were the most meaningful and useful connections. I am also providing a page with all the links I used to create the packs and any other useful sites that might benefit a teacher visiting the area.
There are lots of resources available but finding the right ones can sometimes be a real problem. My intention with the resources for TreeZone was to create a place where teachers could come for lesson ideas and inspiration for activities. These could then be incorporated into pre or post visit lessons. My hope is that the resources we provide will allow teachers to exploit all the learning opportunities presented by a visit to the course.
I have created a page of direct links to the curricular areas but this is not extensive as pretty much every subject could have a link with some aspect of the experience. I chose to focus on what I felt were the most meaningful and useful connections. I am also providing a page with all the links I used to create the packs and any other useful sites that might benefit a teacher visiting the area.
Reading and Reflection
Beames, Higgins and Nicol (2010) identify some of the key ideas to consider when approaching outdoor learning. They discuss the importance of exposure to the natural environment in improving physical and emotional well-being. They also identify the proven benefits in enhancing peoples abilities to cope with and recover from stress, injury and illness.
Beames, Higgins and Nicol (2012) go on to highlight that outdoor learning is about more than health and wellbeing and that it also has an impact on intelligence and creativity. They believe that outdoor learning is disjointed and lacks a coherent structure. That 'what' can be learned is often looked at without much consideration of how or why an activity or lesson might progress a child's learning. Links have always been made with outdoor learning and personal growth, environmental education and outdoor pursuits. But these can often be one in a way that is disconnected from the rest of the curriculum.
The Authors of Learning Outside the Classroom also feel that schools need to make more of their school and local environments. Outdoor learning should not be restricted to a one off residential at the end of Primary 7. Children must have regular exposure to a 'real world' environment so they can learn through experience; take an active and responsible role in their own learning; feel connected to and part of their community; and negotiate and manage the risks presented by the outdoor environment.
Since reading this I have had a rethink about how I might link possible TreeZone activities to the curriculum. I may attempt to broaden the scope of some of the activities and identify some more cross-curricular and progressive topics within the information we have gathered.
Reference:
Beames, S., Higgins, P. and Nicol, R. (2012) Learning Outside the Classroom - Theory and Guidelines for Practice. Abingdon: Routledge.
Beames, Higgins and Nicol (2012) go on to highlight that outdoor learning is about more than health and wellbeing and that it also has an impact on intelligence and creativity. They believe that outdoor learning is disjointed and lacks a coherent structure. That 'what' can be learned is often looked at without much consideration of how or why an activity or lesson might progress a child's learning. Links have always been made with outdoor learning and personal growth, environmental education and outdoor pursuits. But these can often be one in a way that is disconnected from the rest of the curriculum.
The Authors of Learning Outside the Classroom also feel that schools need to make more of their school and local environments. Outdoor learning should not be restricted to a one off residential at the end of Primary 7. Children must have regular exposure to a 'real world' environment so they can learn through experience; take an active and responsible role in their own learning; feel connected to and part of their community; and negotiate and manage the risks presented by the outdoor environment.
Since reading this I have had a rethink about how I might link possible TreeZone activities to the curriculum. I may attempt to broaden the scope of some of the activities and identify some more cross-curricular and progressive topics within the information we have gathered.
Reference:
Beames, S., Higgins, P. and Nicol, R. (2012) Learning Outside the Classroom - Theory and Guidelines for Practice. Abingdon: Routledge.