A surprising discovery: five pedagogical skills outdoor and experiential educators might offer more mainstream educators in this time of change

Blenkinsop, Sean; Telford, John; Morse, Marcus

doi:10.1080/14729679.2016.1163272

Cited by 40 publications

(25 citation statements)

References 25 publications

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“…The goals of the learning professionals were not those of classroom teachers. As described elsewhere, the skills and approach to teaching are subtly altered (Blenkinsopp et al, 2016;Harris, 2017). As described elsewhere, the skills and approach to teaching are subtly altered (Blenkinsopp et al, 2016;Harris, 2017).…”

Section: Discussionmentioning

confidence: 86%

Outdoor learning spaces: The case of forest school

Harris

2017

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This paper contributes to the growing body of research concerning use of outdoor spaces by educators, and the increased use of informal and outdoor learning spaces when teaching primary school children. The research takes the example of forest school, a form of regular and repeated outdoor learning increasingly common in primary schools. This research focuses on how the learning space at forest school shapes the experience of children and forest school leaders as they engage in learning outside the classroom. The learning space is considered as a physical space, and also in a more metaphorical way as a space where different behaviours are permitted, and a space set apart from the national curriculum. Through semistructured interviews with members of the community of practice of forest school leaders, the paper seeks to determine the significance of being outdoors on the forest school experience. How does this learning space differ from the classroom environment? What aspects of the forest school learning space support pupils' experiences? How does the outdoor learning space affect teaching, and the dynamics of learning while at forest school? The research shows that the outdoor space provides new opportunities for children and teachers to interact and learn, and revealed how forest school leaders and children co-create a learning environment in which the boundaries between classroom and outdoor learning, teacher and pupil, are renegotiated to stimulate teaching and learning. Forest school practitioners see forest school as a separate learning space that is removed from the physical constraints of the classroom and pedagogical constraints of the national curriculum to provide a more flexible and responsive learning environment.

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Section: Discussionmentioning

confidence: 86%

Outdoor learning spaces: The case of forest school

Harris

2017

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“…In this study, the definition of outdoor learning is based on the findings of Blenkinsop, Telford, and Morse [43]. They generated a list of pedagogical skills, such as, "becoming more outdoor, environmental, place-based, emergent and/or experiential in the teachers' own practices".…”

Section: Outdoor Learning Promotes Sustainability In Geography Educationmentioning

confidence: 99%

Teaching and Learning Methods in Geography Promoting Sustainability

2019

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Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.

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“…Making progress in guiding learners' decision making in environmentally sensitized ways might appear rather daunting for teachers. In this respect, Blenkinsop, Telford and Morse (2016) consider that outdoor and experiential educators possess five particular pedagogical skills that are highly likely to benefit mainstream educators. This mix of skills (managing rhythm, shape and structure; lateral thinking; risky learning; safety; and eco-reflection and evaluation) highlights the benefits of learning which is capable of responding to unpredictable circumstances, so that learners can develop their curiosity, express themselves clearly as well as internalize their thoughts.…”

Section: Dewey Moral Education and Outdoor Learningmentioning

confidence: 99%