Module 4

Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

2Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 1

By the end of the session, you will:

• be able to define Learning Outside the Classroom and understand the aspects of education that this covers

• understand how your area of outdoor education fits into the wider context of Learning Outside the Classroom

• be able to explain the essential elements that make up Learning Outside the Classroom

• be able to identify the benefits of Learning Outside the Classroom.

3Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 1

You will do this by:

• working in groups to establish the main aims of learning outside the classroom

• discussing the key benefits of learning outside the classroom and how you think your area of expertise fits into the wider context.

4Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 1

What is Learning Outside the Classroom?

• Define learning outside the classroom.• What differentiates learning outside the classroom

from classroom learning?• Give examples of learning outside the classroom.• What are the pledges?

5Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 1

Diagram 9 grid

6Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 1

By the end of the session, you will:

• be able to define learning outside the classroom and understand the aspects of education that this covers

• understand how your area of outdoor education fits into the wider context of learning outside the classroom

• be able to explain the essential elements that make up learning outside the classroom

• be able to identify the benefits of learning outside the classroom.

7Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 2

By the end of the session, you will:

• understand why learning outside the classroom creates such powerful learning experiences

• be able to set meaningful learning objectives for your sessions and plan to meet them

• be able to create a positive learning environment and prepare learning that is accessible for all types of young people.

8Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 2

You will do this by:

• taking part in activities that demonstrate differences and similarities

• finding out what different types of learner there are and thinking about the type of learner you are

• designing learning objectives and activities that can be used to stretch young people in their various ‘zones’

• discussing why these activities would be more successful outside the classroom then inside.

9Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 2

What was learned?

• How was it learned?• What contributed to the learning?• Why was it a success?

10Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 2

Influences on learning

• Environment• Risk • Stress• Challenge• Boredom• Preparation for learning

– physical, psychological and physiological• Ways of learning

– how people prefer to learn different things

11Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 2

By the end of the session, you will:

• understand why learning outside the classroom creates such powerful learning experiences

• be able to set meaningful learning objectives for your sessions and plan to meet them

• be able to create a positive learning environment and prepare learning that is accessible for all types of young people.

12Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 3

Learning objectives should be:

• Specific• Measurable• Agreed• Realistic• Timed

13Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 3

By the end of the session, you will:

• know what constitutes a clear learning objective• be able to plan a high-quality learning

experience for a chosen client group• be able to demonstrate that learning has

taken place by evidencing progress.

14Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 3

You will do this by:

• considering SMART learning objectives• planning a session using the resources

of the centre you are currently in• either delivering or taking part in a session with

colleagues and considering how progress can be assessed in your activity.

15Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 3

By the end of the session, you will:

• know what constitutes a clear learning objective• be able to plan a high-quality learning

experience for a chosen client group• be able to demonstrate that learning has

taken place by evidencing progress.

16Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 4

By the end of the session, you will:

• know what information is required to design a high-quality learning outside the classroom programme

• have had experience of writing a programme• know how to communicate with a group leader

to promote a successful visit.

17Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 4

You will do this by:

• taking part in a group discussion about the information you would want to know before you start to plan your session

• writing a programme of activities for a case study group.

18Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 4

Information before planning a programme

• What the group wants to get out of the experience• Timings• Accommodation• Meals• Code of conduct (e.g. school rules plus centre rules)• Ages• Learning experiences (have they done this type of activity before?)• Abilities in the areas you are covering (beginner, intermediate, advanced)• Ethnicity and diversity• Resources the group will bring• Special learner needs

19Module 4. Outdoor Professionals in Centres and Local Authorities: Learning Approaches and Impact

Module 4 | Session 4

By the end of the session, you will:

• know what information is required to design a high-quality learning outside the classroom programme

• have had experience of writing a programme• know how to communicate with a group leader

to promote a successful visit.