Instructor: Ms. Melissa Jacobs Office: Telephone: 250-503-7890 Email: email@example.com Office hours: Classes (dates and times): Monday, July 30, 2018 to Friday, Aug., 10 2017, 1:00 –4:30 pm
Academic Calendar Entry
Place-based learning and outdoor education can support a wealth of opportunities to engage students and to support their natural curiosity in the world. This is a multi-disciplinary course that incorporates all teaching subjects while exploring experiential education theory. Course Format
Students will attend class with daily lectures, that involve an analysis of the course reading material and small group activities. The latter half of class will involve field work outside of the classroom, mostly around the UBC Okanagan Campus, but will include one field study off campus.
The main focus of the course is to demonstrate how learning outside of the classroom can take place right on the school ground or in a neighbourhood.
The format is a learning centered approach, where the focus will be on the students learning, with the teacher as the facilitator. Every day, students are provided a new environment for student learning and; with the collaboration of their peers; will reflect on their own learning.
Why teach outside the classroom: concepts become more meaningful when encountered with a hands on experience (experiential knowledge). Outdoor education provides a multi-sensory experience with learning. Students can touch, see, hear, and smell the language they are learning.
It also provides teachers an opportunity to develop cross-curricular lesson plans in an outdoor setting. Some of the curricular areas include: mathematics, science, health, physical education, social studies, music, drama, and dance.
Supports the British Columbia’s new curriculum model: Students engagement is a critical factor in student achievement. This model of teaching supports Goal 1; Objective 1.3 of the BC Governments Service Plan to “enhance positive education environments” and to “improve the educational and health outcomes using a Comprehensive School Health approach.” http://www.bcbudget.gov.bc.ca/2016/sp/pdf/ministry/educ.pdf?page=#4
At the end of this course, students will be able to: Course-Level Learning Outcome: Demonstrate an understanding of the benefit to teaching outside of the classroom for student engagement and health outcomes. Topic-Level Learning Outcomes: Be able to describe the variety of environments that provide engaging and hands-on lessons. Be able to illustrate many activities and curriculum subjects that can occur in an outdoor environment. Be able to explain how to combine classroom learning methods with the differentiated instruction in different environments. Will understand experiential education theory. Design lesson plans that provide an understanding of cross-curricular instruction methods and the use of an outdoor classroom. Students will be able to explain the BC mandated students learning outcomes that can be taught outside of the classroom. Additional Course Requirements
A pen and a notebook or a laptop Attendance of all class sessions A willingness to explore outside of the classroom
Evaluation Criteria and Grading
Class Participation and Attendance 25% Site Survey 15% Reading Responses 20% Group or Individual Lesson Plan 40 %
Class Participation and Attendance (25%) – Participation is understood as a given; however, poor participation and attendance can mean a lower or failing grade.
Site Survey (15%) – Go to a site (another building at the UBC O campus or a local school). Find 10 activities that you could do at that site and create a list. Record your ideas and reflect on what you learned by doing a walking tour (200-400 words).
Reading Responses (20%) – Students choose three articles (found in the readings section of the “Course Schedule”) and summarize each article. (300-500 words) Post the summaries to Weebly (20%) The written work meets University writing standards.
Group or Individual Assignment (40 %) – In groups of 2-4, students will create an activity that is engaging, multi-sensory, and outside of the traditional classroom. Students will create a lesson plan to share their ideas (40%).
Their lesson plan should include the format provided by the instructor (see the last two pages of the syllabi) The assignment needs to provide consideration to the theories and activities that were explored from July 30-August 8 The written work meets University writing standards
Pass/Fail Assessment The goal of courses within the Post Baccalaureate Programs is for students to grow as well-informed, knowledgeable and capable professionals. By employing a pass/fail assessment system, we hope to see our students engaged in learning that is meaningful and durable, not focusing upon competition with each other but focusing, instead, on developing and constructing collegial and cooperative learning environments that will serve as models in their ongoing teaching careers.
The UBC Okanagan Faculty of Education will use marking schemes and rubrics with a minimum pass equivalency set at a B+ (76%) in UBC’s standard marking system. We feel that achieving a minimum equivalency of B+ is expected of a well-informed, knowledgeable and capable educator. For further information about Pass/Fail assessment in the Faculty of Education, please visit the following site: http://education.ok.ubc.ca/programs/undergrad/resources/pass-fail-assessment.html
DATE Topic & Activities Readings
What is Outdoor Education (OE), Environmental Ed, and Place-Based Education?
*Exploring Place-Based Education with the use of school grounds
Woodhouse, J.L. & Knapp, C.E. (2000). Placed-Based Curriculum and Instruction: Outdoor and Environmental Education Approaches. Eric Digest, p. 1-8.
Orr, D.W. (1994) What is education for? In Earth in Mind: on education, environment and the human prospect. Island Press: Washington, DC.
Priest, S. (1986). Redefining outdoor education: A matter of many relationships. Journal of Environmental Education, 17(3), 13-15.
What is Experiential Education?
Activity: * Exploring Learning Outside the Classroom with the use of Hallways/Alternative Classrooms
Itin, C.M. (1999) Reasserting the philosophy of experiential education as vehicle for change in the 21st century. Journal of Experiential Education, 22(2), p.91-98.
Lindsay, A. & Ewert, A. (1999). Learning at the edge: Can experiential education contribute to educational reform? The Journal of Experiential Education, 22(1), 12.
Aug 1 Topic:
Why Engage in Outdoor Education?
* Exploring The Outdoors – HIKE on campus Smith, G.A. (2004): Cultivating Care and Connection: Preparing the Soil for a Just and Sustainable Society, Educational Studies: A Journal of the American Educational Studies Association, 36:1,
Sobel, D. (2012). Look, don’t touch. Orion. July/August.
Waite, S., Evans, J., Rogers, S. Simmons, B. & Spalding, N. (2011). Play-based Outdoor Learning: A Route to greater social cohesion? AERA 2011: Inciting the Social Imagination, New Orleans, 8-12 April 2011
Zink, R. (2010). The constitution of outdoor education groups: An analysis of the literature. Australian Journal of Outdoor Education, 14(2), 21-32
Aug 2 Topic:
Learning in off-site environments.
Barker, D. (2004). Encouraging Students to Take their Language Learning Outside the Classroom. JALT Hokkaido Journal, 8: 79-86.
Noel, A.M. & Colopy, M.A. (2006). Making History Field Trips Meaningful: Teachers’ and Site Educators’ Perspectives on Teaching Materials. Theory & Research in Social Education, Vol. 34, Issue 4, Pages 553-568.
Aug 3 Activity:
*Field trip off the UBC O grounds
** Students will drive to a different location on this day. If transportation is an issue, then carpool arrangements will be made ahead of time. ****
Aug 6 Topic:
What are Critical Issues Related to Outdoor Education
* Exploring the Arts in an alternate environment
Beames, S. (2006). Losing my religion: The quest for applicable theory in outdoor education. Pathways, 19(1).
Fabrizio, S. M. and Neill, J.T. (2005). Cultural adaptation in outdoor programming. Australian Journal of Outdoor Education, 9(2), 44-56.
Heshka, J. (2005). Canada’s Legal Standard of Care for Outdoor Education. Capsule.
Lugg, A. (2007). Developing sustainability-literate citizens through outdoor learning: possibilities for outdoor education in Higher Education, Journal of Adventure Education & Outdoor Learning, 7:2, 97-112
Aug 7 Topic:
Learning in an environment that uses technology to move lectures outside the classroom
Activity: *Exploring technology in the classroom
Ruben, B.D. (1999). Simulations, Games, and Experience-Based Learning: The Quest for a New Paradigm for Teaching and Learning. Simulation & Gaming, Pages 498-505.
Strayer, J. F. (2012). How Learning in an Inverted Classroom Influences Cooperation, Innovation, and Task Orientation. Learning Environ Res, 15: 171-193.
Aug 8 Topic:
What are Connections Between Outdoor Education & Health and Well- Being.
Students can use this time to work on their group lesson plans
Adelson, N. (1998). Health beliefs and the politics of Cree well-being. Health (London) 2: 5 DOI: 10.1177/136345939800200101.
McCurdy, L.E. et al. (2011). Using Nature and Outdoor Activity to Improve Children’s Health. Current Problems in Pediatric and Adolescent Health Care, Volume 40, Issue 5, Pages 102-117.
Pretty J, Angus C, Bain M, Barton J, Gladwell V, Hine R, Pilgrim S, Sandercock S and Sellens M. 2009. Nature, Childhood, Health and Life Pathways. Interdisciplinary Centre for Environment and Society Occasional Paper 2009-02. University of Essex, UK.
Aug 9 Activity:
DAY 1 Presentations
GROUP LESSON PLANS
Aug 10 Activity:
DAY 2 Presentations
GROUP LESSON PLANS
All assignments must be completed in order to pass the course. Assignments must be handed in by the due date. If you are in the position of submitting an assignment late, it is essential to communicate with your instructor prior to doing so. At that time a decision will be made with regards to the submission of the assignment.
You are responsible for collecting missed materials from a classmate and must be up-to-date by the following class.
Language and Formatting
Correct use of language is one of the criteria included in the evaluation of all written assignments.All assignments must be written neatly or typed in 12 point font and submitted in class and in paper form. You must use correct grammar and spelling and standard writing conventions. Please write coherently and demonstrate your learning of class content. References should be in the recognized format of APA.You can advise students to check the library website for more information using the following link: http://web.ubc.ca/okanagan/library/citations.html.
Academic Integrity The academic enterprise is founded on honesty, civility, and integrity. As members of this enterprise, all students are expected to know, understand, and follow the codes of conduct regarding academic integrity. At the most basic level, this means submitting only original work done by you and acknowledging all sources of information or ideas and attributing them to others as required. This also means you should not cheat, copy, or mislead others about what is your work. Violations of academic integrity (i.e., misconduct) lead to the breakdown of the academic enterprise, and therefore serious consequences arise and harsh sanctions are imposed. For example, incidences of plagiarism or cheating may result in a mark of zero on the assignment or exam and more serious consequences may apply if the matter is referred to the President’s Advisory Committee on Student Discipline. Careful records are kept in order to monitor and prevent recurrences.
UBC Okanagan Disability Resource Centre The Disability Resource Centre ensures educational equity for students with disabilities and chronic medical conditions. If you are disabled, have an injury or illness and require academic accommodations to meet the course objectives, please contact Earllene Roberts, the Diversity Advisor for the Disability Resource Centre located in the University Centre building (UNC 214). UNC 214250.807.9263 email firstname.lastname@example.org Web: www.students.ok.ubc.ca/drc Ombuds Office The Ombuds Office offers independent, impartial, and confidential support to students in navigating UBC policies, processes, and resources, as well as guidance in resolving concerns related to fairness.
UBC Okanagan Equity and Inclusion Office UBC Okanagan is a place where every student, staff and faculty member should be able to study and work in an environment that is free from discrimination and harassment. UBC prohibits discrimination and harassment on the basis of the following grounds: age, ancestry, colour, family status, marital status, physical or mental disability, place of origin, political belief, race, religion, sex, sexual orientation or unrelated criminal conviction. If you require assistance related to an issue of equity, discrimination or harassment, or to get involved in human rights work on campus, please contact the Equity and Inclusion Office. UNC 216 250.807.9291 email: email@example.com Web: www.equity.ok.ubc.ca
Health & Wellness At UBC Okanagan health services to students are provided by Health and Wellness. Nurses, physicians and counsellors provide health care and counselling related to physical health, emotional/mental health and sexual/reproductive health concerns. As well, health promotion, education and research activities are provided to the campus community. If you require assistance with your health, please contact Health and Wellness for more information or to book an appointment.
SAFEWALK Don't want to walk alone at night? Not too sure how to get somewhere on campus? Call Safewalk at 250-807-8076. For more information, see: www.security.ok.ubc.ca
Lesson Plan Outline
The lesson plan outline is designed as a guide for students to use when planning lessons. The plan may be adapted to specific subject areas and modified as students gain experience in each practicum. The template is a basic outline that can be used directly as printed, copied in longhand, or expanded from the electronic version. It is important that all areas required in the format are completed and that the lesson plan be sufficiently clear and detailed so that another teacher could use the plan to teach the lesson.
Rationale: Whyare you teaching this particular lesson (e.g. is it part of a complex skill? Is it an essential prereading skill in reading? Is it important that the students hear good literature?) The rationale should be a brief sentence or two and stated in words that can be easily understood by the children in the classroom.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) describe what students should be able to do in each curricular subject. Your lesson should state one or more prescribed learning outcomes, from the curricula of British Columbia, on which the objectives of this specific lesson are based.
Instructional Objective(s): Whatare the specific things students will be able to do as a result of this lesson. These objectives should be consistent with your stated prescribed learning outcome(s) (e.g. the students will be able to identify the main idea in the story. The student will be able to describe the main idea in a paragraph of four sentences). The objectives may also include things the teacher wants to observe in the course of the lesson (e.g. to identify the potential leaders in group discussion). Students should ensure that the instructional objectives are measured by your assessment and evaluation strategies.
Preparation: What things do you need to do before the lesson begins? (e.g. prepare a word chart.) What things do the students need to do? (e.g. read a chapter in the novel.)
Introduction: Howwill you get students interested in the topic? How will you find out what they already know about the topic? Will you use an anticipatory set (link to their experience) or advance organizers?
Body: What sequence of activities will the student experience? What will you do? What will they do? What will children do who finish early? How much time will each activity take?
Closure: How will you close the lesson? The closing should be linked to attaining your instructional objectives.
Assessment and Evaluation: Did the students learn what you taught them? The results of the assessment should be directly related to, and tell you if, your students were able to do the things outlined in your instructional objectives and prescribed learning outcomes. Your assessment should be as accurate as possible and should be built into your lesson. What rubrics or structures will you use to evaluate assessment data?
Materials and Resources: List all the materials and resources that you and the students will need. Include organizational and behavioural management strategies for their use. (Including this aspect of the lesson in planning facilitates pro-active positive classroom management.)
Extensions:How might this lesson link to previous and/or future lessons within the same curriculum area? How might knowledge, skills or attitudes from this lesson be integrated/infused into lessons in other subject areas?
Adaptations: How could you modify the lesson so that a child with special needs could be involved? What changes could you make to the lesson for children from different cultural backgrounds? What activities might you add to the lesson to extend and/or enrich opportunities for 'gifted' students to be challenged? Have you planned for a variety of ways for students to demonstrate their learning? What options are ready for students who finish assignments early, or for those who do not complete the tasks given?
Reflections: Complete the reflections section as soon as possible after teaching the lesson. What revisions would you make to the lesson? What went well?
Lesson Name or Number: __________________________________________ Name: _______________________ Subject: ________________ Grade: ________ Date:
Prescribed Learning Outcome(s):
Preparation: Teacher Students
Lesson Activities: Teacher Activities Student Activities Time
Introduction (anticipatory set):
Assessment and Evaluation:
Materials and Resources: (including organizational and/or behavioural management strategies).
Reflections (if necessary, continue on separate sheet):