Learning Outside the Classroom
Theory and Guidelines for Practice
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Aims & Objectives
| Author: | Simon Beames, Pete Higgins, Robbie Nicol | ISBN: | 9781136719110 |
| Publisher: | Taylor and Francis | Publication: | March 22, 2012 |
| Imprint: | Routledge | Language: | English |
| Author: | Simon Beames, Pete Higgins, Robbie Nicol |
| ISBN: | 9781136719110 |
| Publisher: | Taylor and Francis |
| Publication: | March 22, 2012 |
| Imprint: | Routledge |
| Language: | English |
Learning Outside the Classroom outlines theory and practice that will enable and encourage teachers to systematically and progressively incorporate meaningful outdoor learning opportunities into their daily teaching activities in a wide variety of environments and with diverse populations of pupils. This is the first textbook based around the curriculum for prospective and practising primary and secondary teachers and other outdoor educators. The principles and examples presented are intended to be adapted by teachers to suit the needs of their students in ways that draw upon content offered by the local landscape and its natural and built heritage. Although the focus of this book is ‘the real world’ beyond the classroom, it is also about good teaching — wherever it takes place. While there are chapters on practical issues such as risk-management and supervising groups outdoors, the chapters on curriculum, sustainability, curiosity, responsibility, and educational communities will serve as a valuable guide for anyone interested in applying educational theory to practice.
Learning Outside the Classroom outlines theory and practice that will enable and encourage teachers to systematically and progressively incorporate meaningful outdoor learning opportunities into their daily teaching activities in a wide variety of environments and with diverse populations of pupils. This is the first textbook based around the curriculum for prospective and practising primary and secondary teachers and other outdoor educators. The principles and examples presented are intended to be adapted by teachers to suit the needs of their students in ways that draw upon content offered by the local landscape and its natural and built heritage. Although the focus of this book is ‘the real world’ beyond the classroom, it is also about good teaching — wherever it takes place. While there are chapters on practical issues such as risk-management and supervising groups outdoors, the chapters on curriculum, sustainability, curiosity, responsibility, and educational communities will serve as a valuable guide for anyone interested in applying educational theory to practice.
