By Chris Hodgson
Adventure schooling is a kind of experiential studying generally linked to actions regarding chance, from cooperative video games akin to raft development to excessive event actions akin to rock climbing. Adventure schooling: An Introduction provides a accomplished creation to the making plans, supply and overview of experience schooling, with a powerful emphasis on specialist perform and supply.
Written by means of a workforce of prime event Educators who can draw upon an in depth adventure base, the ebook explores crucial concepts for educating, studying and implementation in experience schooling. The publication is totally illustrated all through with real-world case stories and examine surveying the foremost modern concerns dealing with event schooling Practitioners. This comprises necessities for the journey educator resembling danger administration and tailoring actions to fulfill particular studying wishes, in addition to delivering an perception into modern makes use of for event programmes. With outside and experience actions being extra renowned than ever prior to, this publication is vital analyzing for any scholar, instructor or practitioner trying to comprehend experience schooling and boost their specialist skills.
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Additional resources for Adventure Education: An Introduction
There is no ideal format for setting out your planning decisions, but most people tend to develop a format that they prefer based on how easy they find it to use, the type of participant and the nature of activities being planned. Tabular formats are the most common. 1 Example of a written plan template Group details: Date: Venue: Time available: Resources required: General aims: Learning outcomes: Introduction: Activities Learning points Time New material: Activities Learning points Time Application: Activities Learning points Time Reflections and conclusions: Activities Learning points Time ACHIEVING OUTCOMES If outcomes are what we would ideally like the learners to know, appreciate, feel or do, then the adventure educator must think about how to achieve these aims.
Having an objectives-based model for planning lends itself to certain types of learning, but, with reference to affective outcomes in particular, we see how it can be flawed. Affective outcomes are more complex in nature: an improved sense of racial harmony or positive changes in self-esteem are not easily demonstrated and may not even be articulated for some time after the events that stimulated those changes. This is because affective learning is largely implicit and occurs as a result of experiences that resonate with the learner at a more emotional level.
Always ask if the methods you develop to meet outcomes are not just likely to do so but allow the best opportunities for the learner to construct their own learning through practical, hands-on experience. 43 Planning adventure education SUMMARY The research presented at the start of this chapter goes some way to help us provide a stronger rationale for the way that we approach learning in adventure education. In many ways, it is the quest for this rationale that is important, rather than the rationale itself.
Adventure Education: An Introduction by Chris Hodgson