Class #2 & 3
Final Assignment - Class #6
Paper Formatting & Guidelines
Learning Styles used in this class
Youth Development Research & Theory
How to read a Scientific Paper
Hierarchy of Needs
Planned Behav REB
Class meeting time:
|Fridays - 2-6 pm (@ UMD) ;
pm (@ WRELC)
Class meeting dates:
Sept. 27; Oct. 4; Oct. 11; Oct. 18; October 25
**Note the change of class meeting times based on location
Class meeting location:
|SpHC 9; or, WRELC
||See side bar
|Dr. Ken Gilbertson
Course web url:
August 27, 2013
To: Students enrolled in Theories and Models in Outdoor Education
- EnEd 5165
From: Ken Gilbertson
Re: Course layout
Up to this point in time, your UMD &/or ELC learning has
been mostly directed toward learning HOW to
teach environmental education to various kinds of students.
I want to welcome you to this next phase of your learning
- Theories and Models in Outdoor Education. This course is intended
to guide you toward an understanding of WHY we
do what we do when we teach in, about, and for the environment.
In addition, it's purpose is to UNDERSTAND THE STUDENT.
Why do people learn the way they do, and when are they most receptive
to being taught about the natural environment?
So, the primary premise of this course will be to understand
the construct of "Start where the student is at,
not where you want them to be".
Following is the course outline. First, I want to present
some expectations that I have of you and that I have of myself.
You can share your expectations of me and this course when we
First, I have found this course to be a very challenging,
stimulating, and exciting opportunity to learn about our field
of Outdoor Education. It is challenging because it will likely
influence your current thoughts and understanding toward your
craft. Sometimes that will be exciting. Sometimes you may be
unsure, and sometimes you will downright dislike something. That
is just fine - there's most likely a theoretical explanation
One of our first tasks will be to understand what a theory
and model are. To begin, if the theory does not adequately explain
a behavior, then it may not be a very strong theory. If the theory
is not connected to practice, then it will likely be incomplete.
Likewise, a person providing an educational experience without
adequate theoretical understanding runs a high risk of becoming
dogmatic (doing it "just because.."), throwing darts,
and/or simply supervising a non-educative experience - however
the student perceives it.
Thus, this course is an opportunity to connect practice with
theory; To connect rhyme and reason. It doesn't get any better
I expect you to:
- Be prepared before class. I expect the same of myself.
- Come ready to challenge what YOU do as an educator. (You
will often hear me ask, "So what?", or, "How do
you know?", or, "Why did that work so well?")
- Be open to new or different definitions, hierarchies, or
- Reflect upon your previous practice and experience as
a learner and as an educator. This is the type of course that
can not be experiential by being out in the field. Rather, it
draws upon your previous experiences as a means to apply what
is learned in class.
- Arrive to class on time ready to collaborate from 2 pm through
6 pm. I appreciate that running a class for 4 hours on a Friday
evening is asking a lot of all of us. Because of that, let's
work together to make this the best learning experience possible.