Instructor:
Tom Beery
Engineering 235
(218) 726-7333
Office Hours:
by appointment
Cell phone # for class day travel information: (218) 391-8553
Course Overview:
What is the essential link between nature centers,
environmental education centers, outdoor recreation and the formal
classroom? What do we need to know about
the formal classroom in order to be more effective outdoor educators? How can
we effectively bridge formal and non-formal educational settings?
The above questions will
guide this course—based on the assumption that the more we understand about the
formal setting, the more effective we can be in the non-formal settings of
outdoor education. Some of the strongest
classroom educators have extensive experience in outdoor and environmental
education—they have learned to use the strengths of both settings to create
optimal learning environments and experiences for their students.
During this course students will:
It is hoped that this course
will help develop a professional awareness of the classroom environment for
outdoor educators. The course aims to stimulate a positive outlook on the
opportunities afforded by the formal classroom setting while highlighting the
strengths that outdoor education brings to the formal classroom. Further, it is hoped that this course will
serve as a solid foundation to ENED 5855—Programming for School Systems (to be
offered Spring 2007).
A note about the reading. given
the compressed time-span of this course, there is a deliberate effort to use
the time wisely and make the homework valuable and achievable within the time
frame of the course. The two main reading
assignments are the booklet, Place-Based Education and the book, Last
Child in the Woods. It is expected
that these texts will both be read, considered and notes for discussion
prepared for class periods on 12/8 and 12/15.
Books of course can be shared—the WRELC living arrangement may serve to
allow text sharing.
Schedule/Topics/Coursework
|
DATE/SITE |
TOPICS |
ASSIGNMENTS |
|
11/10 |
Course introduction—Classroom Learning Applications: Linking formal classrooms with OE/EE Positive Youth
Development—classrooms are where the
kids are! Understanding the “formality”
of the formal setting:
|
John Dewey: The child and the Curriculum (reading
on-line). Please read BEFORE first
class. |
|
11/17 GLA |
(free parking, $6.00
fee/person for use of facility) |
GLA preparation
assignment: Using the Minnesota
Literacy Scope and Sequence. Worksheet and online resource: http://www.seek.state.mn.us/eemn_c.cfm |
|
12/1 School Site (11/10-12/1 K-12 class- room visit) |
Classroom
observation: 4 hour observation—time
spent should be to maximize your opportunity to view a classroom/s in
action—this can be done anytime prior to 12/1 if a better time can be
arranged. |
Observation scheduled and
completed |
|
12/8 |
Classroom observation
discussion Lake Superior Circle Tour
presented Place-Based Education
discussion |
Place-Based
Education: Connecting Classrooms and
Community |
|
12/15 |
Non-formal presentation of
projects w/ group discussion Implications for the
classroom: Last Child in the Woods
|
Curriculum project Assigned Chapter from Last
Child in the Woods jigsaw reading—10 implications for the classroom. |
Grading:
Participation 60
pts.
It
is expected that each student will be an active participant in class
discussions, will complete all readings and will attend all class
sessions/observation. The success of
this course rests on student engagement. The worksheet due on 11/17 is included
in this score (10 pts.).
Curriculum 80 pts.
Project This assignment is an
effort to highlight an essential
connection
between the formal and non-formal settings.
First, you will observe a classroom of interest (see below). Your
observed classroom will serve as the “audience “ for this assignment (i.e. you
will design your work with the particular age group /setting in mind). A
reflection essay for your visit will serve as the introduction to the
curriculum project (20 points).
The
focus of the curriculum project will be a pre and post lesson package to
compliment one Wolf Ridge/Boulder/Hartley Nature Center/Widji lessons. You are
required to use the lesson plan format found on the T. Beery website (40
points).
Further,
you will need to identify Benchmarks/Key Systems Concepts and Supporting
Concepts from the Environmental Literacy Scope and Sequence appropriate to your
identified audience (20 pts.).
A
guideline/format/rubric will be presented in class on 11/17. You will be asked to provide an overview of
your efforts in class on the due day of 12/15.
Recommended
Visit Sites:
|
Traditional K12 |
Theme or Magnet |
Charter |
|
(K-12) |
Stowe El. (K-5) |
|
|
Various Duluth Public
Schools |
Nettleton (K-5) |
|
I
can help students make contacts and arrangements for observations.
GLA Tour 20 pts.
Worksheet Worksheet from class activity
at GLA; due 12/8.
Total 160
pts.
Note, all written coursework
must be word-processed doubled spaced, Times or Arial font. All written work must be APA formatted.
Course grades will be issued
on a standard scale of the following:
A = 92%, A- = 90%
B = 82%, B- = 80%
C
= 72%, C- = 70%
D = 62%, D- = 60%
Course reading sources:
Dewey, J. (1902). The Child and the curriculum.
Louv, R. (2006). Last child in the woods: saving our children from nature-deficit
disorder.
Sobel, D. (2004). Place-based education: connecting classrooms and communities. Great