Course description
In this course, students learn how to use experiential education methods to incorporate K-12 curricular requirements into alternative winter learning environments. Topics include risk assessment and management, organization and planning, environmental ethics, and pedagogical strategies for outdoor physical education environments. Participation in, and planning of, aquatic and land activities is a course requirement. The course is open to students of all physical abilities. Field trips will be required. These field trips may take place outside of scheduled class hours and include an overnight trip. This course acknowledges that Outdoor Experiential Education is congruent with First Nations Epistemology.
Learning activities
In this course, students engage in a variety of learning activities such as experiential learning, field trips, practical applications, inquiry-based, place-based, field observation, and peer-led teaching.
Means of assessment
Assessment will be in accordance with the Douglas College Evaluation Policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation will be based on the following:
Participation 10-20%
Practice Teaching 10-30%
Risk Management Quiz 10-30%
Outdoor Activity Proposal 20-40%
Total 100%
Note: Students who do not attend a minimum of 80% of scheduled course activities will receive a UN grade.
Learning outcomes
Upon successful completion of the course, students will be able to:
- design an outdoor activity lesson including the following components: risk management and safety considerations, learning outcomes, equipment needs, planned activities, and assessment and evaluation considerations;
- analyze and observe outdoor or alternative environment plan/organization with regard to risk management and safety considerations, learning outcomes, equipment needs, planned activities, assessment and evaluation options, and participant affective domains;
- apply satisfactory supervisory skills during outdoor and alternative environment activities;
- utilize teaching models related to personal and social responsibility, cooperative learning, and inquiry-based learning;
- identify relevant outdoor and alternative environment locations and organizational resources available for the relevant age group of students;
- link outcomes to BC Ministry of Education’s core competencies and other curricular areas;
- identify appropriate environmental concerns and apply low environmental impact strategies through an “ethics of care”;
- identify the overlaps between First Nation Epistemology and Outdoor Experiential Education methodology and philosophy.
Textbook materials
Consult the Douglas College Bookstore for the latest required textbooks and materials. Depending on the activity involved, students may incur a cost associated with transportation and/or equipment requirements for the course.