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.
- Outdoor and alternative environment settings
- aquatic settings
- land-based settings
- seasonal considerations
- school-based alternatives
- Risk management
- Physical literacy and dynamic system considerations in alternative environments
- individual dimensions: affective, cognitive, and psychomotor
- task and complexity structure
- environmental considerations
- Lesson and unit planning for outdoor and alternative environment settings
- safety considerations
- transportation planning
- learning outcomes
- equipment needs
- planned activities
- BC Ministry of Education’s core competencies and other curricular areas
- assessment and evaluation strategies
- budgeting
- Instructional strategies
- alternative teaching approaches
- incorporation of cooperative, inquiry, personal and social responsibility models of instruction
- class management strategies
- developmentally appropriate technical progressions
- principles of effective curriculum planning for classes according to seasonal activities
- Practical topic selection
- land-based examples
- skiing
- skating
- indoor rock climbing
- winter camping
- snowshoeing
- velodrome cycling
- snow caving
- caving
- water-based examples
- survival techniques
- SCUBA diving
- culturally relevant activities
- historical significance
- relationship to “place”
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.
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.
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.
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