By Chris Hodgson
Adventure schooling is a sort of experiential studying more often than not linked to actions regarding chance, from cooperative video games akin to raft construction to excessive event actions reminiscent of rock climbing. Adventure schooling: An Introduction provides a finished creation to the making plans, supply and evaluate of experience schooling, with a powerful emphasis on expert perform and supply.
Written by means of a group of top event Educators who can draw upon an in depth adventure base, the ebook explores an important options for educating, studying and implementation in experience schooling. The ebook is absolutely illustrated all through with real-world case experiences and examine surveying the major modern concerns dealing with experience schooling Practitioners. This contains necessities for the journey educator comparable to chance administration and tailoring actions to fulfill particular studying wishes, in addition to supplying an perception into modern makes use of for event programmes. With open air and experience actions being extra renowned than ever sooner than, this e-book is vital studying for any pupil, instructor or practitioner trying to comprehend experience schooling and strengthen their expert skills.
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Extra resources for Adventure Education: An Introduction
In this way, activities can be really tailored to what the participants not only want but need. Chris Pierce, Head of Outdoor and Adventure Education at Oxfordshire’s Woodlands Outdoor Education Centre, Glasbury, South Wales 38 Matt Berry INTENDED OUTCOMES IN ADVENTURE EDUCATION A common suggestion aimed at increasing the effectiveness of an adventure programme is to set clear outcomes in the planning stage. Effectiveness can be enhanced if these intended outcomes are shared and agreed between participants and the facilitator.
Research interest in group dynamics tends to be dominated by the business world rather than adventure education, probably due to the financial rewards for success, but findings tend to support the idea of an optimum group size. However, this will vary and will be dependent upon the nature of the task. The best way to think of optimum group size is to consider opportunities for participation. More learning is likely to occur if we plan activities that allow opportunities for everyone always to be engaged.
Sex-role stereotyping, for example, would be influential here, and it would be counterproductive to plan purely on the basis of gender. Educationally, it would be more useful to plan activities and interventions for mixed groups that challenge sexual stereotyping rather than reinforce it. It is important to consider group composition in light of numbers of males and females. Maintaining a gender balance often offers more opportunities for facilitators to question and challenge attitudes and behaviours that are counter-productive.
Adventure Education: An Introduction by Chris Hodgson