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Saturday, January 14, 2006. Chris Fagen—Thinkshop ...
•only organization that is both residential and EE, so universal direction.
•awareness ... roee.org/conference/2006/
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You are invited to attend the 25th Annual
Residential Outdoor Environmental Education Conference. Join us at the YMCA
of the Ozarks www.ymcaoftheozarks.org ... roee.org/conference/2006/annual%20conference.html - 5k - Cached - Similar pages
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and sustainability of residential outdoor environmental education. We are
catalysts
for professional and program ... Vashon
Island, Washington USA January 2006. roee.org/conference/2006/ Notes/group%20picture%202006.pdf
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ring-fenced £10 million (to 2006) for delivering education programmes to
school
... The report highlighted the fact that outdoor activities and residential
... roee.org/resources/Documents/Research%20&
%20Articles/UK%20outdoor%20school%20report.pdf - Similar pages
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Ken Finch. Ken Finch. Ken Finch. Ken Finch. Ken Finch is a writer and nature
... “extinction of experience” and the need for “rough ground”, it ... www.caee.org/ANCA.pdf - Similar pages
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Special thanks to Gordon Maupin, Executive Director, Wilderness Center, Ohio
and Ken Finch, ... Rough Ground. “For special places to work their magic on
... www.caee.org/Extinction2.pdf - Similar pages
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Author Ken Finch is a veteran nature center director and past
... Sadly, rough ground is an increasingly rare resource, even. in most
nature centers, ... roee.org/resources/Documents/Research%20&
%20Articles/hot_winter_2004_05.pdf - Similar pages
introductions:
Howdy folks: My name is Shawn Moriarty and i am the Camp Director at YMCA of
the Ozarks. I am currently in a Graduate program at Prescott College in ...
Re:
introductions:
Welcome Shawn! Larry Chambers ROEE Webmaster leadershipymca
<smoriarty@...> wrote: Howdy folks: My name is Shawn Moriarty and i am
the Camp...
Re:
introductions:
Thanks Larry! I am excited because I believe we are hosting the next year
roee conference here in MO. I look forward to meeting you all! In the spirit
of...
1. How to
learn from California organizations? -what to do?
2.How to know if we should join California?
Culture / Personality of ROEE___________________ = most votes [#] = # of votes
·¾ Welcoming [3]
·¾ Lack of formality [5]
·¾ Action-oriented [4]
·¾ Serious about our business; dedicated ; serious about kids and staff [15]
·¾ Intentional [ 1 ]
·¾ Careful about “party, drinking, food” image
·¾ Work hard and play hard [6]
·¾ Pat Crocker / Mike Moran—welcoming, gracious, loving, at home with them [
1]
·¾ Love children [ 1 ]
·¾ Like a family reunion
·¾ Coming home
·¾ Find your new family home
·¾ No cliques—no “chosen few” [1]
·¾ No prerequisite—You came here, so
you’re included [1]
Target
·Everyone
who works in residential outdoor ed. camps
·New
people on the way in to profession
·People
don’t stay in profession 25-30 years anymore
·Reach out
to people who do this for 5-10 years
·New
generation of needs—not as willing to work the long hours
·Target
organizations and not people—like YMCA, Campfire Girls/Boys, Church camps
(where outdoor / environmental education is just an add-on)
·Any
organization that provides residential component to the environmental program
·Showcase
what we do, be professional, not discounted
·Vendors
to bring products
--Educational vendors
--Academia / faculty and students
--Environmental schools and connection
·Public
educators
Vision
Vision Example: We are a unique,
problem-solving group of environmental outdoor educators who passionately
believe we can better serve children by sharing ideas through periodic
communication and yearly conferences.
Small Group Vision Brainstorms: [#] = #
of votes
1.We are a dedicated community of professional
environmental outdoor educators who believe in improving the quality of the
outdoor education experience by sharing innovative ideas, best practices
through networking, and annual conferences. [3]
2.Come home to ROEEÆ An
informal place where residential environmental outdoor enthusiasts network and
share how to best serve kids in the residential outdoor environment. • We focus on hands-on practical learning. • We work
hard and play hard together. • We are passionate and serious
about getting it done. • We respect all parts points of
view. [3]
3.ROEE educators provide unique, creative, and
inclusive residential experiences that impact children and staff. This group
strives to build a network of sharing and practical learning that will provide
future generations with an appreciation of nature and the environment. [3]
4.ROEE:
Growing powerful purposeful professionals. We commit to 1) nurturing leaders in
the field, 2)honoring the past and preparing for / looking to the future, 3)
innovation through collaboration. We accomplish this by meeting together. [ 1]
5.We are a group of environmental educators dedicated
to proving quality residential experiences to youth. We synergistically meld
our collective knowledge and experience
into new possibilities with a
focus on best practices and become a catalyst for professional development and
support. We believe that the best way for this to occur is in a fun, informal
setting where all voices are equal. [6]
6.ROEE is a volunteer professional group committed to
inspiring residential outdoor and environmental administrators through
practical implementation of theory and collegial networking. Our dedication to
best practices in the outdoor and environmental education of youth is developed
through an annual conference, focusing up innovations in curriculum,
instruction and assessment. [6]
7.We are an ROEE stewardship committed to the
longevity and viability of residential outdoor
education by providing opportunities to share practical applications,
experiences, and leadership development with others in the field.
Pluses on #5
1.Last sentence
2.Synergistically meld collective knowledge
3.Catalyst for professional development
4.Youth
5.Define who we are
Corrections
1.Paragraph 2 should not be so limiting
2.Community instead of group
3.Outdoor AND environmental educators
4.Aspects of collaboration and social network
5.Make Paragraph 2 short
6.Replace community with professional network
7.Find a place for “we commit to nurturing leaders in
the field” from #4
First attempts to replace 2nd sentence of #5:
·We commit
to nurturing leaders in the field by sharing collective knowledge and
experiences.
·We are a
catalyst for professional development through the sharing of our knowledge,
experiences, and best practices.
·ROEE is a
professional network of residential outdoor environmental educators dedicated
to providing quality experiences to youth. We are catalysts for professional
development and program enhancement through the sharing of our knowledge,
experiences, and best practices.
Final Drafts:
Vision: ROEE … A
network of passionate educators committed to the stewardship and sustainability
of residential outdoor and environmental education.
Mission: We are
catalysts for professional and program development through the sharing of our
knowledge, experiences, and best practices.
Other ROEE Organizational Questions
qHow big does ROEE want to be?
qDo you want to be the same size or grow?
qDo you want to be regional, national, or
international?
qDo you want to be formal or informal?
qIncorporate?
qWhat are the right roles / structure to support
future goals?
qDo you want to have an annual conference?
qDo you want to work with strategic partners?
House of Commons
Education & Skills Committee
Education
Outside the
Classroom
Second Report
of Session 2004–05
Report, together with
formal minutes, oral and written evidence
Ordered by The House of Commons to be printed 31
January 2005
HC
120 Incorporating HC 1170-i/iii, Session 2003-04
Published on 10 February 2005
by authority of the House of Commons
London: The Stationery Office Limited
£23.00
The Education and Skills Committee
The Education and Skills
Committee is appointed by the House of Commons to examine the expenditure, administration and policy
of the Department for Education and Skills and its associated public bodies.
Current membership
Mr Barry Sheerman MP (Labour, Huddersfield) (Chairman)
Jeff Ennis MP (Labour, Barnsley East & Mexborough)
Mr Nick Gibb MP (Conservative, Bognor Regis & Littlehampton)
Mr John Greenway MP (Conservative,
Ryedale) Paul Holmes MP(Liberal Democrat, Chesterfield) Helen Jones MP (Labour, Warrington North) Mr
Kerry Pollard MP (Labour, St Albans)
Jonathan Shaw MP (Labour, Chatham and Aylesford)
Mr Andrew Turner MP (Conservative, Isle of Wight)
Powers
The Committee is one of the
departmental select committees, the powers of which are set out in House of
Commons Standing Orders, principally in SO No 152. These are available on the
Internet via www.parliament.uk
Publications
The Reports and evidence of
the Committee are published by The Stationery Office by Order of the House. All
publications of the Committee (including press notices) are on the Internet at:
The current staff of the
Committee are David Lloyd (Clerk), Dr Sue Griffiths (Second Clerk), Libby Aston
(Committee Specialist), Nerys Roberts (Committee Specialist), Lisa Wrobel (Committee Assistant),
Susan Monaghan (Committee Assistant), Catherine Jackson (Secretary) and John
Kittle (Senior Office Clerk).
Contacts
All correspondence should be
addressed to the Clerk of the Education and Skills Committee, House of
Commons, 7 Millbank, London SW1 P 3JA. The telephone number for general enquiries
is 020 7219 6181; the Committee’s email address isedskillscom@parliament.uk
Footnotes
In the footnotes of this
Report, references to oral evidence are indicated by ‘Q’ followed by the
question number. References to written evidence are indicated in the form ‘Ev’
followed by the page number.
Contents
ReportPage
1
Summary
3
2
Introduction
5
3
Context
6
The value of outdoor
learning
7
The decline of education outside the
classroom
9
4
Barriers
11
Risk and bureaucracy
11
Teacher Training
16
Schools
19
Cost
21
Centres and operators
22
5
The Role of
the DfES
25
6
Conclusion
28
7
Conclusions
and recommendations
29
Formal minutes
33
Witnesses
34
List of
written evidence
35
List of unprinted written evidence
36
1 Summary
During
this inquiry, the Committee has become convinced of the value of education
outside the classroom in its broadest sense. Outdoor learning supports academic
achievement, for example through fieldwork
projects, as well as the development of ‘soft’ skills and social skills,
particularly in hard to reach children. It can take place on school trips, on visits in the local community or in the
school grounds. Yet outdoor education is indecline. Provision by schools is extremely patchy. Although some schools
offer an active and well-planned programme of outdoor education, which
contributes significantly to teaching and
learning, many are deterred by the false perception that a high degree of risk
attaches to outdoor education as well as by cumbersome bureaucracy and issues
of funding, time and resources. Neither the DfES or local authorities have done
enough to publicise the benefits of
education outside the classroom or to provide strategic leadership or
direction in this area.
Risk is
often cited as the main factor deterring schools from organising school trips.
We have found no evidence to support the perception that school trips are
inherently risky. Visits organised in accordance with health and safety
guidance should not lead to avoidable
accidents or unfounded legal claims against teachers. The DfES needs to workwith teacher unions and schools to ensure
that teachers do not feel vulnerable to vexatiouslitigation and that they are aware of the law as
it now stands. We also strongly recommend that the NASUWT reviews its
advice to members not to participate in school trips.
In
contrast, the bureaucracy now associated with school trips is a major problem.
Some schools and local authorities are
demanding excessively lengthy risk assessments and wehave found evidence of needless duplication in the
system. The Government claims to be actively reducing public sector
bureaucracy in general and specifically the burden on schools. We are therefore
extremely surprised that it can allow the current situation to persist.
In order
to realise its full potential, outdoor education must be carried out properly,
with sessions being prepared by well-trained
teachers and in accordance with good curriculumguidance as well as health and safety regulations. Teacher training is
therefore a vital aspectof outdoor
education. We are concerned that out-of-classroom activities should be led by
well-qualified people who know how to get the most out of these experiences. We
recommend that the DfES engage professional
bodies to ensure that teachers have access to appropriate programmes of
continuing professional development, which should include curriculum design. We also urge the department to
review the place of outdoor education within Initial Teacher Training
(ITT) programmes.
Educational Visits Co-ordinators (EVCs) have recently been introduced
into schools. AnEVC is a teacher
who provides advice on the organisation of school trips and ensures thatbest practice guidance is followed. We
welcome this step, which provides a champion foroutdoor education within schools, and look forward to EVCs being present
in all schools.
Specialised
centres for outdoor education are provided by a number of bodies including private companies, voluntary or charitable
organisations and LEAs. In recent years, LEA provision has generally
declined and this trend looks set to continue as the Government
4 Education Outside the Classroom
increasingly
devolves funding directly to schools. The DfES and the Department for Culture, Media and Sport need to develop a
strategy for the long term viability of activity centres, addressing
staff retention and links with schools and developing expertise.
School grounds are a vital resource, but our evidence suggests they are
sometimes poorly designed. The DfES should ensure that its capital
projects, for example, the Building Schools for the Future and Academy
programmes, devote as much attention to the “outdoor classroom” as to the
innovative design of buildings and indoor space.
Main recommendations
The
Department should issue a ‘Manifesto for Outdoor Learning’, giving all students
a right to outdoor learning. This Manifesto should attract a similar level of
funding to the Music Manifesto (£30 million) in order to deliver real change.
In particular, schools in deprived
circumstances should be enabled to enhance their facilities, to offer
professional development programmes to their teachers and to fund off
site visits.
We further recommend that the DfES set up a structure to champion
education outside theclassroom at all
levels. Within the Department, a dedicated team of officials should haveresponsibility for outdoor learning across
curriculum areas. A high profile ‘champion’ for outdoor learning should
be appointed to lead this team. In each LEA, an Outdoor Education Adviser
should be in place, promoting and co-ordinating outdoor learning locally and
liaising with the Department. Each school should have a well-trained
Educational Visits Co-ordinator, whose role should be strengthened and expanded
to act as the local champion for outdoor learning. A nationwide network of
support, guidance and innovation would move
outdoor education forwards from its current, patchy position to a more
uniform provision of high quality opportunities throughout the country.
![Text Box: · awareness
· finding new dedicated members
· viability [ 1 ]
· variety of backgrounds [ 1 ]
· practice-oriented (vs. theory) [ 11 ]
· curriculum bank [2]](./Residential-Outdoor-Education-Experiences_6330am_files/image013.gif)
Objects![Text Box: · intellectual capital (knowledge bank) [7]](./Residential-Outdoor-Education-Experiences_6330am_files/image014.gif){kind=small}
![Text Box: Value / Purpose
__ = most votes [#] = # of votes](./Residential-Outdoor-Education-Experiences_6330am_files/image016.gif){kind=small}
![Text Box: •building relationships / networking [15]](./Residential-Outdoor-Education-Experiences_6330am_files/image017.gif){kind=small}
![Text Box: · ¾ Momentous, eventful, impactful—creates what we create for the kids [ 12]
· ¾ “I found what I’m looking for”
· ¾ Group of 30-80 people is intimate (small, high quality) [2]
· ¾ Play together, too (a balance of work and play)
· ¾ Sense of place for an area
· ¾ Reflection of your profession (learn through place) [3]
· ¾ Kids’ heroes
· ¾ A place for heroes to get together
· ¾ Capture the experience
· ¾ Reconnect to kids as our focus and purpose [ 1]
· ¾ Base reasons for doing this work (kids, teachable moments),
connects people, knowledge base
· ¾ Keep looking forward [7]
· ¾ Protect things you believe in today so they’re there tomorrow
· ¾ A saint w/ an attitude—compassion, joy of diversity, all-inclusiveÆ& gets it done [6]
· ¾ Think outside the box; Have “just thinking” time [9]
· ¾ No assumptions about kids—each has unique needs (find a way for each kid to be successful) [3]](./Residential-Outdoor-Education-Experiences_6330am_files/image018.gif)
