Beyond the Classroom
Physical Environment
Learning beyond the classroom can occur through the excursions and incursions. Learning in a space beyond the classroom helps bring the outside world and students together in a unique learning opportunity (Lorenza, 2009). Furthermore, it helps provide context to what is being discovered or learnt. The physical surrounding of an excursion/incursion depends on where and what it is. A museum has wide open spaces with a variety of art work to capture the imagination of children. Whereas an excursion to Wilsons Promontory gives student students the sand beneath their toes. The physical environment of an excursion can help students make sense of themselves and their surroundings (Lorenza, 2009). However, weaknesses of excursions and their learning spaces include:
- Inclement weather
- Frustrated/tired children
- Access to essential (water, toilets, food)
Curriculum and Pedagogy
It is important that teachers do not become complacent with excursions and incursions. Too often, these experiences can become one off, random days that are quickly forgotten. Given that teachers cannot always use the rich and exciting possibilities of an excursion learning space, they should make the absolute most of it while they have it. They can achieve this by evolving an excursion or incursion into a community of practice (CoP).
Even beyond the classroom, educators can transform an excursion venue into a CoP by contextualising what is being viewed and explored. Students should be engage in the ideas, issues and the people involved in the museum or other excursion place. Students should also revisit the venue to further extend their knowledge and understanding. Alternatively, they could revisit ideas represented at the venue by developing or contributing to relevant blogs or contacting and engaging with experts in the field. Excursions should help students become active learners in a shared domain of human endeavour (Smith, 2009).
Helping students develop a connection between knowledge and activity is an important pedagogical issue that should be addressed by teachers. Transforming an excursion venue into a CoP provides deeper learning opportunities.
Even beyond the classroom, educators can transform an excursion venue into a CoP by contextualising what is being viewed and explored. Students should be engage in the ideas, issues and the people involved in the museum or other excursion place. Students should also revisit the venue to further extend their knowledge and understanding. Alternatively, they could revisit ideas represented at the venue by developing or contributing to relevant blogs or contacting and engaging with experts in the field. Excursions should help students become active learners in a shared domain of human endeavour (Smith, 2009).
Helping students develop a connection between knowledge and activity is an important pedagogical issue that should be addressed by teachers. Transforming an excursion venue into a CoP provides deeper learning opportunities.
Students and TeachersTeachers should be prepared when going on excursions. Key questions suggested by Lorenza (2009) include:
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