Book Review on Outdoor Education or Adventure Learning 3

Ken Gilbertson, Timothy Bates, Terry McLaughlin and Alan Ewert

Outdoor Education Methods and Strategies

United States of America: Ken Gilbertson, Timothy Bates, Terry McLaughlin and Alan Ewert, 2006

224pp. US $46.00

ISBN – 13: 978-0-7360-4709-8

ISBN – 10: 0-7360-4709-3

The purpose for the authors to write this book is to help all educators who uses outdoor as a learning setting. This book clearly defined teaching methods for people who teach in a variety of organizations including schools, government agencies etc. These methods apply to many subject areas such as physical education, science education, environmental studies and recreation. This book wills benefits both new and veteran in provoking students’ awareness appreciation and knowledge of the outdoors. 

This book intends to help to identify and use the best methods for the participants. It covers definitions of outdoor education, fundamental learning theories, professional expectations of the outdoor educator, how to structure a lesson, and an extensive set of educational methods and their best application to foster optimal learning.

The authors try to allow us to have a better understanding of why they use certain teaching methods to meet the different needs of the participants by having some real-life example, example to express that experience doesn’t equal to ability to teach, they have real-life stories to help us to understand better at page 18. To allow us to visualize better of certain theories and how we can approach the participants, it consists of several of diagrams and pictures example the Priest’s model of outdoor education at page 5 and outdoor education being a blend of various subject area at page 6.

The authors also mentioned that different people have different learning styles and multiple – intelligence. The authors believed that people rarely have only one type of intelligence, which most people are able to adept in both physical abilities and cognitive intelligence. A person tends to be stronger or more intelligent in one or two areas rather than all of them. According to Garner, there are eight types of intelligence; verbal-linguistic, logical-mathematical, visual-spatial, body-kinesthetic, musical-rhythmic, interpersonal, intrapersonal and naturalist. This can found at page 38 where it says in detail on the Garner theory.

The authors also clearly mentioned that doing of feedback and assessment is important in assisting the success rate of the camp or the learning process. According to the authors, they felt that most of the outdoor educators treat education as an action that the teacher, not the student, engages in. Many educators may not think of assessment as part of outdoor education. Assessment was not expected in non formal settings and not done in informal settings in the original definition of formal, non formal, and informal education (Tamir 1990). This can be found at page 96 – 97 of the book.

In conclusion this book gives us lots of detail on the teaching methods, learning style and the importance of feedbacks. This will assist both new and experienced teachers in this field to be more assured of what they are doing and that they will be more aware of what they can do to bring out the awareness toward the students or participants. 

Book Review on Outdoor Education or Adventure Learning 2

Dick Prouty, Jane Panicucci & Rufus Collinson

Adventure Education Theory and Applications

United States of America: Project Adventure, 2007

264pp. US $32.00

ISBN - 13: 978-0-7360-6179-7

ISBN – 10: 0-7360-6179-7

The purpose for the authors to write this book is to allow us to explore adventure education, look at history, philosophy, cornerstone concepts, key outcomes and current context of adventure education through the eyes of some of the experts in this field. This book also aims to empower many people to find meaningful roles in designing, leading and implementing one of the fastest-growing and most effective types of education.

In this book, it has a greater detail in term of the history of how Adventure Education or came about. There are 2 sections of the book that stated the history of Adventure Education. First section comes from page 6 –page 11, it stated clearly the milestone and achievement of Adventure Education. Second section comes at page 20 – page 21 of the book that states the history of Adventure Education.  By understanding the history of Adventure Education, we can easily grasp the concept and apply this concept.

In this book, it also stated the several philosophies and theories. At page 23, it clearly states the philosophy. At page 26 – page 27, it clearly states the various psychological theories and sociological theories. For example, the theory on optimal arousal, it is more for novelty, variety, and change are important variables in psychological health.

In this book, it is very special as it consists of several people who are in various jobs and how the job is liked. For example, at page 30, it stated a master degree in recreation with emphasis in outdoor recreation, David Calvin, and that how his job is like. It clearly states why David Calvin likes the job that he is doing. This could act as an encouragement for those who are already in this industry and at least some ideas for those who are intending to step into this industry.

In the other books, there are no exact assessment tool that help for last minute changes to the plan. In this book, it stated an assessment tool call GRABBSS. This is a useful tool in assisting last minute changes. By having goals (how this activity relate to the goals of the group), readiness (do the group have the relevant skills to do the activity), affect (are the students high or low on energy?), behavior (are the group being agreeable or disruptive?), body (the group are ready for such physically challenged activity?), setting (what are the physical conditions of the setting) and stage (which stage of group development is the group at?), we can know if this activity is the right choice.

This book is also special because this is the only book that states how a teacher should mange risks. This book clearly states how to manage the physical risk and emotional risks. It has diagram to even assist teachers to help them in visualizing and decide if the activity should be continues.

In conclusion, this book helps us in understanding the history, philosophy, key outcomes and about the GRABBSS which most of the books do not have. By having this book, it is definitely a great help for all the novice and advance teachers or instructor to be more sure of what they are doing and to give them a clearer guideline.

Book Review on Outdoor Education or Adventure Learning 1

Camille J. Bunting

Interdisciplinary Teaching Through Outdoor Education

United States of America: Camille J. Bunting, 2006

256pp. US $33.00

ISBN – 13: 978-0-7360-5502-4

ISBN – 10: 0-7360-5502-9

The purpose for the author to write this book it is to give a basic introduction to what outdoor education is, how it has developed, the social psychology theories that provide a basis for its methodology and its success, and some relevant research findings, to provide several topical units designed specifically for teaching outdoor adventure activities to adolescent students and lastly to serve as an integrated resource that highlights character qualities and reinforces academic curriculum standards in a way that enhances students’ ability to make interdisciplinary connections.

This book is to assist teachers to deliver Outdoor Education easier without spending large amount of time looking through overloaded of information. Although there are many books on specific topics and activities encompassed by outdoor education, very few are written to help teachers in organizing and to deliver interdisciplinary lessons using adventure activities. This will help teachers to shorten the time for planning and allows teachers to give a try with outdoor education.

The author has clearly shown the different character qualities that can be seen through certain activities. At page 17, it clearly highlighted the character qualities that tend to be easily seen in outdoor activities or teach in an outdoor setting. For example, most activities work best when students cooperate, and when cooperation is not present success is usually more difficult or diminished. Rather than just talking about and role-playing positive character qualities, outdoor education activities use real demonstrations and practice sessions.

The author clearly stated the different theories and how it can be used in the various activities. These games help teachers to choose their games wisely as the final outcome are stated and thus assist teachers to finalize their games quickly. These games not just fulfill the theories (e.g Maslow’s Hierarchy of needs, theory of Optimal Arousal… e.t.c) it also fulfill certain character traits that could be expected out from them. For example for trust games at page 46 of the book, trustworthy a way of affirming them and help them to excel in the process.

The author used both primary and secondary sources to help teachers to visualize and to be active in applying such skills into the games. Primary sources include references to different philosophies ideas, mind map and diagram to show and allow teachers to have clearer understanding on various philosophy theories. 

In conclusion, this book will help us in understanding the games that we create or form out will or will not be successful in achieving expected results. This book will also help teachers who are either new or experienced to the outdoor education a clear understanding and strong foundation in it. This book may not cater to pupils below age 10, but at least we can have it as a reference to reflect on the games that we formed.