Approaches for students
engagement outside the
classroom
Learning out of the classroom is the
name given to all events/activities
that occur outside the classroom
both on and off the college site .this
includes short visits into the
community as well as visits to
factories, offices, neighbourhood
science centres as well as sport like
football, basketball.....etc
Learning out of the classroom is important.
But why?
•
•
•
•
•
•
Expensive
Difficult
Special skills
Safety
Time
Environment
So why do we do it?
Reasons:
• There are some things students need to learn
that can only be learnt out of the classroom.
• There are some things that students need to
learn that are better learnt out of the
classroom in terms of
knowledge/understanding, skills, values.
But is this TRUE ?
Why should we learn out of the classroom?
So – out of classroom learning
• Can be better
• Provides a unique context for
learning
• Is happening
• Is supported
• Has a policy
But there is one big
challenge
Providing high
quality learning
When you take medical students outside
the classroom it does not automatically
mean they learn anything.
A high quality lesson about immunization
inside the classroom is better than a poor
quality lesson in PHC .
“The aim of teaching is simple:
it is to make student
learning possible”
10
I hear, and I forget
I see, and I remember
I do, and I understand.
I hear, and I forget
I see, and I remember
I do, and I understand.
Traditional Learning was
Teacher-directed
Direct Instruction
Knowledge
Content
Basic Skills
Theory
Curriculum
Individual
Classroom
Summative Assessed
( Giving only main point)
Learning for School
A Project Learning Classroom is
Teacher-directed
Direct Instruction
Knowledge
Content
Basic Skills
Theory
Curriculum
Individual
Classroom
Summative Assessed
( Giving only main point)
Learning for School
A Better
Student-directed
Collaborative Construction
Skills
Process
Higher-order Thinking
Practice
Life Skills
Group
Community
Formative Evaluation
( Continuous)
Learning for Life
Balance
Medical Education in the Future
Significant changes in the process of medical
education
1.
2.
3.
4.
Lectures decreased
Students as instructors
Use of small groups
Teachers as facilitators
Medical Education in the Future
5.Changes in evaluation methods
6.Texts updated
7.Information management skills
8.Interactive laboratories and clinical
simulations
Simulation in Action
pictures
Simulation in Action
Simulation can be used to foster teamwork and focus
on common educational objectives, thereby reducing
duplication of cost and time associated with training.
85% agreed that the simulated training was
useful or extremely useful and would return
for more training.
Two Components of
Student Engagement
1. What students do -- time and
energy devoted to
educationally purposeful
activities
2. What institutions do -- using
effective educational practices
to induce students to do the
right things
Two Components of
Student Engagement
Student Success
Advising
Student
Engagement
Curriculum
Redesign
Advising
Advising
Advising
Critical
Thinking
Collaboration
Self-Assessment
Communication
Student Engagement
Student
Engagement
Curriculum Redesign
Curriculum
Redesign
OBJECTIVES
1- To develop an awareness of the positive
impact that experiences outside the
classroom can have on Education for
Sustainable Development;
2- To develop an understanding of the
planning and risk management required for
teaching and learning outside the classroom;
3- To identify appropriate strategies for
teaching and learning outside the classroom.
4- students need to learn in a variety of
context in order to gain the knowledge,
skills, take responsibility for their own safety,
form positive relation with teachers
Activities of LEARNING
OUTSIDE THE CLASSROOM
1-Approaches to learning
outside the classroom
2- Planning for learning outside
the classroom
3- Risk management
Difficulties ON LEARNING OUTSIDE THE
CLASSROOM
1-Organisational factors such as the difficulty of
supervising a large group of students and providing them
with the assistance they may need.
3-Time needed to plan a worthwhile field trip.
4-Cost of transport and accommodation, if required.
5- Lack of detailed knowledge of the locality.
6- Safety of the students.
7- Lack of necessary skills in students.
Type of student engagement outside the
classroom:
A- On-site in the college ground
e.g sports , painting
B- Off-site short visit within college hours
e.g:museum, art gallery.PHC,research
center, blood bank,geriatric home…..etc.
C- Off-site day trips which may extent out
of college hours
e.g Farm visit ,field trip, data collecting
D- Off-site- residential multi-day trips
e.g trip to another region
Activity 1 :APPROACHES TO LEARNING
OUTSIDE THE CLASSROOM
Two common approaches are (i) Field Teaching
and (ii) Field Research.
Field Teaching
A-Study of topic or theme in class. Teacher talk,
textbook study, note taking, slide viewing,
videos, etc.
B-Field observations (often teacher directed).
Recording of information in the field. Some field
interpretation.
C-Back in the classroom – further interpretation
and explanation together – writing up field
report.
Field teaching can improve and
influence:
• attitudes, beliefs and self-perception:
independence,
confidence,
self-esteem,
self-control,
personal effectiveness,
• interpersonal and social skills:
social effectiveness,
communication skills,
teamwork.
Field Research
1-Identification of a problem as the result of direct
observations; or from class work; or from special
interests of students.
2-Formulation of an hypothesis as a result of reading,
discussion, thinking.
3-Field activities to collect data to test hypothesis.
4- Data analysis – processing information.
5- Hypothesis testing – accept or reject.
6- Discussing and writing up of possible ways to solve the
originally identified problem using information gathered in
the field.
This approach represents an inductive (life long)approach
to learning. It involves observation, description and
explanation with a problem solving focus.
ACTIVITY 2: PLANNING FOR
LEARNING OUTSIDE THE CLASSROOM.
Generally there are three stages to
effective learning outside the classroom:
1-Preparation in class (pre-field stage);
2- The fieldwork itself, (field stage); and
3- Follow-up in class (post-field stage).
PREPARATION
1-Pre-visit the site(s).
2- Develop clear objectives for the study.
3- Plan pre-field study learning experiences and
prepare students to see fieldwork as active
learning.
4- Prepare fieldwork activities and resources.
5-Decide how much time is required for the tasks
and for travel to and from the site.
6-Identify appropriate student/teacher ratio.
7-Identify all possible risks and manage them
appropriately, ie. think through possible risks and
how you will address them.
ACTIVITY 3: RISK MANAGEMENT
Planning to minimize risks to the health
and safety of students is an integral
principle for learning outside the
classroom. Risk management is the name
given to the identification, assessment and
reduction of these risks.
Being aware of potential risks helps us to
think deeply about what we are planning to
do, why we are doing it, and whether we
have the skills to lead the activity safely.
Key skills for reducing the level of risk
before and during activities, include:
A-Directive Leadership
Use directive leadership in order to reduce the
risks of certain activities. Always make sure any
direction is accompanied with a reason so that
individuals can learn from the experience. For
example, it is appropriate to ask students to:
1-Move away from rock pools that are deep and
have an unsafe walking area;
2-Put on extra clothing if they are cold and
exposed to the wind; and/or
3-Work together in pairs and not to move away
to other areas before checking with a supervisor.
B-Talking About Potential Risk
This is a very important technique for reducing
risks both before and during activities. It is not
sufficient for a teacher to be the only one
possessing the knowledge of plans. Good leaders
share with the students the planned activity , for
example:
1-Telling the group the name of the place they
will be going to for the day, and giving them
maps of the area.
2-Tell students what they should do if they are
separated from the party.
3-Tell students who is carrying emergency
equipment and who has first aid skills.
Take Some Risks!
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4/13/2015