© Institute for Outdoor Learning
www.outdoor-learning.org
BOOK REVIEW
Learning Outside the Classroom: Theory and Guidelines for Practice
By Beames, S. Higgins, P. & Nicol, R. (2012)
This book has primarily been written for practising teachers and
trainee teachers, however, outside the classroom is learning
outdoors which is not limited to teachers in schools. This book
certainly has application in the wider field for a range of education
practitioners involved in the delivery of outdoor education in
whatever setting they find themselves.
The material within the text can be applied to all ages but the
focus here is upper primary/lower secondary. The environment
explored is contained within the school grounds and local
neighbourhood communities. It does not cover field trips, overnight
residential stays or expeditions.
The book has not been written as a programme of lesson plans it …is a collection of
principles and guidelines….that can be applied to a range of contexts. (Beames et al,
2012: xi) The book contains 10 chapters each with a specific focus and the ability to
stand alone if so required. Each chapter has a very clear format; chapter aims are
emphasised, followed by debate and discussion, ending with a case study and
guidelines on how the outcomes may be achieved. Additionally each chapter is fully
referenced including some good web based sources for further practical advice.
Chapters 1 and 2 place learning outside the classroom in context. If you are a person
who has been fully persuaded by the benefits of learning outside the classroom and the
potential benefit of this for all, then you may wish only to read the first two chapters to
affirm your beliefs. However, if you find yourself in a position where others in your
working environment require persuasion then these two chapters will certainly assist you
in the formulation of your ideas and how you may get your message across. The
following seven chapters address aspects of: sustainable development; local
landscapes; student curiosity; students taking responsibility; community partnerships;
administration and risk management and supervision. The final chapter draws all of
these together with action planning that emphasises the …world of learning
opportunities beyond the classroom door…and encourages teachers to be as
…comfortable when teaching outdoors as they are indoors. (Beames et al, 2012: 107)
A good read for those who are looking for ideas, support and practical advice to enhance
their delivery of learning outside the classroom.
Reviewer:
Su Porter: Programme leader Outdoor Adventure Education UCP Marjon. She is widely experienced in and
very passionate about the teaching of outdoor education. Su’s technical expertise in the mountain
environment supports her love of journeying in remote and awe inspiring outdoor environments. These
experiences provide Su with a depth of contexts upon which she and her students can draw.
Paperback: 134 pages
Publisher: London Routledge (2012)
ISBN-13: 978-0-415-89362-6