Lately I've been trying to apply Forest School principles to my work as an outdoor activities instructor. One aspect of my work is leading mountain journeys with groups of young people.
I've tried to embed a Forest Schools approach by involving participants as far as possible in the planning and decision making around their journey. In particular I've aimed to -
- Seed the groups with a minimum of safety and practical information and skill, asking the groups what they think they might need
- Provide choice of a range of possibilities for where it might be possible to go
- Focus the groups' aims around experiencing sensations (excitement, remoteness, exertion, achievement) rather than gaining particular objectives (getting to the summit of x).
- Provide choice of a range of possibilities for where it might be possible to go
- Focus the groups' aims around experiencing sensations (excitement, remoteness, exertion, achievement) rather than gaining particular objectives (getting to the summit of x).
In practice the groups have generally demonstrated ownership of their plans, been ambitious and enjoyed their journeys more than they expected to. They adapted their plans to suit the interest and abilities of the group, to take advantage of unexpected opportunities and extend their experience.
In the picture below, taken from the summit of Angletarn Pikes, the group enjoyed the view and getting to the top, after scrambling up exposed rocks, following a hard climb. At Angle Tarn the group thought about nature (its beauty and variety, our place in and effect on it) while dangling their feet in the cold water and feeling the sun's warmth on their faces. In the background is the peak we thought we might get to if we walked really fast!
Fascinating stuff Clive. I've recently been trying to change my approach with groups too, for me as a result of a course I've been taking too... Mine being a Masters in Academic Practice. It sounds like what you're referring to as forest school principles is what I'd call a constructivist approach to learning, where students plan their own learning journey (or, in your case, actual journey) and construct their own knowledge.
ReplyDeleteHow did it feel to relinquish "control"?
Have you had any thoughts on how you might apply this back in the classroom (if you return there) after your career break?
Hi Hayley
DeleteThanks for commenting. You're right, Forest School does apply a constructivist approach to learning. A criticism of this is that participants don't end up constructing learning so much as develop opinions and feelings about only the facts that appeal to them (which are often wrong) as opposed to a body of objective knowledge. Constructivist approaches have fallen out of fashion, in my experience, in favour of more objective focussed methods. I think the reason for this may be a resurgence of more utilitarian view of learning (in order to serve an economic model) and an instrumental view of learners in this process. What this appears to ignore, though, is the value of intrinsic motivation of students. In my view, constructivist, models of learning ought to work very well so long as they are effectively moderated.
Coming from my formal teaching background (mainly in secondary and FE) I found it initially difficult to let go of control.
Your last question is academic. I hope not to return to a learning culture that is so objective led that the motivation of individuals in the process are all but ignored. I'm finding that working in outdoor and environmental education (especially outside of "real schools" and in Forest Schools) to be like a professional homecoming.