Experiential Education

Importance of adventure learning Sudheendra SavanurIn my previous contributions to this page, I had discussed how to apply expeditionary learning all day long. In this contribution I propose to demo how adventure experiences can help schools to enhance student achievement while creating safe and caring environments.Adventure is a philosophy ‚ a set of values rather than a set of activities ‚ that honours the learning potential inherent in risk, challenge, and the unknown. Its implementation is as appropriate in an academic setting as it is in a physical activity, if the common goal is to increase students‚ ability to challenge themselves and work in groups. Adventure can happen in any environment that offers risk, challenge and surprise. Though adventure experiences can also be created in a safe environment, wilderness experiences can challenge students to reach deep within themselves and go beyond their perceived limits. Therefore adventure is central to expeditionary learning. But adventure driven expeditionary learning goes beyond outdoor education, high ropes courses and strenuous physical activity.For any school, the bottom line is student achievement. Standards-driven learning expeditions, however, are not enough to significantly raise achievement. Research indicates that one of the most important factors in attaining academic excellence is a caring and safe school environment. Adventure education has helped several schools create that culture. It teaches communication, teamwork, cooperation, trust, decision-making, and problem-solving in an atmosphere of fun and challenge. Adventure learning differs from traditional physical education programmes in that the teacher assumes a ‚Ëœfacilitative‚ rather than ‚Ëœactive‚ role. Students primarily learn from each other and the flow of activities is spontaneous and unpredictable. Team-building initiatives ‚ challenges that have unpredictable outcomes ‚ help to introduce elements of adventure into a class. Teachers should try to balance activities with individual skill-development such as juggling, skipping, pole climbing, etc. It is when students challenge themselves to master individual skills that their confidence grows and transfers to group activities. The physical facilities in your school may not accommodate the installation of high ropes or a climbing wall. Consequently, teachers and students have to fund adventure experiences at outdoor education facilities in surrounding areas offered by expert organisations. Plan for overnight camping and participate in a series of team-building and rope activities. Always plan a progression of activities back at school that will help students build on what they learn in the field. For teachers a stiff challenge will be to relinquish a directorial role and trust the adventure process. Allow for students to experience the positive outcomes that occur through natural group dynamics and allow them to struggle through their own learning. Try to move from a central, visible role to that of a supportive observer. As students gradually assume more responsibility for negotiating rules and resolving inclusion and safety issues, you‚ll see how it empowers them. If they can internalise this process in an activity setting, they are likely to apply it in academic settings as well. The way teachers model routines, procedures, and the adventure process, sends students strong…