Of Outdoor Adventure Experience

This week I was assigned to assist Sec One Normal Technical class with the outdoor learning experience. As I waited for my students during the breaks, I started to reflect on my experience with our outdoor Adventure program and hence, will like to share my thoughts on my perceived effects on our students.

Conception of outdoor learning

What do we expect the outcomes from such outdoor learning? In my mind, I see outdoor learning, as programs that will directly or indirectly resulting in changes in thinking, feeling or behavior. But how is this different from our school based learning? I think that school based and outdoor learning though is different but are complementary experiences. Hence, I believed that it is the nature of the experience and its quality that makes the big difference. And so the quality of such experience is important. Without sufficient quality experience, it may result in more negative effect (such as negative attitudes and feelings) than benefits of working in the outdoor classroom (such as fun in learning).

How I viewed our outdoor learning?

I mainly view outdoor learning as practices with a range of different focus and possible learning outcomes. Although, we do have a “special experience” that is different from the usual school curriculum. For us, regardless of the different locations (lower seletar, Ubin, Lavador Adventure centre and Marina Barrage), the focus of our outdoor learning across the 4 days seems to be mainly on learning about oneself, for example, in personal attainment through adventure education with outcomes of such experiences of personal development on self-confidence, resilience.

Another focus, I think is on learning new skills such as dragon boating and kayaking with outcomes of attaining new water sports abilities.

I am also glad that we did not just concentrate on going through the process and completing the adventure and obtaining new skills. One other focus which I felt was as important that is on learning about working with others (social development). The high-element, repelling activities at Lavador Adventure center made students aware of team building and coping strategies.

While I also believe that at the heart of the outdoor learning be “special experience” that enabled students to “step away from the curriculum for a while”, it should retain a focus on learning. Provisions of clear information about learning aims and objectives could be made. Teachers as well as students alike need to know what these aims are so as to enable them to be more involved. Hopefully, in this way the programs will enable some to understand other domains such as cognitive development as well.

There is one focus, which I think can be improved for the outdoor learning, especially for the visit to the Marina Barrage. We should not be contended in just visits to the outdoor reservoir center, but enable students to understand the values and beliefs about, for example, the value of water conservation, our country’s relationship to it. Some of these students have already been to the center during their Primary education. Probably they know about its significance.

I must however, clarify that by cognitive development, I do not refer to curriculum integration. As a matter as fact, I think that such cognitive development should have less to do with curriculum topics. Instead, it should be on adding to the general knowledge, their view and thoughts of issues. Students should be able to explain things they seen, experienced or understood on the outdoor learning, instead of just trekking through and completed it. This is the cognitive benefit I think outdoor learning will value add to our students, complementing the school curriculum.