Fieldwork and Outdoor Learning SIGnick.nc@field-studies-council.org

@geogfieldwork

GA ConferenceManchester 2015

Nick LapthornFSC Nettlecombe Court

Victoria CookIpswich High School for Girls

John SnellingTrinity School

Sian VeyseyCoopers School

While you are waiting…◦On the post it notes;

Describe the fieldwork that

had most impact on you.

Why?

Widercommunity

Widercommunity

LearnersLearners Leaders

Leaders

An understanding of students’ perceptions of fieldwork is important.

It enables teachers to build on students’ personal experiences of places and environments through fieldwork.

According to Smith (2006) fieldwork ‘is an intensely embodied and experiential form of teaching and learning requiring more than knowledge of the locale or field techniques’.

The importance of exploration and familiarisation in a novel environment:

‘Fieldwork is when the workers or the caretaker of the park would come and cut the grass, clean the

park too.’

Students need to adapt to a new environment before you can enable objective, measurable learning outcomes to follow.

Fieldwork may otherwise be ‘highly unsettling for students, as they come to grips with new ways of being, doing and looking in unfamiliar social settings’ (Smith, 2006).

Urban to rural?

Rural to urban?

An understanding of environmental novelty, for example, may enable teachers to minimise any feelings of insecurity in the field.

These findings have implications for the type of preparation undertaken prior to departure.

Ascertain previous experiences and concerns

Practise skills in the classroom before you go

Setting personalised learning objectives (in additional to geographical ones)

Virtual fieldwork Progression in fieldwork –

learning in the school grounds first

Acclimatisation in school – puppies

Acclimatisation in the field – listening to music?

Provide a ‘secure’ field environment

‘Fieldwork can show us the path of life … If we go there it’s, like, peaceful time and there’s like a view and everything. People go there to, like, enjoy it, not to hear music from backgrounds and everything, and it just shows us, like, how life should be. It should be peaceful and not, like, you know. Nowadays it’s, like, all built up. We’ve got developed countries.’

Embracing students’ spiritual perceptions of the field environment, for example, may encourage deeper perspectives in environmental education that Job (1997) argued was fundamental to geographical education of the future.

Recipes for places Beard Sampling Pre-fieldwork research Pilot studies Practising before you go To share staff goals with students or not to

share? When you get back to school

What do you think Barcelona and the area surrounding are like?

What do you want to get out of this trip (personally and academically)?

What are the three main reasons for us coming on this field trip?

How can you ensure that you get the most out of the experience?

Recipes for places Beard Sampling Pre-fieldwork research Pilot studies Practising before you go To share staff goals with students or not to

share? When you get back to school

Pre-briefing for fieldwork – Student led explanation of the formation of desert features

AQA Geography A-level World Cities module:

“Urban regeneration: gentrification, property-led regeneration schemes, partnership schemes between local and national governments and the private sector”

V

Renold Building Entrance at…?

Job, D. (1997) ‘Geography and environmental education’ in Powell, A. (ed) Handbook of Post-16 Geography. Sheffield: Geographical Association, pp. 147-59.

Smith, F.M. (2006) ‘Encountering Europe through fieldwork’, European Urban and Regional Studies, 13, 1, pp. 77-82.

LearnersLearnersAwe and wonderLife and social skillsLearning to be independent TrustReal application of knowledgeRespect for the environmentNew experiencesNew skillsBroaden horizons

LeadersLeadersPutting theory into practiceRaising attainmentGood tool for marketing geographyEngaging with studentsBeing re-inspired about subject and locationsGaining responsibilityCPD from other members of staff

Wider communityWider communityBuilding relationshipsResponsibility for environment and being aware

of impactsCross-curricular benefits (‘+’ with SLT)Economic benefits to locations that you visit