 |
Investing
in the power of teachers
to improve teaching and learning. |
     |
|
  |
Project
#27 June,
1999
The researchers wish to express a 'Thank-You' to the Dr. Stirling McDowell Foundation for Research into Teaching for providing funding to conduct this study. We would like to especially acknowledge Ms. Verna Gallen for her patience and continued support for this work. A note of 'Thank-You' is also extended to the Regina Public School Division and Faculty of Education, University of Regina for their continued support for collaborative research efforts which nurture the bridging of preservice and inservice teacher education. Finally, the researchers are especially grateful to the students of A.E. Perry School, Judge Bryant School and student teachers from the Faculty of Education, University of Regina whose participation, cooperation, and enthusiasm not only made this re-search project a reality, but more importantly brings 'voice' to the lived experience of winter residential outdoor education.
Going beyond the traditional classroom walls for teaching and learning is critically important for all involved in education. Providing out-of-door opportunities that encourage teachers to integrate curricula and challenge students to experience the interrelationships that exist in learning is paramount in education today. This collaborative research project bridges inservice and preservice teacher education. It is an exploration of winter residential outdoor education experiences and the influence of these experiences on students, teachers, student teachers, and the curriculum. The research project is an ethnographic study of a three day winter residential outdoor education experience embarked upon by grade seven and grade eight students from two elementary schools in Regina. Linked with this experience is the involvement of second year undergraduate education students from the Faculty of Education, University of Regina currently enrolled in a winter Outdoor Education course entitled, AUtilization of the Winter Environment for Outdoor Education". These preservice teachers act as Outdoor Education 'experts' and in conjunction with the course instructor, work collaboratively with school teachers and students in the design, implementation and evaluation of the three day residential experience. The research project informs the theory and practice of residential outdoor education and its potential in school curriculum. Furthermore, the project provides the opportunity to understand the nature of out-of-door experiences and the influence of these experiences on students, student teachers and teachers. In essence, this collaborative effort brings 'voice' to the lived experience. For the past three years the Faculty of Education Outdoor Education program has been working collaboratively with several Regina elementary schools in the design, implementation and evaluation of winter residential outdoor education experiences. This joint effort has provided opportunities for preservice and inservice teacher education to work collaboratively on an initiative that has benefitted all involved. On one hand, elementary school teachers with an interest in providing out-of-door teaching/learning experiences for students were receiving assistance from faculty and student teachers with extensive background in Outdoor Education. On the other hand, student teachers and faculty were provided with opportunities to bridge the theory and practice of Outdoor Education as it relates to the implementation of Residential Outdoor Education programming. Furthermore, this collaborative relationship has nurtured the professional development of these respective groups through experiential learning opportunities. No longer was theory removed from practice but rather, student teachers and teachers engaged directly with theory through practice. Preservice and teacher inservice education agreed that the partnership reflected a Awin - win" situation. Through this three year period extensive reflection led to the continual evolution of the winter residential programs. It was also during this time that teachers and the Outdoor Education course instructor believed that some form of re-search should be conducted on the winter residential experiences. There were several reasons for embarking on the research project and these became the focus for the study. The following reasons were identified in collaboration by practitioners in the schools and the Outdoor Education course instructor:
The Background of Residential Outdoor Education The foundation for the research project was established by initially coming to a shared understanding of the history and philosophy of residential outdoor education. The need to identify with the roots of residential outdoor education experiences and how these unique experiences speak to teaching and learning in conventional schools was required. Residential outdoor education had its origin in the 1960's and emerged from a movement in the 1940's and 50's which was commonly referred to as school camping. Prior to the 1960's school camping programs concentrated primarily on experiences that were skill oriented in the wise use of the outdoors. There were only a few of these programs in existence and most of these operated during the summer months when school was out. However, by the late 1950's these school camp programs grew in number and slowly the focus for the 'camp' began to change. It was during this time that school camping programs began to operate more extensively during the ten month school year, as well as begin to incorporate the content derived from traditional school curricula. Thus, by the early 1960's the name change from school camping to residential outdoor education seemed appropriate. With this name change and philosophical shift came extensive planning procedures and organizational matters that were focused around the typical school calendar and needs associated with children and school curricula. The framework for these unique three day excursions began to reflect a more structured and deliberate approach to seeing that teaching and learning did not only occur in the actual three day excursion and that, there was a great deal of teaching and learning occurring in experiences leading up to and following the actual three day trip. Thus, the result was a greater degree of responsibility assumed by teachers for ensuring that residential outdoor education experiences became a part of the total school experience and not an isolated experience or blimp in the school calendar. Residential outdoor education through the years has come a long way from the school camping movement. What perhaps has not changed though over this time is the stigmatism of the term Acamp". There is still a perception that what occurs in these unique experiences is something that is void of what constitutes real teaching and learning. It is a stigmatism that perhaps might be laid to rest or at least softened by works similar to this study which try to understand the lived experiences of individuals involved in residential outdoor education experiences. Research Question The research question surfaced during discussions regarding winter residential outdoor education experiences between school teachers and the Outdoor Education course instructor. Thus, the question for the study emerged from a shared and collective want or need. The focus for the question concentrated on the curriculum-as-lived: AWhat is the lived experience of students, teachers, and preservice teachers involved in the winter residential outdoor education?" Research Objectives The purpose of this collaborative research project was to explore the lived experience of elementary students, inservice teachers, and preservice teachers involved in three day winter residential outdoor education experiences. The project was an attempt to understand the influence of winter residential experiences on these respective groups and the school curriculum. In addition and perhaps more importantly, the project was an attempt to give 'voice' to each of these individual groups. The objectives of the research project included:
Significance of the Study Initially this study has the potential to inform the theory and practice of winter residential outdoor education. There are few studies that are concerned with teaching/learning in the out-of-doors through winter residential settings. Those that are in existence are dated and have very much a statistical orientation. This study brings 'voice' to the lived experience of individuals involved in such experiences. More specifically, the research endeavor also has the potential to highlight this present teaching/learning practice as a legitimate and valuable way to engage teacher and learners in real-life curriculum. Furthermore, the collaborative project enhances the relationship which has been in existence for three years between inservice and preservice teacher education with regards to winter residential outdoor education and may possibly extend this relationship to future projects. The project's findings have the potential to help practitioners understand alternative ways to complement, supplement and enrich the traditional school curriculum. By linking indoor teaching and learning with the possibilities that exist for outdoor teaching and learning the door of 'schooling' may be opened. Perhaps by opening this door, other practitioners who are exposed to the findings of this study, may attempt to engage themselves and their students in similar unique out-of-door experiences. Research Methodology This study was an attempt to understand the lived experiences of students, teachers, and preservice teachers involved in winter residential outdoor education. The research was exploratory and inductive emphasizing process as opposed to ends and had no predetermined hypotheses. Thus, the foundation and the framework for this study emerged from the qualitative paradigm. More specifically, qualitative case study was the methodology employed for this study. Case study research as described by Merriam (1988) is, Aan ideal design for understanding and interpreting observations of educational phenomena" (p. 2). Case study research is based on the Adiscovery, insight, and understanding from the perspectives of those being studied and offers the greatest promise of making significant contributions to the knowledge base and practice of education" (p. 3). Thus, case study methodology provided the forum for the unearthing, interpreting and meaning making of the lived experience of the individuals involved in this study. This study utilized a combination of techniques to collect the data to unearth and interpret the meaning of lived experiences. By utilizing a variety of methods a more comprehensive perspective of the lived experiences could be portrayed. Furthermore, this array of methods also ensured greater validity and credibility to the study by what is known as triangulation (Stake, 1988). The data collection methods employed in this study included: Pre-Trip Questionnaire and Post-Trip Questionnaires Two different Pre-Trip questionnaires were designed and dispensed; one to students and one to student teachers prior to the winter residential experience. Each questionnaire consisted of open ended questions focusing on the individuals perceptions of winter residential experiences, their feelings toward it, as well as possible perceived values of the experience. The Post-Trip questionnaires, again different in design were distributed to students and student teachers following the residential experience. The nature of the questions followed a similar format as those in the Pre-Trip questionnaire but with a more concentrated focus on the reflective component of the experience. Journals A second form of data collection utilized in the study were journals. Students kept a journal of the winter residential experience and wrote reflective entries each evening as part of a reading/language arts component. Student teachers also kept a journal as part of their Outdoor Education course. Together, these reflective sources provided additional insight into the lived experiences. Semi-structured Interviews Another form of data collection included semi-structured interviews with student teachers. These interviews may best be described as conversational with a purpose. The intent of the conversations was to explore what perhaps could not be directly observed; the feelings, thoughts and intentions of the individuals. The context for the interviews was a free dialogue guided by the student teachers' questionnaires and their journal reflections. Document Analysis A fourth method of data collection included that of document analysis. Documentary data are, Agood sources for qualitative case studies because they can ground an investigation in the context of the problem being investigated" (Merriam, 1988, p. 109). This method of data collection are also Aobjective" sources of data which are not altered by the researcher(s) and in the case of this study served to complement the information gleaned from interviews. The documents which became part of this study were the manuals that each student, student teacher and teacher received as part of the material distributed during the planning stages of the winter residential experience. These manuals as well as other documents utilized in the planning process may be more aptly interpreted as the 'curriculum-as-planned'. This curriculum-as-planned not only reflects the intentions of this unique experience in written form but more importantly, reinforces a programmatic position with regards to the role residential outdoor education assumes in the school curriculum and more importantly, the lives of the participants. Data Analysis The analysis of the data began with a categorization of the information gleaned through the respective data collection methods. This process reflected more of a 'conversation' with the data whereby units of information emerged which served as a foundation for defining categories within the data. These units were represented by simple phrases, sentences or in some cases paragraphs which contained several thoughts. By organizing the data in this fashion, a foundation for emergent themes was established. The interpretation of 'theme' as it applies within the context of this study was adopted from the work of van Manen (1990). A theme is, Athe form of capturing the phenomenon one tries to understand" and Atheme describes an aspect of the structure of lived experience" (p. 87). The themes that emerged from the data for the most part were different for each of the three groups (students, teachers and student teachers). However, there were two themes for students and teachers that were similar. The identification of the themes from the data provided the cornerstone for the data analysis. With this cornerstone in place the lived experience of students, teachers and preservice teachers was established. The researchers began to story and re-story an interpretive synthesis for each of the three groups. Each interpretive synthesis resulted in a text known as a phenomenological description (van Manen, 1990). The intention of this description is to be an example or as van Manen states, Aan icon that points at the Athing" which we attempt to describe" (p. 122). The interpretive synthesis for each group has been shared in what this study refers to as the curriculum-as-lived. In effect, the individual group stories narrate how winter residential outdoor education is experienced by students, teachers and student teachers. In essence, these voices are the curriculum-as-lived and their stories speak to the curriculum-as-planned. The curriculum-as-planned is the theory that is associated with outdoor education residential experiences. Very often this 'theory' is highlighted by way of a manual designed by the teachers for the winter residential outdoor education experience. It provides the necessary information for students, parents, teachers and student teachers regarding the experience. While this document focuses on the Impact Phase associated with residential outdoor education it also identifies information that addresses aspects of the Pre-Impact Phase and Post-Impact Phase. The document's contents include: map of the camp, supervisory personnel, teacher and student teacher group leaders, objectives of the camp, information regarding; accommodations, meals, activities, health and student expectations. The manual also identifies student groups for; teaching/learning activities, kitchen duties, dormitory accommodations, and their respective leaders, personal and group equipment lists, activity schedule, work schedule, three day menu as well as general information on winter survival. The objectives of the winter residential outdoor education experience provide the foundation for what teachers believe individuals should accomplish during the three day experience. The objectives for the winter residential outdoor education experience (Acamp") are as follows;
All Residential Outdoor Education excursions incorporate a three phase sequence and when modeled, provide for a very thorough, step by step sequence for the experience. These three phases include; pre-impact phase, impact phase and post-impact phase. All three developmental phases make an equal and valuable contribution to the overall design, implementation, and evaluation of the residential experience. In this study students, teachers, and student teachers had individual, as well as, collective roles to play in each of the three phases. Pre-Impact Phase This phase, commonly referred to as Pre-Trip, may best be described as the planning stage and begins several months prior to the actual trip or impact phase. During this phase, teachers in an evening meeting with the parents of the students involved in the Acamp", outline the purpose, objectives and logistical information regarding the experience. Also during this lead up time, teachers and students engage in preparatory work for the experience. This preparatory work includes things like: curriculum integration, group development, menu planning, fund raising, purchasing of groceries as well as, individual and group equipment packing. Additional experiences such as booking of facilities, transportation, medical forms, parental/legal guardian consent comprise the pre-impact phase. Student teachers in collaboration with teachers work in pairs and take on the responsibility for acting as facilitators for the respective student group work. Student teachers also meet the parents at the evening meeting as well as, work with their individual groups for a minimum of two periods prior to the trip. This opportunity allows the student teachers, teachers and students to establish roles and expectations and also become more comfortable with each other prior to the experience. Impact Phase The Impact phase, sometimes known as the Trip, is the actual three day winter residential outdoor education experience. Very often this phase is viewed by many as the key component in the whole process. While acknowledging that it is very important, it is no more important than the pre-impact or post-impact phases. For one only has to see that if it were not for extensive planning and preparation in the pre-impact phase, the trip itself would not come to fruition or be as effective. And were it not for a post-impact phase, what is actually being completed during the impact phase has no context or relevancy if it is not transferred back to the 'school' and into one's own life. Thus, the impact phase serves as the 'place' where students, teachers and student teachers engage in the teaching and learning that is very often associated with curricula. This phase brings to life the importance of values such as responsibility and caring for each other and the democratic skills necessary to live and learn in a warm and nurturing environment. Post-Impact Phase This particular phase, also at times called the Post-Trip, is often referred to as the Afollow-up". It is the time where students, teachers and student teachers through reflection, re-visit the practical experiences associated with both the pre-impact and impact phases and transfer these learnings to current and future 'school' life. The learnings associated with the post-impact phase may be data processing works such as; oral/written reports, demonstrations, panel discussions, photographs, video, artistic impressions and extensions of journal writing. These works require reflection by way of analysis and synthesis and allow students to assume the responsibility for articulating their understanding of this 'schooling'. Also included in the post-impact phase are additional responsibilities such as; reports to administrators, letters of acknowledgments to support staff, parents, etc., administrative duties, and the overall evaluation of the residential outdoor education experience. In the end, this phase should culminate with a list of items that have worked very well and some that require improvement. This list becomes the springboard for engaging in the planning for subsequent experiences. In effect, this phase should never really end but should be viewed as the leading edge from which subsequent experiences emerge from. The curriculum-as-lived is the real world of winter residential outdoor education as experienced by students, teachers and student teachers. This world is framed within the context of the three phases associated with residential outdoor education previously discussed, but one that focuses on how each phase is actually 'lived' or experienced by each of these respective groups of individuals. The curriculum-as-lived as it is exemplified here, is an interpretive text that reflects a space where the interpretations and descriptions of the lived experience of each group may be shared. It is in essence, a place where the voices of lived experience of students, teachers and student teachers may not only be heard, but perhaps more importantly listened to. Students' Lived Experience Student voices were derived from the Pre-Trip and Post-Trip Student Questionnaires and student journals. The Pre-Trip Questionnaire was filled out by the students 10 days prior to the actual winter residential outdoor education experience. In response to the question AWhat is one word that best describes your feelings about the three-day camp?", the majority of students chose the word Aexciting " (excited, excitement ). Other words chosen to describe their feelings prior to the three-day camp were: curiosity, anticipation, fun, educational, adventure, interesting, cool, patient (Abecause I'm not excited about going on an outdoor school"), learning, anxious, neutral and cold. For the most part, students were looking forward to the experience; however, a few students expressed reluctance and fear of the unknown. A couple students complained about having to do chores (such as cleaning the bathrooms) and some students were not pleased that they had to get up at 6:30 A.M. Generally, the students expressed eagerness to go on their first winter residential school outing. The Post-Trip Questionnaire was filled out by the students their first day back at school following the actual winter residential outdoor education experience. In response to the question AWhat is one word that best describes your feelings now about the three-day camp?" the overwhelming majority of students chose the word Afun ", followed with a large number describing their experience as Aawesome ". Other words used to describe the experience were: exciting, interesting, great, wow, worthwhile, wonderful, educational, cheerful, sad (Abecause it's over"), happy, tiring, organized, and super. Students' responses to the Post-Trip Questionnaire and journal entries provided an abundance of information regarding student perceptions about the winter residential experience. The majority of student responses were very positive. All students thought the experience was worthwhile and many thought it the highlight of their year. For the purpose of this research, themes were identified and student responses were categorized accordingly. Although the themes that emerged from the responses were obvious, there is considerable overlap. The Themes that were derived from the student responses are: Cooperation, Social Growth, Ownership, Fellowship, Risk-Taking, Work Ethic, and Physical Endurance. Each theme is presented with a description and followed by a collection of student quotes drawn from the questionnaires and individual student journals. These quotes give 'voice' to students lived experience of the winter residential outdoor education experience. Co-operation One of the things that can make or break an outdoor experience for students is the degree of co-operation they receive from members of their activity and sleeping groups. For one of the outdoor schools, the groups were deliberately structured combining students from 3 different classrooms so that previous group experience had not existed. Some leaders, therefore, started with a non-cohesive unit. The very nature of the preplanning and scheduled activities provided ample opportunity for co-operation to take place but it was not a given that it would happen. The students in the second outdoor school were from the same classroom and were accustomed to working with each other in cooperative groups in the classroom setting. Students were aware that they were being evaluated on the degree of cooperation that existed within their groups (see Evaluation Sheet in Appendix F). Students, in collaboration with their group leaders and fellow group members, were responsible for filling in the evaluation reports after each activity. Cooperation was rated very high in the individual and group evaluations. Student voice on the theme of Acooperation" included:
For the most part, student voice about cooperation is very positive. Students were able to see another side of some of their peers, as well as themselves that they may not be privy to in the traditional classroom setting. There is a realization that working together creates for a more fun and enjoyable experience for all. For some they realize that cooperation would be a necessity should they find themselves in a survival situation. At the same time some students seem surprised that they can work together or that what they can accomplish can be done more effectively if they work as a team. Social Growth Placing middle years students in an unfamiliar setting with unaccustomed responsibilities and constant peer companionship for 56 straight hours was a challenge; some students amazed while others disappointed, not only themselves but also their friends, peers, teachers, parents, and group leaders. The growth observed through both positive and negative experiences was truly wonderful. One concern that surfaced prior to the outdoor school was whether or not all students would get along. A few students did not. For the group comprised of one class, it was observed that students demonstrated respect for one another and included all members of the group in the various activities. One boy in particular, who had been ostracized by his classmates and was actually hesitant to take part in the outdoor school experience, got along very well with his group members in this setting. It was heart-warming to watch this student laugh with the other students and participate fully in all the activities. Student voice on the theme of Asocial growth" included:
Residential experiences provide opportunities for students to develop relationships with their peers. As well, students began to learn more about themselves. Having to spend an extended period of time with a group in a unique environment fosters opportunities for social growth. Students recognized that aspects of social growth were facilitated through cooperation with one another. An experience like this tends to have a lasting impact on students and is something that they will fondly remember. Ownership There is something about working to the point of physical tiredness, if not exhaustion, that gives a great sense of satisfaction in a job well done. This same pride comes through when you have been an active part in a creative venture such as creating a team skit, chant, mural, or winter game. For the most part, students demonstrated tremendous pride in having their group do well together. Allowing students the opportunity to choose their quinzhee sites and build their quinzhees as soon as we arrived gave the students a real sense of belonging and teamwork. The students definitely felt a sense of pride and ownership after having worked for many hours on their Ahome". Student voice on the theme of Aownership" included:
Taking pride in a job well done is very evident from the students' comments. The pride associated with the tasks that required completion allowed students the opportunity to realize ownership and the value of being able to say that, AI was part of that". Students also recognized that some things did not go as planned and that was not a problem and they tended to search for the positives in the experience. Fellowship Grade seven and eight students and indeed many adults spend the major part of their lives associating with the same select people. Experiences such as laying flat on your back in the middle of a frozen lake with darkness all around you while looking at the stars or cramming eleven people into a quinzhee you have made with your own twenty-two hands tend to break down some of the pre-existing boundaries. It was evident throughout the various experiences that the students genuinely enjoyed the fellowship. Skits were performed the last night and it was obvious that the students were very comfortable and supportive of everyone in the large group, including: students, group leaders, parents, and teachers. It was fun for everyone. During Closure the afternoon we left, everyone sat in a circle for a sharing time. It was evident that the experience had quite a positive impact. Student voice on the theme of "fellowship" included:
As was the case with social growth, fellowship was nurtured through this unique winter residential outdoor education experience. Spending an extended period of time with oneself and peers in a unique environment such as a residential experience opens up doors in understanding oneself better as well as one's friends. Some students recognized that they portray a different persona at winter camp than what they portray at home or school or even that their friends portray different characteristics than what they're accustomed to. It appears that these insights into the character of others is intriguing for them but what is even more appealing are the insights one makes about oneself through an experience such as this. Risk-Taking Risk-taking, in the sense of putting your body in danger, is one of the concerns dealt with in the planning stages of the winter camp. This is to be avoided by careful planning and clear expectations of student conduct. However, the simple task of attending winter camp for some students is a definite hurdle to overcome as some have never spent a night away from their parents before. Fear of heights and claustrophobia do not need to be faced in the safe environment of the classroom. For the shy student, performing in front of peers is a definite challenge. For a few students, having their parents serve as group leaders was a major threat in itself. Student voice on the theme of Arisk taking" included:
Having to take risks can be extremely intimidating for middle years students. The atmosphere created in the winter residential outdoor education experience provided the opportunity for students to engage in the provisional try. The fact that an experience such as this seems to be so 'new' to students and their learning, they begin to realize that everyone is in the same boat and has to risk and begin to trust. Because cooperation and fellowship are nurtured throughout the experience the concept of taking risks is down-played and trusting one another is encouraged. Work Ethic A wonderful thing about many outdoor education experiences is that students have opportunities to demonstrate their strengths and abilities in non-academic areas. For example, the student who may be perceived in the regular classroom as Aunmotivated" because homework is often late or incomplete may be the first one up at 6:00 A. M. to start cooking the bacon for breakfast while the student who consistently leads at school may need some leadership at camp. Student voice on the theme of Awork ethic" included:
The days of a winter residential outdoor education experience can prove to be long with lots of work and fresh air. These students recognized the effort it takes to ensure a job well done. Insights regarding work ethic focused on personal highlights, as well as those of the group. Aspects of this theme also linked to the previous themes of ownership and cooperation. It appears that these students recognize that completing a job to the best of their ability takes the commitment of the group. For some individuals they also recognize that they possess the necessary skills to accomplish some tasks on their own and that transferring these skills to everyday life is important. Physical Endurance In a society where so much time is spent sitting in front of a television set, activities involving physical endurance are often perceived as being difficult. For students who had never tried some of the activities before, the reactions were very interesting and led to some commitments to become more active in the future. Student voice on the theme of Aphysical endurance" included:
The students reflective comments suggest that there was mixed feelings towards the different 'outdoor experiences' they engaged in. In some cases this is not surprising and can have a lot to do with the weather an individual is faced with when engaging in the activity (particularly in the winter time). There were obvious insights made by various individuals regarding their own fitness levels as a result of their participation in the experience. Some students realized that they may have to begin to focus on this lack of fitness while others saw their level of fitness as being appropriate. Teachers' Lived Experience Although the winter outdoor education experience can be a very rewarding experience for teachers, parents and students, it also entails a tremendous amount of commitment, responsibility and work on the teacher's part. The teacher must be willing to devote many hours to planning for the winter outdoor school, ensuring that all details are looked after. In addition to the preparation for the outdoor school, the responsibility of monitoring middle years students for three days and two nights, demands good physical conditioning and mental alertness on the part of the teacher. Booking a site must be done early during the school year to ensure a suitable date and location. The seed for the outdoor school is planted early during the school year when students learn of the possibility of a residential outdoor education experience. Although parents are informed of the possibility of a winter outdoor school during the September Open House, an official letter of intent is sent to parents near the end of November. A letter of intent must also be sent to the Outdoor Education Consultant. Three weeks prior to the actual trip, the request for approval for an out of town trip, complete with all details, must be sent to the Assistant Superintendent. For the initial meeting with the parents, it is important to establish a time when everyone can meet to discuss and plan. Work and school commitments make it difficult to meet during the day so student teachers, parent volunteers and teachers meet one evening to discuss objectives, procedures, roles, responsibilities, the itinerary, etc. Parent volunteers and student teachers have an opportunity at this meeting to get to know each other and to discuss their roles. For the purpose of this study, the teacher themes reflected the attitudes and feelings about the winter residential outdoor education experience. These themes included: Cooperation, Social Growth, Work Load / Organization, Relationships and Work Ethic. Each theme is presented with a description and followed by a collection of teacher quotes drawn from reflective comments and personal journal entries. These quotes give 'voice' to the teachers' lived experience of the winter residential outdoor education experience. Cooperation Cooperation is of the utmost importance when students, parent volunteers, student teachers, and teachers live together for three days and two nights. The cooperative process begins during the Pre-Impact Phase when student groups are determined. Students are given some choice in the dorm arrangements; however, the activity groups are determined by the teacher according to prior observations of group dynamics. Great care is taken to set groups up for success. The next two Pre-Impact Meetings with the university students are held during school time. Student teachers arrange to come to the school during two of their Outdoor Education classes or spares. Bonding takes place as students discuss and plan activities. The students enjoy these sessions with the student teacher leaders. The bonding and cooperative spirit continues to evolve during the Pre-Impact Phase. Students meet with their respective group members to: make up group names, symbols and chants; cooperatively study and discuss handouts; research winter survival; collect materials to be used at their individual quinzhee camp sites; etc. Everyone wants to help out. The time at school with the student teacher is very limited and therefore it is very important that the student teachers use their time wisely to ensure that everyone understands his/her role and is well prepared. Evaluation procedures are discussed. The degree of cooperation is assessed by the entire group and on an individual basis after each meeting. Groups are responsible for providing shelter and food the first day of the outdoor school. Students recognize they can't do the work alone and therefore quickly develop a spirit of cooperation which makes the tasks appear to be more like play than work. The roles of the student teachers and parent helpers are important in ensuring that all students are welcomed into the cooperative process. The students may have been subjected to the John Henry effect and cooperated because they were being evaluated on the degree of cooperation demonstrated during the various stages of the outdoor school experience (See Evaluation Sheet in Appendix F). This evaluation procedure is of the utmost importance and serves as a reminder of the importance of cooperation to the success of the outdoor school experience. Teacher voice on the theme of Acooperation" included:
The understanding of cooperation as it pertains to this study appears to be two -dimensional. On one hand, we see teachers viewing cooperation in a very technical sense and thus, cooperation becomes a skill that demands some form of evaluation. In another sense we see teachers viewing cooperation as a process that a group of individuals (students, teachers, parent volunteers, and student teachers) engage in and learn from. The intention of the unique experience is to facilitate a realization of what it means to cooperate and nurture the 'embodiment' of cooperation so that possible transference begins to one's own life. Social Growth The winter residential outdoor education experience provides many opportunities for teachers and students to interact and get to know each other better. New friendships develop as students work and play in a small group setting. The student who demonstrates the most capability in making a fire or building a quinzhee is not necessarily the most academically inclined. Students have the opportunity to recognize and appreciate varying strengths in themselves and among their classmates. Generally, students want to succeed and work together as a group; however, there may be times when some students are less willing to become involved and need encouragement and monitoring. The assistance of the student teacher or parent volunteer may be necessary to keep students focused on the objectives of the activity. Although most students commented on the benefits they derived from learning how to build a quinzhee, orienteering, ice-fishing, etc., they placed greater emphasis on the social learnings and commented positively about the opportunity to get to know each other better. Teacher voice on the theme of Asocial growth" included:
From the voices of teachers we understand that this unique experience provided insights into the social growth of the participants. Teachers found that this experience nurtured self-concept and promoted self-esteem of some individual students. As well, the experience provided opportunities for teachers to see a different side of some students from a side they normally see in the traditional classroom. Away from the confines of what typically constitutes 'school', and in an environment that promotes an atmosphere of 'openness', students tend to display aspects of themselves that are not so readily apparent in the traditional classroom walls. The opportunity to be immersed in this atmosphere for an extended period of time and engaged in learning experiences different than what students typically equate with teaching/learning, students feel more comfortable to share and open up and display different characteristics that help portray who they are. Work Load / Organization There is no doubt, an undertaking of this magnitude requires extensive planning and effort on the part of the teacher. Good planning is essential to ensure that all aspects of the residential outdoor school promote positive experiences. The actual outdoor school is only one facet of the work load for the teacher. The outdoor residential school is an expensive undertaking. Parents paid a portion of the costs and a grant provided transportation costs. The remaining funds were raised through fund-raising activities, including: a raffle, concessions, a sub day, and a dance. Of course these activities involve a tremendous amount of planning, time and energy. Teacher voice on the theme of Aworkload / organization" included:
It is very evident from what the teachers are saying that the workload associated with conducting this type of experience is heavy and that a teacher must possess good organizational skills to ensure the experience is a success. The teachers recognize the valuable contribution that parent volunteers and student teachers make in the pre-impact and impact phases of the residential experience. The reflections also highlight the physical exhaustion that participants of the experience feel when it comes to a close. Through all of work associated with the experience it is reassuring to know that teachers view the winter residential outdoor education experience as very worthwhile, recognizing its benefits for all involved and perhaps most importantly, that the teachers ultimately Atreasure the memories". Relationships As teachers, we are accustomed to the behaviors our students display in class. In a residential outdoor education experience, there is time to get to know the students on a more personal level. The students and parents have an opportunity to see the teacher out of his/her Aclassroom teacher role" as well. The close relationship that develops enhances learning. The bonding that takes place during the winter outdoor school experience remains important for the remainder of the year. In fact, former students who have taken part in winter residential outdoor education experiences speak with tremendous enthusiasm about the memory. Most consider the experience to be the highlight of their elementary school years. Teacher voice on the theme of Arelationships" included:
The theme of relationships is one that resonates with all groups involved in the experience. As was the case with social growth, teachers begin to see a side of some students they never see in the conventional classroom. For some students who typically are labeled as 'academically challenged' the opportunity to demonstrate skill and understanding is promoted. Still other students who may be viewed as quiet and reserved demonstrate the skills necessary to be effective leaders. The atmosphere that is created through the unique experience nurtures positive relationships between students, student to teacher, child to parent, teacher to parent, student to student teacher, student teacher to teacher, and student teacher to parent. By the conclusion of the impact phase of the residential experience these groups of individuals have shared a common experience. It is in this sharing of a common experience that positive relationships begin to flourish and grow. This is why it is suggested that residential experiences occur early in a school year so that the development of positive relationships can become the foundation as well as nurtured throughout the school year. Work Ethic Students and staff were responsible for the maintenance of the facilities, meal preparation and clean up at this particular site. It was absolutely essential that the students have a good work ethic. For the most part, the students took their chores very seriously but at the same time had great fun working together. Some group leaders did have to speak to a few students who were willing to let others do more work. The group leaders effectively kept everyone on task but it was a little more challenging for some. The students may have been influenced to put a little more effort into their work because they were evaluated on their work performance; nevertheless, the camp facilities were left cleaner than when we arrived. Teacher voice on the theme of Awork ethic" included:
The winter residential outdoor education experience demands that all participants assume responsibility and actively engage in all aspects. Whether it be menial tasks such as cooking or cleaning or tasks associated with specific learning activities, the expectation is that full effort be given. In the case of building the quinzhee, students portrayed a strong work ethic facilitated by a team effort. The students took pride in the end result and the reality that they created their own special 'place', a place that would become for them a 'home' for the next few days. In fact, in some cases when the time came to leave, some groups were reluctant to destroy the quinzhee because for them it epitomized the notion of hard work, cooperation, and achievement of a common goal. The construction of a quinzhee as a metaphor for work ethic and cooperation becomes a pivotal point in the total experience. The focus now becomes the transference of this feeling and understanding to a student's real life world. Student Teachers' Lived Experience The Pre and Post Questionnaires in conjunction with the conversational interviews, journal entries and document analysis provided the data for describing their experiences. All of the data was analyzed and organized into categories. This categorization of data yielded emergent themes and the common thoughts found within the emergent themes ultimately led to the development of three inclusive themes. These themes provided the foundation for an interpretive synthesis for student teachers of the lived experience of winter residential outdoor education. Teacher Identity The theme of teacher identity has to do with the transformative dimension that a student teacher experiences in the development of a be-coming teacher. For the student teachers associated with the study, this dealt with them understanding that Abeing" a teacher is more than being a technician and that there is a normative and relational quality when teaching/learning 'with' students. This understanding came from the reality that student teachers were 'with' students during the Impact Phase for a period that went beyond the traditional 9:00 - 3:30 school time. They began to see and understand students in a different way from the way they are 'with' students in the conventional sense of school. The residential experience facilitated what student teachers called their professional development. For Nancy this metamorphosis began with what she described as finding a level of comfort with being a teacher. The residential experience provided her with what she saw as a true to life experience to what being a teacher will be. She describes it like this,
For Terri the growth or transformation of be-coming a teacher came through in her understanding of the relational qualities of being a teacher. Her experience was fraught with examples which reinforced the ethic of care that a teacher assumes when teaching and learning with students. She explains it like this,
She goes on to describe how the residential experience provided the opportunity for her to get to know the students in ways that would allow her to respond to them in a more caring way,
For Terri, she began to understand that teaching was a way of life for her and what she believed personally was certainly going to influence her in a professional sense,
she concludes by saying,
For Dan, the residential experience provided an opportunity for him to get to know kids on a more personal level. He attributes this to the fact that he was responsible for teaching/learning with eight students and the outdoor environment and learning experiences they participated in nurtured this relationship. He describes it like this,
He went on to describe how their quinzhee provided a haven for this group to come together and Dan shares how a closure experience in this shelter may have facilitated the relationship process,
The theme of teacher identity also includes the way in which student teachers 'saw' students. Very often, the student teachers' understanding of students is based primarily on their teaching experiences associated with the traditional classroom situations. Student teachers found that the winter residential outdoor education experience provided them with a chance to 'know' and 'find out about' kids. Terri describes this understanding,
Dan on the other hand, found that at times he had to periodically step back and assess a situation and conceptualize it within the larger schemes of things,
Shauna also had opportunities where she experienced insights to middle years kids. One situation dealt with two students who, since childhood have had a dislike for each other. The way in which these two students carried on helped her understand the culture of kids at this age,
This theme helps us to understand how student teachers begin to view themselves as be-coming teachers. The winter residential experience provided the opportunity for them to come to understand what constitutes a teacher outside of the traditional classroom walls. Furthermore, it illustrates an aspect of teaching that embraces a relational quality of being 'with' students by observing and interacting with them in a teaching/learning environment somewhat different from the conventional school. Teaching and Learning Lenses This theme focuses on the student teachers' perceptions of teaching and learning. In this theme student teachers come to learn more about teaching and learning with students. They also begin to realize the responsibility and organizational skills required to work with students, parents, and administration in winter residential outdoor education experiences and how this will translate to traditional school life. These insights help student teachers understand some of the more technical aspects required in teaching. However, these insights also caused student teachers to begin to bring into tension some of these technical aspects of teaching. The data shared in this theme is not to be interpreted as negative but rather feedback that helps us understand a student teacher's emerging view of what constitutes teaching and learning 'with' students. These insights shed light on how student teachers come to view the process of teaching and learning and ultimately, how this process shapes their identity as be-coming teachers. For Terri, the winter residential experience helped her begin to see the necessary skills required to engage in such an endeavor, but also the payoffs of providing such an experience for students and teachers,
She goes on further to describe additional payoffs,
For Nancy, the residential experience provided an opportunity for her to realize the responsibility that goes with teaching. Even though she was only directly responsible for her small group of students, in her estimation, the skills and relational qualities necessary in that situation will be the same as a typical classroom,
Nancy also believed that the learning that occurs in settings beyond the traditional classroom walls and that an out-of-classroom environment has the potential to be as every bit as educational as the learning that occurs in traditional settings,
Dan identified that the experience provided him with the opportunity to practice skills and strategies related to teaching which were part of an Educational Professional Studies (EPS) course he was currently enrolled in,
He also went on to describe the positive relational aspects of being with students and teachers in a residential experience,
Shauna's residential experience provided her with a plan that was very detailed and organized and this was deemed very helpful for her development. However, it was a plan that was also not very flexible,
Darlene shared the same sentiments as Shauna and she believed that part of the residential experience has to be designed so that students begin taking some ownership,
For Shauna and Darlene this was disturbing as they believed that students should be involved in the pre-impact phase to a greater extent. In addition to this, they believed that if all teachers worked collaboratively in the planning and involved the students more openly, then there would be more ownership shown by students for the experience and possibly ensure greater success. However, both Shauna and Darlene expressed that their experience was positive in that it gave them some skills at planning as well as, some things of what not to do in planning. Another student teacher, Jim, shared some of the same concerns about the planning and organization. In his experience he believed that the structured activity blocks were not as effective as planned. What tended to happen was that students simply participated in the activity but there was no purpose for the skill and the additional learnings that could have accompanied the experience were left to chance. He explains it like this,
In these vignettes we see the student teachers understanding of the importance and need for responsibility and ownership by them and students. Furthermore, they bring into the question the critical need for organization and structure of such experiences. For student teachers there is an educational payoff for involving students in the planning. As well, they believe that in the planning process one must be able to rationalize the purpose for engaging in such experiences. Together, these insights help us understand how student teachers view the technical aspects of teaching, but more importantly, recognize the need for validating learning. The residential experience also provided an opportunity for student teachers to begin to understand the interrelationships that exist between different subject area content. No longer was content from disciplines isolated but rather if one planned in advance, there was great potential to teach and learn using an interdisciplinary focus. Some student teachers believed it was not important to tell students that ,"now you are going to learn Science by doing snow studies". But rather, design your experiences whereby students learn concepts related to Science by participating in the construction of the winter shelter - quinzhee. Through this experience student teachers believed a teacher could easily be teaching principles related to temperature, insulation and architecture. Taking this approach would allow student teachers to demonstrate knowledge content in a variety of disciplines (Science, Mathematics, Social Studies and Health). Darlene explains it like this,
For some of the student teachers linking discipline content together in an interrelated way prompted them to begin to problemize the teaching of subject matter as isolated, discrete units. The winter residential experience provided the opportunity for student teachers to see how they could begin to connect concepts and help students learn how to learn. The student teachers also discussed how this experience reinforced the notion that we're learning all the time and that students just don't learn from 9:00 am to 3:30 pm. What troubled some of the student teachers was the perceived notion that the 'winter camp' experience was not really school and that only the physical structure of a building represents school and that's where real teaching and learning occurs. Terri explains,
In her estimation the experience falls short from what it could do,
What troubled Nancy was the perception that going on a winter residential experience meant 'missing' school,
For these student teachers this experience was as every bit as educational as what happens in the conventional school setting. In fact, these experiences 'are school'. The problem, as viewed by the student teachers, is that residential experiences have an aura about them. Because these experiences involve students and teachers departing from the school and engaging in activities not viewed as academic disciplines, it is interpreted then that there is no real teaching and learning occurring. This feeling expressed by student teachers is not really surprising when one realizes that all of these student teachers have experienced for themselves residential experiences and Outdoor Education courses which focus on going beyond the traditional classroom for teaching and learning. This understanding by student teachers has become part of the foundation for the third theme. Theory and Practice Gap This theme concentrates on the tension experienced by student teachers of learning about the theory of residential outdoor education and experiencing what actually happens in the practice of residential outdoor education experiences. This tension is seen as positive because it helps student teachers understand that the theory of conducting residential experiences does not always fit with the practice of conducting residential experiences. Through their lived experiences, if something did not fit with the theory, student teachers did not simply question only the theory, but they also began to bring into question the practice of residential outdoor education. This in turn, encouraged student teachers to engage in re-flection on their own practice as be-coming teachers who have a strong commitment to teaching and learning beyond the traditional classroom walls. Student teachers saw a gap in the three phases of residential experiences (pre-impact, impact and post-impact). In theory, the pre-impact and post-impact phases represent a large portion of time that students and teachers should be engaging in. However, from the student teachers' lived experiences they saw little time devoted to these areas. Of particular concern in the pre-impact phase was the lack of planning in connecting what was happening in the classroom and extending this to the winter residential outdoor education experience. The involvement of the student teachers at the school during the pre-impact phase seemed disjointed as they had to come only at certain times and just prior to the trip itself. Student teachers believed that this reflected the value of these experiences as not being very important because planning in the pre-impact phase was minimal and focused more on logistical issues rather than bridging and extending learning from what has been currently happening in the classroom and extending this learning through the residential experiences. For Darlene, the pre-impact phase,
Dan explains it like this,
Shauna agrees with Dan and says,
She believed that the planning process should have been longer in duration and that the students should have taken more responsibility and ownership for aspects of the experience. She believed that these kinds of experiences should facilitate student growth in these areas and that along with curriculum enrichment, students would practice the skills necessary for functioning effectively as group members and ultimately members of society. This is something Shauna also recognizes as being developmental, however, something that this residential experience could have contributed towards if the planning provided for it. She explains,
In Shauna's case, she met only twice with her group and believed that outside of that contact time there was very little done when it came to the preparation for the residential experience. Jim's experience was such that, he believed the impact phase fell short from what could have happened. In his estimation there is great potential for these types of experiences but it all comes back to the planning and expectations,
Even though there were kinks in the actual residential experience or impact phase, which Jim attributed to a lack of planning, he still viewed the overall experience as very worthwhile. Just being a part of the residential experience allowed Jim to identify the pros and cons and this was valuable,
For Jim, the transference or bridging of the impact phase back to the school setting was very important. This was an area of concern expressed by Jim and his peers and one where there was a definite gap between the theory and the practice. For the student teachers, the post-impact phase is viewed as a very vital component to the total process. However, from their experience there seemed to be little or in some cases no real attempt to bridge the residential experience back to 'school life'. Student teachers made attempts to engage in a follow-up with teachers and students to learn about the impact of the residential experience and how connections were being made to link teaching and learning from outside the classroom to inside the classroom. From their experiences, student teachers struggled with identifying any real attempts to find a bridge of transference. Jim describes the post-impact like this,
For Jim he believed that the lack of emphasis on the post-impact phase is detrimental to the whole process. His fear is that students see no real follow-up, and this reinforces the position that these unique experiences aren't really educational. Furthermore, he believes that no post-impact phase detracts from proper preparation for the pre-impact phase of a subsequent residential experience. Darlene's view is that closure on an experience such as this is vitally important,
She went on to describe some of the follow-up ideas that a teacher could implement to aid in closure as well as ideas for linking to next year's experience. Dan concurs with Jim and Darlene when it comes to looking at all phases associated with the residential experience and the important role the post-impact phase must assume. He says,
For Dan, he believes that the post impact should not be restricted by time and that it should become more of a continuing process, ...that's what I have been thinking about - the post -impact, maybe even when it starts, it's open-ended. It just goes and goes, and I don't know if it really ends. You always build on it and it's always there. For these student teachers the gap that exists between the theory and practice of the three phases associated with residential outdoor education is very apparent. From their lived experience they could identify places where components of a theoretical model did not fit with the reality of such experiences. This understanding was deemed enlightening for the student teachers. They believed that engaging in the theory and the practice of residential outdoor education has proven beneficial for their professional development and nurtured their own teacher identity. Some may interpret this work as a 'collection' of vignettes from students, teachers, and preservice teachers. However, this work is more than a simple 'collection' of reflections on experience. These vignettes not only share insight into the lived experience of individual people who participate in winter residential outdoor education but also, groups of individuals who share the common thread of 'school'. This re-search work creates a space where these individual voices provide insights to the lived experience of a group of people who have shared a teaching/learning experience that goes beyond the traditional classroom walls of 'school'. The origin of the word 'polyphonic' comes from the Greek polys , meaning Amany" and phone meaning Asound". The term 'polyphony' means a Amultiplicity of sounds or voices" (Webster 1984). This word perhaps best describes the nature of the re-search associated with this project. The polyphony that echoes from the Qu'Appelle Valley gives 'voice' to this lived experience. It seems ironic that the word AQu"Appelle", French for AWho calls" is the site where this winter residential outdoor education experience takes place. For maybe the polyphony that echoes from the valley through this research is really a 'calling' for educators to not only 'hear' but more importantly 'listen' to the voices about the way we 'educate'. The lived experience associated with this winter residential outdoor education experience helps us understand that teaching/learning should not be confined to the traditional classroom and that maybe, what constitutes 'school' is bigger than a physical structure that confines children for established times of the day, interspersed by the ringing of bells and for ten months of the year. The residential experience provides an escape from this regimental format and provides a 'place' where teaching/learning becomes linked with life. It is evident that this winter residential experience provides an atmosphere where students and teachers can begin to learn about self, others and the environment. 'Living together' for a three day period provides the opportunity for individuals to risk and trust, learn the skills and processes associated with cooperation and develop relationships founded on an ethic of care. Furthermore, this work also helps us understand that content from various curricula can/should be interrelated and that learning not be fragmented into discrete units of study and taught outside of context but rather, that content become relevant to childrens' lives. This might best be summed up by 'listening' to the voice of a student in her description of the unique experience. She explains,
There are those who may be critics of these types of experiences, often citing the financial costs involved versus the educational payoff. Directly speaking, there are those who wonder whether a residential outdoor education experience is worth the money it takes to fund it. Given today's cutbacks and fiscal restraint in education, there is a greater chance that experiences such as residential experiences are viewed by particular individuals as an 'extra'. They are in jeopardy of being done away with. To these individuals we respond using the words of Hammerman (1980),
The intention of this project was not to find evidence to justify and rationalize the need for these unique out-of-door experiences. But rather, the intent was to come to understand the lived experience of participants engaged in such experiences. However, in conducting the re-search in this project we do come to learn about the 'value' of this winter residential outdoor education experience. If we have been 'listening', the polyphony accentuates the value and brings educational meaning to the winter residential outdoor education experience. These voices resonate with some of us who find ourselves experientially engaged in similar educational pursuits. To those who have not had the opportunity, we encourage you to become involved. We're confident that you will see that a winter residential outdoor education experience does open the doors of 'school' creating possibilities to 'educate' children.
PARTICIPANT
CONSENT FORM Research
Title: Description
of the Study: Procedure:
Anonymity and confidentiality will be maintained at all times throughout the course of the research. Participation is voluntary and will in no way affect evaluation. Participants may withdraw from the study at any time. Consent: Student Consent I, ___________________________ agree to participate in the research project. (Please print name above) Signature: ________________________ Date: ____________________ *The researchers request permission to use your journal as part of the research project. Do you grant your permission? Yes No (Please circle your response). Parent/Guardian Consent I, ___________________________
(Parent/Guardian) give my consent to allow __________________________
to participate in the research project. PARTICIPANT
CONSENT FORM Research
Title: Description
of the Study: Procedure:
Anonymity and confidentiality will be maintained at all times throughout the course of the research. Participation is voluntary and will in no way affect evaluation as students in the Faculty of Education. Participants may withdraw from the study at any time. Consent: I, _________________________ agree to participate in the research project. (Please print name above) Signature: ______________________ Date: ___________________ *The researchers request permission to use your journal as part of the research project. Do you grant your permission? Yes No (Please circle your response). PRE-TRIP
AND POST-TRIP QUESTIONNAIRES Pre-Trip Questionnaire Please answer the following questions with honesty and with as much depth as possible. Please take your time in responding to each question. Anonymity and confidentiality will be maintained as was stated in the participant consent form.
Post-Trip Questionnaire Please answer the following questions with honesty and with as much depth as possible. Please take your time in responding to each question. Anonymity and confidentiality will be maintained as was stated in the participant consent form. We thank you for your time, honesty and sincerity.
PRE-TRIP
AND POST-TRIP QUESTIONNAIRES Pre-Trip Questionnaire Please answer the following questions with honesty and with as much depth as possible. Please take your time in responding to each question. Anonymity and confidentiality will be maintained as was stated in the participant consent form. We thank you for your time, honesty and sincerity.
Post-Trip Questionnaire Please answer the following questions with honesty and with as much depth as possible. Please take your time in responding to each question. Anonymity and confidentiality will be maintained as was stated in the participant consent form. We thank you for your time, honesty and sincerity.
|
|||||||||||||
