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Lesson helps adventure students understand Dewey's pattern of inquiry
The pattern of inquiry (POI), reflects John Dewey’s ideas on how people use an experience to gain knowledge about a topic or concept. The POI is a cyclical process, detailing the journey of learning instead of the ultimate destination.
Responsible, effective, psychological leadership essential to group welfare in outdoors
Understanding how and when to share leadership roles is an important leadership skill. Through this lesson students can learn about the responsible, effective, and psychological functions of a leader and learn more about doing all three jobs as a leader as well as sharing the jobs appropriately.
Written for instructors who want their classroom experience to be as involving as the field, Teaching Adventure Education Theory offers activities instructors can use to help students make the connections between theory and practice. Top educators provide lesson plans that cover adventure theory, philosophy, history, and conceptual models.
Teaching Adventure Education Theory: Best Practices offers stimulating, fun, and engaging activities instructors can use to assist future adventure educators, outdoor leaders, and group facilitators in making the connections between adventure theory and practice. Written for students and instructors who want their classroom experience to be as involving as the field environment, this professional reference features ready-to-use lesson plans that employ experiential education strategies for presenting the theory underlying the technical and facilitation skills required in leading adventure experiences.
Editors Stremba and Bisson and leading adventure educators from the United States, Canada, Australia, and Japan provide an extensive perspective on teaching adventure theory, philosophy, history, and conceptual models through the use of activity-based learning. They offer a collection of 34 lesson plans that can be easily modified to fit individual teaching styles or student needs. Each lesson plan provides detailed activity instructions, teaching suggestions, and an overview of the theory taught in the lesson to provide the instructor with background conceptual material. An instructor CD-ROM, included with the text, contains student handouts, worksheets, and PowerPoint presentations to facilitate lesson implementation and assessment.
Teaching Adventure Education Theory presents experiential lesson plans covering such topics as these:
Instructional theory and curriculum design processes
History of adventure education
Educational and philosophical foundations of adventure education, including lessons on John Dewey’s contributions
Central theories supporting common field practices, including optimal arousal theory, self-efficacy theory, attribution theory, and the flow theory
Leadership models and theories
Ethical and social justice issues
Group development and social psychology
Processing and facilitation models
The human-to-nature connection
The book introduces core curriculum theories and models of adventure education, including a rationale on why students should know theory and how broader competencies within adventure education often align with colleges’ liberal arts outcomes. It also explores the common pedagogical threads present in effective adventure education teaching processes and discusses the challenges and rewards of teaching adventure education. The book also provides a framework for implementing the lesson plans.
Teaching Adventure Education Theory: Best Practices assists instructors in bringing to the classroom the experiential learning, critical reflection, and interdependent community that a challenging outdoor environment facilitates, helping students broaden their view of adventure education to encompass its theoretical dimensions.
Part I: Introduction to Teaching Adventure Education Theory
Chapter 1: The Unique Curriculum of Adventure Education Chapter 2: Teaching Theory, Facts, and Abstract Concepts Effectively
Part II: Instructional Theory
Lesson 1: Addressing Multiple Ways of Knowing in Adventure Education Kate J. Cassidy Lesson 2: Multiple Intelligence Theory and Learning Styles Mary C. Breunig Lesson 3: Using Backward Design: A Methodology to Develop Experiential Lessons Alison Rheingold
Part III: History
Lesson 4: Visionary and Actionary: The Influence of Hahn and Petzoldt on the Development of Adventure Education Christian A. Bisson Lesson 5: A History of Outdoor Adventure Education in the United States Ed Raiola and Marty O’Keefe Lesson 6: Creating History: Exploring the Past and Future of Adventure Education Jacquie Medina Lesson 7: Adventure Education History Roundtable Brad Daniel
Part IV: Educational and Philosophical Foundations
Lesson 8: The Four Uses of Outdoor Adventure Programming Bob Stremba Lesson 9: Philosophical Influences in Outdoor, Adventure, and Experiential Education Christian A. Bisson Lesson 10: Teaching Dewey’s Experience and Education Experientially Mary C. Breunig Lesson 11: How Do We Learn? An Exploration of John Dewey’s Pattern of Inquiry Leslie E. Rapparlie
Part V: Theoretical Foundations
Lesson 12: Creating the Right Amount of Challenge: Optimal Arousal Theory and the Adventure Experience Paradigm Christian A. Bisson Lesson 13: I Think I Can: Self-Efficacy Theory in Adventure Programming Christian A. Bisson Lesson 14: Attribution Theory in Adventure Programming Christian A. Bisson Lesson 15: Flow Theory: Risk Taking and Adventure Experiences Ed Raiola and Marty O’Keefe
Part VI: Leadership Theories
Lesson 16: Conditional Outdoor Leadership Meets Kolb’s Learning Cycle Bob Stremba Lesson 17: Three Functions of Leadership Essential to the Welfare of a Group Denise Mitten Lesson 18: Using Situational Leadership Theory in Decision Making Maurice Phipps Lesson 19: Decision-Making Traps Bob Stremba
Part VII: Professional Ethics and Social Justice Issues
Lesson 20: Introduction to Social Justice in Outdoor Adventure Education Karen Warren Lesson 21: Outdoor Leadership With Gender in Mind Karen Warren Lesson 22: The First-Generation Condition in Adventure Education Jackson Wilson, Aya Hayashi, and Alan Ewert Lesson 23: Be Safe Out There: Critically Thinking Risk in Adventure Education Denise Mitten and Martyn Whittgham
Part VIII: Group Development
Lesson 24: Small Group Development in Outdoor Adventure Karen Warren Lesson 25: An Alternative to Tuckman: Three Factors in Group Development Kate J. Cassidy Lesson 26: Setting the Stage: How to Get the Group Norms You Want Denise Mitten Lesson 27: Setting Group Norms and Expedition Behavior Maurice Phipps
Part IX: Processing and Facilitation Models
Lesson 28: Six Generations of Facilitation Bob Stremba Lesson 29: Visual Reflections: Using Photographs to Facilitate Adventure Experiences Jacquie Medina Lesson 30: Growth at the Edge: Expanding Our Comfort Zones Bob Stremba
Part X: The Human–Nature Connection
Lesson 31: My Land Is Your Land Too: American Public Land and Multiple-Use Policies Christian A. Bisson Lesson 32: Loving Nature Through Adventure: Examining Human–Nature Interaction Peter Martin Lesson 33: A Walk in the Woods: Teaching Ecopsychology Experientially Bob Henderson and Deborah Schrader Lesson 34: Loving the Land for Life: The Vital Role of Recreation Ecology Kelly Rossiter
Reference or supplemental text for college and university professors teaching adventure education, outdoor education, and related disciplines.
Reference for undergraduate and graduate students preparing for a career as an adventure educator or for educators teaching the basics of adventure theory in schools, agencies, and organizations that provide adventure, outdoor, and wilderness programs.
Bob Stremba, EdD, is associate professor and director of adventure education in the department of exercise science at Fort Lewis College in Durango, Colorado, where he teaches a wide range of adventure courses both in the field and in the classroom. As a seasonal instructor and course director for Outward Bound Wilderness, Stremba enjoys the opportunity to put the theories of adventure education into action.
Stremba has developed adventure education programs at three universities in the United States and has taught conceptual, theoretical, and technical adventure skills to undergraduates for nearly 10 years, using experiential and hands-on activities to illustrate concepts and theories in his classroom teaching. He has presented his work on experiential education for adventure theory at several conferences for the Association for Experiential Education (AEE) and the Wilderness Education Association.
A member of AEE, Stremba also serves on the board of directors and as a member of four AEE international and regional conference committees, and he is a former member of the AEE's Accredidation Council. He is also a member of the Wilderness Education Association.
Stremba resides in Durango and enjoys backpacking, moutain biking, and snow skiing.
Christian A. Bisson, EdD, is an associate professor of adventure education at Plymouth State University in Plymouth, New Hampshire.
Bisson earned his doctorate in physical education with a specialization in pedagogy. He is a former editor of the CORE Newsletter for the Association for Experiential Education (AEE) Schools and Colleges professional group and served on the Educational Resources Information Center (ERIC) Clearinghouse on Rural and Small Schools. Bisson was also an Outdoor Education editorial board member from 2001 to 2004.
In 2000, Bisson received an Outstanding Teaching Award from Northland College. He also received the Outstanding Experiential Teacher of the Year Award from the Association for Experiential Education in 1997.
He and his wife, Julie, reside in Plymouth. In his free time, Bisson enjoys parenting and, when possible, woodworking, hiking, and paddling.