Udeskole in Theory and Practice – A Danish Approach to Learning Outside the Classroom presents a theoretical foundation for teaching outside and introduces a didactical framework for udeskole, that can be applied to any subject and to special education. Part one of the book is a theoretical explanation and research for the basics of udeskole teaching and concludes with a didactic model that can be used to plan, implement, and evaluate teaching and learning outside the classroom. In part two the reader is presented to specific suggestions on how udeskole can be practiced. Through descriptive cases from different Danish public schools this part describes udeskole education in the subjects of Danish, maths, home economics, science, and history. Part three also presents cases and examples of how to successfully put udeskole into practice, this time for students with special needs. The fourth and last part includes other important aspects of teaching udeskole such as the importance of movement, language development, intercultural competencies, including external partners (open school), and motivation. Udeskole in Theory and Practice – A Danish Approach to Learning Outside the Classroom primarily addresses teacher and pedagogy students and teachers and professors at teacher colleges. Teachers, pedagogues, and others, who already are – or wish to – including areas outside the classroom in their teaching, will also benefit from reading this book.
Udeskole In Theory and Practice
Traditionally, teaching takes place in a classroom. The concept of udeskole breaks with this idea by moving parts of the teaching out into the local surroundings resulting in students learning in a dynamic interaction between inside and outside. Through movement, bodily and inner senses students gain personal and concrete experiences in their work with the educational goals and content of each subject.
U D E SKOLE In Theory and Practice
– A Danish Approach to Learning Outside the Classroom
Product number 8177
ISBN 978-87-7234-240-5
9 788772
Omslag_Udeskole_UK_HJT.indd All Pages
342405
Jørgen Bærenholdt and Marianne Hald (eds.) Dafolo
28.04.2022 11.52
Udeskole In Theory and Practice
A Danish Approach to Learning Outside the Classroom
Jørgen Bærenholdt and Marianne Hald (eds.)
Translated by Chris Carter
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Karen Barfod, Jørgen Bærenholdt (ed.), Ida Maria Damsø Christiansen, Camilla Damsgaard, Marianne Hald (ed.), Maj Kærgaard Kristensen, Søren Rasmussen Mølgaard Lunde, Erik Mygind, Maria Møller, Ditte Vejby Schou and Anne Lassen Zakaria Udeskole in Theory and Practice A Danish Approach to Learning Outside the Classroom 1. edition, 1. printing, 2022 Translated by Chris Carter from the Danish version Udeskole i teori og praksis Copyright © 2020 Dafolo and the authors Cover design: Haurum Grafisk Graphic production: Jypa, Frederikshavn Svanemærket trykkeri 5041 0826 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or my any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the Danish COPY-DAN agreement, without the prior permission of the publisher. Dafolo A/S Suderbovej 22-24 9900 Frederikshavn Phone 9620 6666 E-mail: forlag@dafolo.dk www.dafoloforlag.dk 8177 ISBN 978-87-7234-240-5
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Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 by Marianne Hald
Part One • Theoretical Background and Didactic Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Chapter 1 • The Qualities of Udeskole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 by Jørgen Bærenholdt
Chapter 2 • Didactics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 by Jørgen Bærenholdt and Marianne Hald
Chapter 3 • How to Organize an Udeskole Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 by Ida Maria Damsø Christensen and Marianne Hald
Chapter 4 • The TEACHOUT Research Project 2014-2018. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 by Erik Mygind and Karen Barfod
Part two • Udeskole in Different Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Chapter 5 • Instructions for a School Garden – On Meaningful Text Production in Danish. . . . . . . . . . . 83 by Ditte Vejby Schou
Chapter 6 • How Inquiry Work and Udeskole Create Coherence Between Competence and Subject Areas in Math. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 by Maria Møller
Chapter 7 • Udeskole and Home Economics – Why and How?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109 by Camilla Damsgaard
Chapter 8 • Science and Technology – The Contribution of Udeskole to Scientific Formation . . . . . . 127 by Søren Rasmussen Mølgaard Lunde
Chapter 9 • Udeskole in the Subject of History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 by Jørgen Bœrenholdt
Part three • Udeskole for Students with Special Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Chapter 10 • Udeskole and Students with Special Needs in Regular Classes . . . . . . . . . . . . . . . . . . . . . 153 by Jørgen Bœrenholdt
Chapter 11 • Udeskole at a Special School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 by Jørgen Bœrenholdt
Chapter 12 • Udeskole for Students with Autism Spectrum Disorder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 by Ida Maria Damsø Christensen
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Part four • Other Aspects of Udeskole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Chapter 13 • Taking the Body Outside in Udeskole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 by Maj Kœrgaard Kristensen
Chapter 14 • Types of Movement in Udeskole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 by Maj Kœrgaard Kristensen
Chapter 15 • Udeskole’s Contribution to Language Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 by Marianne Hald
Chapter 16 • Developing Intercultural Competencies through Udeskole . . . . . . . . . . . . . . . . . . . . . . . . . . 235 by Anne Lassen Zakaria
Chapter 17 • Cooperation with Enterprises – A Part of Open-school. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253 by Maria Møller and Marianne Hald
Chapter 18 • Motivation in Udeskole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265 by Jørgen Bœrenholdt
About the Authors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274 Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
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Introduction by Marianne Hald
The Sermon on the Mount on a Schoolyard Hill Atop of a mound of dirt, out in the schoolyard, a student reads aloud from a little piece of paper. The rest of the class are listening at the bottom of the mound. As soon as the student finishes, and is coming down, the next speaker is on the way up. In their religion lesson, the students, one after another, read small parts of The Sermon of the Mount for each other. The speakers look down from their elevated position to their fellow students below. Speaking loudly and clearly, they sound slightly like priests delivering a sermon. Or rather, they are trying to sound that way. It can be overwhelming to stand on top of the hill. Some students have tiny slender voices when they should be speaking loudly. Others have a hard time reading the difficult words. When they get back into the classroom, and continue working, they are very engaged with the text which they are supposed to translate into everyday language. It has been a great experience for them to preach outside. Many students say they would love more of this kind of teaching. The university students responsible for this lesson have now tried out a little teaching sequence and they feel inspired and content with the process. It was their idea to include the schoolyard hill as a place for The Sermon on the Mount. Although the lesson was a success, they discuss how the process could be improved. The indoors preparation and follow-up worked well for the students. The activity on the hill involved more Danish skills than they had anticipated. It was difficult for some students to read some words, and to read aloud. But all in all, it was a good day.
Enthusiastic and engaged students asking questions about things they are trying to understand, and students so excited that they pull their teacher forward to see what they are examining. Students often react in these ways when you take learning outside the classroom. But there are also students who have a harder time being outside. Especially in the beginning, it can feel very different and slightly chaotic. Long walks • Introduction • 5
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can be tiring, students might lack an overview of their day, and they may be in doubt about what they are supposed to do and what they are supposed to learn. Our goal is to assist college students, teachers, and pedagogues in developing and qualifying their work with learning outside the classroom. This book also addresses teachers in training, pedagogy students, teachers, school-pedagogues and professors in education who already are, or want to start, including areas outside the classroom in their teaching. At University College of Northern Denmark’s Teacher Education Programme, we have systematically researched, over the past four years, how students can benefit from learning outside the classroom in a range of subjects. We have worked on developing a didactic for teaching outside the classroom because we want to examine how different subjects can include locations outside the school in teaching. In learning outside the classroom, we are interested in teaching: • that includes external cooperation partners • where teachers visit a range of locations with students • that provides more physical activity. There are many possible locations. In our didactics we call them places specifically chosen for learning. Location choices are based on specific subjects, themes, grade levels, school-surroundings, and a teacher’s ability to see possibilities. Examples are: a moving van, a churchyard, a forest, a beach, a town, a courtroom… there are so many possibilities! Other research contributes knowledge about student learning, well-being, and physical development in learning outside the classroom. (Bølling, Pfister, Mygind, & Nielsen, 2019; Schneller, Schipperijn, Nielsen, & Bentsen, 2017; Mygind, 2007; Jordet, 2003). In this book, our special focus is on student learning. Therefore, our starting point is the existing literature about didactics in learning outside the classroom (Ejbye- Ernst, Barfod, & Bentsen, 2017; Jordet, 2010). At the same time, we want to take further steps towards developing a didactic for learning outside the classroom by including newer theories about learning, didactics, and class management. Additionally, we want to see and challenge possibilities in respective subjects. When you leave the school building for the schoolyard, the sports field, and most of all, for the surrounding society and nature, changes in class-management and didactics follow. It is important for us that students are comfortable with the changes 6
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involved in teaching outside. Students should participate often in learning outside the classroom so that it becomes a natural part of their school-life and education. The sensory and bodily approach to learning is another special focus. Students examine authentic phenomena, collect data, or apply knowledge gained during lessons in new concrete contexts. We call this broad approach to teaching outside udeskole.
Udeskole: A Definition Throughout this book you will encounter the word udeskole. It is a Danish word that is sometimes translated as outdoor school. But udeskole is so much more than this. Based on the existing definitions, (Jordet, 2003; Ejbye-Ernst, Barfod, & Bentsen, 2017) we have chosen to define udeskole as a teaching method, in which school learning opens to the surrounding society, nature, and culture during the school-day. Udeskole is sometimes translated as Outdoor Education, but in the U.S. and U.K this term refers more to nature and adventure-based activities. Others translate it with Education Outside the Classroom (EOtC) or Outdoor Learning. These phrases, along with learning outside the classroom bring us closer but, as you will read, a successful udeskole program utilizes an in-out-in model where much valuable learning happens inside the classroom, or inside a museum, a factory, or even a supermarket. Udeskole is an integrated part of a comprehensive teaching process, where part of the instruction and learning are transferred to and from the local environment, based on educational goals, with regular activities both in and outside. Through udeskole, students create personal and concrete experiences with different subjects, and their respective methods, perspectives, and applications through their bodies and senses. There is a focus on creativity, inquiring, and practical work.
In 2016 17,7% of the Danish comprehensive state schools (K-9) and 19,4% of independent private schools (about 23% of Danish schools are private) practiced udeskole (Barfod, Ejbye-Ernst, Mygind, & Bentsen, 2016). In these schools at least one or more classes work with udeskole so that the students are outside the classroom at least half a day every other week. Moreover, Danish state schools are required by law to include
• Introduction • 7
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physical movement and regular open-school experiences in the students’ schooldays. Many teachers therefore already use elements of udeskole as part of their teaching. At the UCN (University College of Northern Jutland), we have been working with developing a didactic that strengthens student learning outside. Our initial starting point has been to study the distinctiveness, goals, targets for competence, knowledge, and skills of different subjects as well as to discuss how student contact with the surrounding world, their concrete observations, collection of data, application of knowledge etc. can contribute to greater understanding and motivation for learning within different subjects. We have implemented activities with the students from our teaching and pe dagogical programs. Moreover, we cooperate with teachers that work with udeskole and we have completed and tried out several special units in schools. These units are connected to respective subjects and are described and discussed in this book. Every teaching unit points out a range of possibilities and challenges in learning outside the classroom. The findings we present in a particular subject can often be transferred to other subjects, so please read about multiple subjects. Throughout the years, we have experienced how students with ADHD and autism, students who may have a hard time in a normal classroom setting, naturally interact with other students outside the classroom because they are able to engage and take part on more equal footing. We have also seen students who had a hard time adjusting to the new settings. There is a limited amount of literature in the field, but we share our initial observations based on the theoretical framework in this book. Moreover, we have focused on developing a general didactic that contributes to enhancing the quality of teaching outside the classroom. Many perspectives are included in the choices teachers make regarding planning, implementation, and evaluation of their teaching. Successful teaching outside the classroom requires that you must be aware of which kinds of places work best, who you should cooperate with, and how you could develop a new teaching-style that takes advantage of the possibilities a particular place offers. This complexity is analyzed in the first part of the book. Chapter 2 finishes with a model that supports teacher reflection in the planning process (p. 45). While working with this book, we have been particularly occupied by a range of didactical issues occurring across all subjects. The issues in question are movement, open-school, students’ language development, and motivation. The authors descriptions of practical and concrete cases are based on a range of empirical and systematic studies undertaken in connection with udeskole teaching in local schools during the past four years. The findings of these first studies are pub8
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lished in several articles (Damsgaard, 2018; Hald, 2018; Oksbjerg, 2018; Kristensen, 2018; Skovsgaard & Elmose, 2018; Bærenholdt, 2019). Some of these studies, as well as newer studies from spring and fall of 2019, are the basis of cases presented in this book. The choice of theory is based on the specific features of udeskole. Theory is partly chosen based on relevant learning theory standpoints and partly on what challenges and potential we think a place different from the classroom can contribute to teaching and learning. Theories and models will help sharpen our focus on the possibilities of udeskole through planning, development, implementation, and evaluation of teaching outside of school. The book consists of 16 chapters divided into four parts with the following structure: Part One: Theoretical Background and Didactic Model The first part of the book offers theoretical foundations for udeskole teaching and learning. Chapter 1 describes the theory of learning and pedagogical reasons supporting udeskole. The theory of learning consists of three aspects: physical learning, learning within social and language-constructed contexts, and last but not least, apprenticeship learning. All three of these are important aspects of udeskole pedagogy. Concepts such as applied knowledge, problem-solving learning, and active engagement are characteristic of udeskole pedagogy, and they are closely tied to concrete learning strategies that are applied in learning outside the classroom. Descriptions and discussions include which types of activities are part of udeskole, what students do to obtain anticipated learning, and what gains and benefits students can obtain. We also discuss which relevance udeskole has in relation to knowledge and cognition, competences, and education. Chapter 2 brings together the final pieces of a comprehensive didactic for udeskole in the form of questions concerning; the transfer of learning between in and outside activities, on place-specific learning (the major features of a didactic for learning outside the classroom) and finally, class management which plays a major role in outside lessons developing their full potential. Based on the theoretical sections of chapter 1 and 2, and the empirical studies this book is based upon, an Udeskole model is presented that can be applied as a planning model for developing teaching courses for learning outside the classroom. The model will form a framework for the lessons and concrete activities that are described in the second part of the book.
• Introduction • 9
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Chapter 3 gives concrete and practical guidance on how to plan udeskole units. You will get answers to how udeskole can be integrated into year plans, how to see new possibilities in a school’s immediate surroundings, how to create a framework for teaching outside, and how specific units can be scaffolded so a connection between in and outside activities is created. Moreover, you will find tables for inspiration within the respective subjects. In chapter 4 the TEACHOUT study disseminates existing knowledge about studentls’ and teachers’ experiences of udeskole and communicates the students’ results regarding physical activity, school subject learning, social interaction, and attitudes to school life in general as well as the role of udeskole teachers. Part Two: Udeskole in Different Subjects The second part of the book presents examples of udeskole in five different subjects. In every subject a unit of learning outside the classroom is described, analyzed, and discussed. Chapter 5 is about udeskole and the subject of Danish, the L11 of the students. A group of middle school students has been working in a school garden. Through their practical garden work, they learn how to write instructions for future users of the school garden. The chapter illustrates how students are supported through scaffolding to produce authentic texts, both in relation to language and other modalities applied in specific genres as well as particular styles of communication required. This is followed by chapter 6 which focuses on udeskole in the subject of math. A 5th grade is working with measuring units, volume, and mathematical modelling in the school yard. The students examine the volume of a plateau around an ash tree. They apply mathematical applications to describe and illustrate their research. The chapter illuminates how inquiry based mathematics can combine subject areas with existing competences in teaching math. Chapter 7 explores how udeskole can be applied in home economics and in which ways activities outside the classroom can contribute to creating coherence between the theoretical and practical sides of the subject. We follow a 6th grade that visits a supermarket to examine food labels. Over the course of the unit, the students learn about different food quality standards and criteria. While in the store, they try to apply that knowledge by assessing and choosing food as part of a journey towards greater food-literacy. Chapter 8 illustrates how udeskole can contribute to the subject of science and technology and to students’ scientific formation. There is an examination of how 1
First language.
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students, in a unit about ground water and its formation, meet concrete and complex phenomena in nature that are of societal importance – a meeting that can both strengthen the students’ ability to think critically, and prepare them to form opinions relevant to living in a democracy. Chapter 9 deals with the possibilities of udeskole in the subject of history. This is accomplished through two examples of history units: a walk on Holmen in Copenhagen and a reenactment of the Battle of Fælleden of 1872. There is a focus on the potential of the local society and educational programs of museums, and how these can be used in meaningful ways. Part Three: Udeskole for Students with Special Needs The third part of this book describes three different experiences with learning outside the classroom for students with special needs. Chapter 10 focusses on a group of students with special needs who participate in establishing a school garden and maintaining beehives. The students report positive experiences in relation to both social and academic areas. In Chapter 11, a special education school consisting of students with general learning disabilities and multi-handicapped children is visited. The unit observed is about the Viking Age. A museum visit is included as well as a visit of the Viking fortress of Aggersborg. The unit is completed with a big Viking market. The chapter concludes with discussions on academic, social, and personal competences. Chapter 12 focuses on udeskole for students on the autism spectrum. The chapter starts with arguments supporting the inclusion of udeskole didactics for students with this particular diagnosis. Afterwards, concrete suggestions are given on what to be aware of as a teacher and how to create successful experiences outside the classroom’s stable environment. Part Four: Other Aspects of Udeskole This part of the book discusses five didactic topics. Movement in teaching, udeskole’s contribution to the students’ language development and to intercultural competencies, possibilities of open-schools (cooperation with external partners), and which role udeskole plays in motivating students. In Chapter 13 some of the research dealing with the body and udeskole is presented as well as the implications movement has for learning. Moreover, it is described how the body and movement are a major part of udeskole, and how this interaction has positive effects on the students’ learning output. A figure gives a visual overview
• Introduction • 11
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presenting the factors in movement that directly and indirectly influence learning. Finally, the theoretical knowledge is exemplified by real-life practical narratives. Chapter 14, also deals with movement in school. A figure is presented that shows the different types of movement characteristically used in udeskole. The types are described and exemplified with concrete cases from practical experience. Becoming conscious of which types of movement one can use gives teachers and pedagogues didactic tools to create a holistic and varied school day in which body and movement provide important keys to successful learning. In order to examine the contribution of udeskole to the students’ development of language skills, in Chapter 15 we follow a class learning about fungi and their classification and ecology. Throughout the entire unit, the use of language is observed and as well as how the unit can be scaffolded to support students’ use of language. The chapter shows that not only is language a companion in action, but also how the students use language, and its construction and reconstruction while outside, and how this results in richer language and greater engagement throughout the unit. One goal of the Danish public school is to prepare students to engage actively in a globalized, inclusive, and democratic society. One way of achieving this goal is by developing the students’ intercultural competencies. In Chapter 16 we explore the potentials of udeskole as an approach in developing such competencies. The chapter also provides concrete examples. In Chapter 17, possibilities on how to develop open-schools (creating cooperations between schools and external partners) are presented. There are a multitude of possible partners. In the chapter we present an example of successful cooperation with a company and discuss what teachers must be aware of both regarding pre-considerations and to-dos in order to achieve a successful open-school cooperation. Finally, in Chapter 18, we examine the motivational potential of udeskole. Examples of theoretical perspectives on motivation in udeskole are given. The chapter comprises a comprehensive interview with an experienced udeskole teacher. We hope you enjoy the book!
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References Barfod, K., Ejbye-Ernst, N., Mygind, L., & Bentsen, P. (2016). Increased provision of udeskole in Danish schools: An updated national population survey. Urban Forestry & Urban Greening, 20, 277-281. Bølling, M., Pfister, G. U., Mygind, E., & Nielsen, G. (2019). Education outside the classroom and pupils’ social relations? A one-year quasi-experiment. International Journal of Educational Research, 94, 29-41. Bærenholdt, J. (2019). Udeskole. Specialpædagogik, 39(3), 21-31. Ejbye-Ernst, N., Barfod, K., & Bentsen, P. (2017). Udeskoledidaktik: For lærere og pædagoger. Copenhagen: Hans Reitzels Forlag. Damsgaard, C. (2018). Udeskole på menuen i madkundskab. UCN Perspektiv, 3, 2433. Hald, M. (2018). Transfer mellem ude og inde: Hvorfor og hvordan? UCN Perspektiv, 3, 6-13. Jordet, A. N. (2003). Nærmiljøet som klasserom: Uteskole i teori og praksis. Oslo: Cappelen Akademisk Forlag. Jordet, A. N. (2010). Klasserommet utenfor: Tilpasset opplæring i et utvidet læringsrom. Oslo: Cappelen Damm Akademisk. Kristensen, M. K. (2018). Kroppen med i udeskole. UCN Perspektiv, 3, 47-49. Mygind, E. (2007). A comparison between children’s physical activity levels at school and learning in an outdoor environment. Journal of Adventure Education & Outdoor Learning, 7(2), 161-176. Oksbjerg, M. (2018). At se skoven for bare træer. UCN Perspektiv, 3, 34-41. Schneller, M. B., Schipperijn, J., Nielsen, G., & Bentsen, P. (2017). Children’s physical activity during a segmented school week: Results from a quasi-experimental education outside the classroom intervention. International Journal of Behavioral Nutrition and Physical Activity, 14(80), 1-11. Skovsgaard, N., & Elmose, S. (2018). Brøkerne er usynlige udenfor. UCN Perspektiv, 3, 42-46.
• Introduction • 13
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Udeskole in Theory and Practice – A Danish Approach to Learning Outside the Classroom presents a theoretical foundation for teaching outside and introduces a didactical framework for udeskole, that can be applied to any subject and to special education. Part one of the book is a theoretical explanation and research for the basics of udeskole teaching and concludes with a didactic model that can be used to plan, implement, and evaluate teaching and learning outside the classroom. In part two the reader is presented to specific suggestions on how udeskole can be practiced. Through descriptive cases from different Danish public schools this part describes udeskole education in the subjects of Danish, maths, home economics, science, and history. Part three also presents cases and examples of how to successfully put udeskole into practice, this time for students with special needs. The fourth and last part includes other important aspects of teaching udeskole such as the importance of movement, language development, intercultural competencies, including external partners (open school), and motivation. Udeskole in Theory and Practice – A Danish Approach to Learning Outside the Classroom primarily addresses teacher and pedagogy students and teachers and professors at teacher colleges. Teachers, pedagogues, and others, who already are – or wish to – including areas outside the classroom in their teaching, will also benefit from reading this book.
Udeskole In Theory and Practice
Traditionally, teaching takes place in a classroom. The concept of udeskole breaks with this idea by moving parts of the teaching out into the local surroundings resulting in students learning in a dynamic interaction between inside and outside. Through movement, bodily and inner senses students gain personal and concrete experiences in their work with the educational goals and content of each subject.
U D E SKOLE In Theory and Practice
– A Danish Approach to Learning Outside the Classroom
Product number 8177
ISBN 978-87-7234-240-5
9 788772
Omslag_Udeskole_UK_HJT.indd All Pages
342405
Jørgen Bærenholdt and Marianne Hald (eds.) Dafolo
28.04.2022 11.52