Master this deck with 22 terms through effective study methods.
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The 13 key markers include: Simplifier le parcours, Utiliser des éléments linéaires, S’appuyer sur des éléments particuliers, S’appuyer sur des obstacles, S’appuyer sur des lignes d’arrêt, Avoir une lecture large, Bien choisir son point d’attaque, Lire le dénivelé, Toujours orienter le nord, Profiter des chemins faciles, Anticiper les éléments à rencontrer, Les cartes ne changent pas le relief, and Garder confiance en la carte.
The 7 didactic variables are: Groupe, Outils, Milieu, Temps, Poste, Distance, and Document de référence.
The course consists of 3 credits with theoretical classes (6 hours) contributing 30% to the final grade, orienteering classes contributing 10%, a nautical stage contributing 50%, and a spelunking course contributing 10%.
On October 25th, there is an initiation session in Koekelberg from 1 PM to 5 PM as part of the spelunking course.
The philosophy is based on notions such as Extérieur – Milieu naturel (or urbain) – Plein air, Aventure – Risque – Danger – Audace – Dépassement – Découverte – Sensibilisation, and Jeux – Activités – Sports – Constructions.
The DE approach focuses on physical or sporting activities typically performed outdoors, while EN, PAR, and POUR approaches emphasize different aspects of engagement and learning in outdoor settings.
Outdoor education fosters self-awareness, personal responsibility, social relationships, and leadership skills, enhancing students' confidence and competence.
The active principles include experiential learning, risk management, group dynamics, and the decontextualization of nature.
Outdoor Adventure Education is linked to HSC and GSS competencies, focusing on safety techniques, equipment verification, and environmental analysis.
In 1927, the concept of forest schools was invented, promoting outdoor learning and fostering a relationship between students and the natural world.
Ella Flatau was a pioneer in outdoor pedagogy in the 1950s, advocating for outdoor play and learning as essential for children's development, leading to widespread adoption in Scandinavian countries.
Kurt Hahn was a pioneer of outdoor education in the 1950s, founding initiatives that emphasized the importance of outdoor experiences for personal growth and education.
Outdoor education allows students to engage in supported risk-taking, helping them develop resilience and a deeper understanding of their capabilities in a natural setting.
Group dynamics are crucial as they foster teamwork, communication, and social skills, enhancing the overall learning experience in outdoor settings.
It contributes to personal development by building self-confidence, promoting leadership skills, and encouraging responsibility and social interaction among participants.
GSS2 emphasizes safety measures such as knot techniques, equipment checks, climate condition analysis, and ensuring appropriate gear is used.
GSS3 focuses on ensuring the safety of partners through techniques like rappelling, assistance methods, first aid, and accident management.
Experiential learning is central to outdoor adventure education, allowing students to learn through direct experience, reflection, and application in real-world contexts.
Outdoor adventure activities differ by emphasizing hands-on experiences, real-world challenges, and the integration of physical activity with learning, contrasting with the more static nature of traditional classroom settings.
Benefits include improved physical fitness, enhanced social skills, increased self-esteem, and a greater appreciation for nature and the environment.
It promotes environmental awareness by immersing students in nature, encouraging them to observe, respect, and understand ecological systems and their impact on the environment.
Decontextualization refers to the ability to transfer skills and knowledge learned in outdoor settings to different contexts, enhancing adaptability and problem-solving abilities.