The topic that we have been given for this assessment is a quite broad subject, because of this I am going to be narrowing this down to the ideas that Kurt Hahn and Sir James Darling brought forth to Geelong Grammar School Timbertop and how throughout the history of the Schools Campus the changes that have happened to the Outdoor and Experiential learning side. The thinking behind my decision to reduce the subject down to one single stream was to express my own op
Darling's vision of a bush extension school, unique in Australia at the time, was influenced by a number of factors. In the early 1950's, the horrors of the Second World War were over and there was a great sense of a new beginning, of wanting to rebuild a world that would never again be caught up in such devastation. Against this background of incipient social change, three specific influences were at work: the traditions of Geelong Grammar itself; the growth of the healthy mind-spirit-body- movement in the context of Australian education; and the impact on Darling of the philosophy of the German educationist, Dr. Kurt Hahn, Headmaster of Gordonstoun in Scotland.
Hahn developed what he called the Salem method of education, so called because it was developed at Salem, the famous school that he founded in 1920 on the shores of Lake Constance in Germany, in a castle provided by his patron, Price Max of Baden, the last Imperial Chancellor. The Salem method was an assignment-based approach whereby students were encouraged to take responsibility for their own studies and, ultimately, their individual destinies.
The philosophy with which Timbertop was created in 1951 remains its driving force. Sir James Darling, then the Headmaster of Geelong Grammar School and the founder of Timbertop, wrote
"The theory of Timbertop was this: that adolescent boys could develop by themselves, out of the usual school machine. Placed in a different and less clement environment, they should undertake responsibility for themselves and be given the challenges of something like a man's live under conditions that they had to conquer but the first principle was essentially one of self-reliance and the challenge to live up to this responsibility."
Today Timbertop is a coeducational school and over the last Fifty-five years things have changed significantly though the underlying emphasis of Timbertop has not. Timbertop offers students many new and unusual challenges; obstacles and hurdles, which resemble those that they will come across in their lives.
Many schools in America try to balance the line of success. Usually, success takes years to research and map the data out to show improvements. For the children at “Weedpatch Camp,” their success improves
Gerald Gutek, "Analysis of Formal Education In Edward Bellamy's Looking Backward." In History of Education Quarterly. Volume IV. Number 1. March 1964.
- John Krumboltz and Gerald Patterson further developed Skinner's approach by emphasizing the role that parents had in developing appropriate behavior in children. Positive reinforcement became more favored, and rewards replaced punishments as the method of reinforcement.
Rose, Stephen. “Proud to be Speciests.” Forming a Critical Perspective. Ed. Ann Spurlock. New York: Learning Solutions, 2006. 106-8. Print. 12 Nov. 2013.
The Australian Curriculum syllabus documents are central to student learning outlining the objectives, aims and outcomes to be taught across the education system; the purpose of these documents is to provide equal education to all students as outlined in the Statement of Equity Principles. The Australian Curriculum has two broad focuses “Australian schooling promotes equity and excellence;” and “all young Australians become successful learners, confident and creative individuals and active and informed citizens.” (BOSTES, 2015) Within the 7-10 curriculum students are encouraged to develop their personal perspectives and opinions to social, political and cultural mediums requiring students to represent these views in a number of formats “responding to a variety of texts critically, imaginatively and interpretively and compose accurate, clear and coherent texts” (BOSTES, 2015) Moffett’s analysis of personal growth within learning engages four key steps reflection, conversation, correspondence and publication “one of these stages cannot take place until the ones before it have occurred” (Sawyer, 2010, p. 24) similarly within the 7-10 syllabus documents students are continually required to “question, assess, challenge and reformulate information.” (BOSTES, 2015) Both the stage four and stage five outcomes encompass important elements of personal
Teachers Need Real Feedback. Perf. Bill Gates. TED. The Sapling Foundation, May 2013. Web. 17 Nov. 2014. .
Lawson, John and Harold Silver. A Social History of Education in England. London: Methuen & Co. Ltd., 1973.
It was a long day at school, I was ready to hit the slopes. My friend Cody and I got a ride to Timber ridge. When we arrived we suited up in our warmest gear preparing for the cold. After we get our coats, hats, gloves, and boots on we head to the lumberjack slope, one of the longer hills at Timber Ridge. We get in line to hop onto the fast moving lift. When it sour turn we slide up to the line with one foot locked into the board, we stop at the and the lift swings around and the attendant grabs it for just long enough for us to easily get on. It’s a very cold day especially when you are up high on a lift. We near the end put our boards on the ground and push of the chair. We move to the top of the hill and sit down. I lock in my other foot
Educational experiences require learning to be purposeful. The curriculum enables teachers to engage students through relatable experiences as it is a guide that offers teachers outlines of appropriate learning stages for students (Webster & Ryan, 2014). By having the curriculum as a guide enables teachers to have the ability to build sstronger relationships with students by moving away from old school text books and creating their own quality pedagogy (LeFevre, 2014). The Australian Curriculum also provides teachers with seven general capabilities which allows them to create successful, confident, creative and active individuals (Australian Curriculum, 2017). This knowledge of the curriculum is imperative to quality pedagogy as it gives educators a guide, which if they follow, will equip students to live and work succesfully in the 21st century, which I believe is one of the main goals of educators. The curriculum also provides teachers with oppurtunities in relation to professionalisim which is key to the development of quality pedagogy (Gerrard et al.,
Marshall and Drummond (2006) states that the King’s Medway Oxfordshire Formative Assessment Project (KMOFAP) work examines the four major areas are related to formative assessment including questioning, feedback, sharing criteria with pupil, and peer and self-assessment. The assessment are closely associated with the ‘classroom practices’ that stands for everything that teachers and learners actually do in the schools (Drummond, 2003). Black and Wiliam (1998a, p.16) argued that ‘the quality of interaction learning between [ learner and teacher]...is heart of pedagogy. Teachers need to know their learners’ progress and obstacles in their development, it is necessary for instructors to reroute their work to raise progression and tackle these
Bottom-up and top-bottom curriculum are examples of learning implemented in multiple schools based on the fit and what is most likely to bring out the full potential of students. The purpose of these curriculums is to create an environment that develops a child to succeed in life after school as well. Deciding the type of approach should be suited for the interest of the students who are best equipped to lead the class and help progress their own academic future. (Vacca, 2015).
In 1996, Arctic Timber Engineered Woods Division, a highly mature business unit, faced a market downturn and began losing millions of dollars each month. Before becoming the President of the Engineered Woods Division, Bjorn Gustavsson had already determined that the company could not sustain its commodity business and was not aligned with the new direction devised by Peter Hammarskjöld, the CEO of Arctic Timber. According to Gustavsson, in order to prosper in a more challenging market environment, developing a specialty business was the only viable approach. The goal was to shift 50% of its commodity business into undetermined specialty by 2000. However, the Division had shifted only 10% of its business to specialty products by 1997.
Flinders, D. J. (1997). My Pedagogic Creed. The curriculum studies reader (4th ed.). New York: Routledge.
Adler, Mortimer J., et al., The RevoJution in Education, The University of Chicago Press, Chicago and London, 1963. pp. 96.
Relevance is the prominent component of environmental EfS (Tilbury, 1995). It is to do with making a link between the student’s everyday lives to their learning in school. A student will be more engaged with the learning content when they can understand the relevant connections between theoretical material and the present local and global issues surrounding them (Tilbury, 1995). The relevance component directly links to the NZC’s principle of community engagement as it incorporates the learners wider lives by bringing positive attitudes towards improving societies environmental issues which they can pass on to their family and community (Ministry of Education, 2007). There is an important place in the curriculum for EfS because many citizens such as students feel a concern about environmental issues and through community engagement they can be exposed to a variety of these issues in their local area (Tilbury, 1995). Including local and global contemporary issues in teaching can intrinsically motivate and develop student knowledge and custom towards sustainability (Nolet, 2009). Individuals will have some knowledge of an issue occurring in their community, country or planet, therefore the content needs to be relatable to students so that they are able to have to knowledge to influence ...