|aTeaching adventure education theory :|bbest practices /|cBob Stremba, Christian A. Bisson, editors.
|aChampaign, Ill. :|bHuman Kinetics|cc2009.
|axi, 395 p. :|bill. ;|c28 cm. +|e1 CD-ROM (4 3/4 in.)
|aIncludes bibliographical references.
|gPart I. Introduction to teaching adventure education theory.|gpt. II. Instructional theory.|rBob Stremba,|rChristian A. Bisson ;|rBob Stremba,|rChristian A. Bisson --|rKate J. Cassidy ;|rMary C. Breunig ;|rAlison Rheingold.|tUnique curriculum of adventure education /|tTeaching theory, facts, and abstract concepts effectively /|tAddressing multiple ways of knowing in adventure education /|tMultiple intelligence theory and learning styles /|tUsing backward design: a methodology to develop experiential lessons /
|gPart III. History.|gpt. IV. Educational and philosophical foundations.|rChristian A. Bisson ;|rEd Raiola and|rMarty O'Leefe ;|rJacquie Medina ;|rBrad Daniel --|rBob Stemba ;|rChristian A. Bisson ;|rMary C. Breunig ;|rLeslie E. Rapparlie.|tVisionary and actionary: the influence of Hahn and Petzoldt on the development of adventure education /|tHistory of outdoor adventure education in the United States /|tCreating history: exploring the past and future of adventure education /|tAdventure education history roundtable /|tFour uses of outdoor adventure programming /|tPhilosophical influences in outdoor adventure, and experiential education /|tTeaching Dewey's experience and education experientially /|tHow do we learn? An exploration of John Dewey's Pattern of Inquiry /
|gPart V. Theoretical foundations.|gpt. VI. Leadership theories.|gpt. VII. Professional ethics and social justice issues.|rChristian A. Bisson ;|rChristian A. Bisson ;|rChristian A. Bisson ;|rEd Raiola and|rMarty O'Keefe --|rBob Stremba ;|rDenise Mitten ;|rMaurice Phipps ;|rBob Stremba --|rKaren Warren ;|rKaren Warren ;|rJackson Wilson,|rAya Hayashi, and|rAlan Ewert ;|rDenise Mitten and|rMartyn Whittingham.|tCreating the right amount of challenge: optimal arousal theory and the adventure experience paradigm /|tI think I can: self-efficacy theory in adventure programming /|tAttribution theory in adventure programming /|tFlow theory: risk taking and adventure experiences /|tConditional outdoor leadership meets Kolb's learning cycle /|tThree functions of leadership essential to the welfare of a group /|tUsing situational leadership theory in decision making /|tDecision-making traps /|tIntroduction to social justice in outdoor adventure education /|tOutdoor leadership with gender in mind /|tFirst-generation condition in adventure education /|tBe safe out there: critically thinking risk in adventure education /
|gPart VIII. Group development.|gpt. IX. Processing and facilitation models.|gpt. X. The human-nature connection.|rKaren Warren ;|rKate J. Cassidy ;|rDenise Mitten ;|rMaurice Phipps --|rBob Stremba ;|rJacquie Medina ;|rBob Stremba --|rChristian A. Bisson ;|rPeter Martin ;|rBob Henderson and|rDeborah Schrader ;|rKelly Rossiter.|tSmall group development in ourdoor adventure /|tAlternative to Tuckman: three factors in group developemnt /|tSetting the stage: how to get the group norms you want /|tSetting group norms and expedition behavior /|tSix generations of facilitation /|tVisual reflections: using photographs to facilitate adventure experiences /|tGrowth at the edge: expanding our comfort zones /|tMy land is your land too: American public land and multiple-use policies /|tLoving nature through adventure: examining human-nature interaction /|tWalk in the woods: teaching ecopsychology experientially /|tLoving the land for life: the vital role of recreation ecology /
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 connectionThe 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.