It’s not often that I write about history, however, having studied mediæval history at uni, many aspects of it really didn’t make sense until I went and visited some of the places where these events occurred. Half of what goes on in Game of Thrones, was just daily life for many people throughout this period. At one point, the Pope was concerned about the level of violence throughout Europe. To deal with this issue, he made a decree that on a certain day nobody was to carry a weapon, therefore the world would have a break from violence and be made safer. Sadly, only the honest people followed this edict and were horribly slaughtered as a result.
From the age of the Vikings to the end of Queen Elizabeth’s reign, we covered a lot of ground at uni and there are so many places left to go to be able to put the pieces together. However, as I was in Wales, it was time to get a greater understanding of the expansion of the Normans and Edward I’s conquest of Wales. This conquest brought Wales under the control of the English monarch in 1283 and despite skirmishes and uprisings, its remained as part of the United Kingdom to this day. To establish and maintain his power base in Wales, Edward built a series of castles to fend off the Welsh princes. The scale of one of these castles is hard to understand until you’re actually there.
Despite Cardiff being the capital of Wales today, with its own amazing castle, for Edward I, due to a Roman legend about a foreign king coming and falling in love with a Welsh princess and ruling the land, it was important to build his capital in Cænarvon the centre upon which the legend was based, which helped him gain, or appear to gain, legitimacy in his kingship.
All of Edward’s castles were designed by the architect James of St. George. James was a Savoyard (from modern Italy), and he incorporated elements in his design from Europe and the Middle East.
The fact that he built so many so quickly is amazing. I spent the morning climbing up and down the various towers, which I’m sure at one point were all linked together. However, due to the castle being in ruins, not everything remains intact. The time and energy required to get up and down the dizzying spiral staircases is surprising. If you could imagine trying to do that in full armour whilst being attacked by someone with a sword, you start to appreciate not living in mediæval times, add to that the Black Death and infant mortality and a six hour wait in a modern hospital waiting room doesn’t seem so bad.
What’s really important however, about going to a place such as Cænarvon Castle, walking through the dark halls, peering out from the battlements and standing on the towers looking out over the surrounding township and the sea, is that you start to gain a real understanding of history. Through technology, we can now travel places without leaving the classroom, which is good in some ways, but the virtual world can never replace the real world experience of going somewhere. You can’t feel the icy wind on your cheeks, smell the dank odour of the dungeons and be amazed at the sheer enormity of the structure, as you walk through the gates. All of this is lost in the virtual experience.
Although taking your class overseas to tour the various castles, monasteries and cathedrals of Europe may be a more challenging task than switching on a virtual world, the difference this will make is enormous. At the very least for your own teaching, travel far and wide to as many places as you can to see and experience sites such as Cænarvon Castle. This will have a huge impact on your ability to better understand and teach that part of history.
Using the environment as part of an experiential education program is vitally important. So how does the environment change or improve the way in which you can engage with students? Many times, I’ve had some great fireside chats with groups of students that would have never been possible in the classroom. There’s something remarkably special about the natural environment that breaks down barriers within groups and allows for discussions and experiences totally different from a classroom and the built environment. It can often be and should be an even safer place for discussion, as it’s separated from our daily routine and connects us with thousands of years of human experience and relationship with the land.
If you think about how a classroom operates, you have a teacher at the front and no matter how hard you try to create a ‘new classroom’ through open planning or adding bean bags and colourful shelving, the reality is, the space still operates in the same way. A group comes in, a teacher is there, you have a class, the group leaves and the teacher is there ready for the next class. So this is a process. It’s quite structured, regardless of how laissez-faire you want to be about it.
However, the natural environment, whether it be in the bush, the rocky mountain wilderness, a rainforest or coastal setting, there’s very little structure to it and consequently, this space changes the emotional dynamics and experience of the group. In terms of experiential education, if you’ve been on a challenging hike, canoe activity, or maybe a team building task, whatever the case may be, it’s a shared experience and should be debriefed afterwards. However, think of where that debrief should take place and how much the environment will impact on its effectiveness. If you’re running out of a basecamp with building and rooms, what’s going to happen if you take the debrief inside? What unnatural distractions and complications have you just added to the group dynamics? Alternatively, what will be the group’s behaviours and dynamics, if you find a quiet place away from anything man-made? Test the theory out for yourself. However, from my experience, there’s a dramatic difference. The reality is that people are more open to sharing and listening to thoughts, feelings and ideas, than they are in built up environments.
The natural environment provides a wonderful connection with our heritage, which is often forgotten in a highly connected world that is full of endless noise and distractions. Getting back to a natural environment can change the way your students feel, the way in which they are able to express themselves and ultimately has a powerful and positive impact on their learning. It’s interesting when you take a group out of a city and bring them into a unique bush setting.
I was speaking with Mary Preece, the education manager for Bundanon Trust, an art centre in the Shoalhaven. Mary has found a similar phenomenon as she works with a lot of city kids. As part of their art program, they take students out into some beautiful Australian bush locations on the property. They have no phone connectivity, there are no buildings around and the only way the students can get to where the workshops are being conducted is by walking. From the moment the students get off the bus, there’s literally a collective sigh of relief and after that initial transition, one of the activities they do is to lead the group into a rainforest. As they walk the students down into the gully, the natural light is filtered and it becomes slightly darker and the students respond by becoming naturally quieter. This experience with the rainforest, enables the staff to create an extremely relaxed and peaceful environment, free from the noise of everyday life, somewhat of a rarity in this day and age, since many schools mistakenly believe that cramming as much into a student’s day as possible is the best method of creating ‘well-balanced’ individuals.
However, without the constant bombardment and endless white noise of the world, it enables students to focus on what’s truly important in life and lets them live in the moment for what can be a very different and immensely effective learning experience. The reality is that for tens of thousands of years, humans have been connected with the natural environment and being away from the built up environment helps us reconnect with a physical and emotional connection that’s being strained by modern life.
Why do we like going to the beach? Why do we like going bushwalking? Why do we like going to lookouts and seeing the natural environment in all its beauty? Why do we like a cool breeze in summer? Why does a change in season, change our mood? It’s all of these environmental connections that have developed over millennia, we often lose through our modern lifestyle. The more we’re connected through digital technology, which can massively improve some parts of our lives, unfortunately, the more distant we can become from ourselves and those around us. It’s really important that with modern life, we don’t lose that connection with our natural environment. Consequently, building opportunities into educational programs for environmental connectivity is extremely important and valuable for staff and students alike.
How does a change in the environment change our state of mind? How does it change our health? How does it change how we relate to others? With youth mental health an increasingly massive issue, the more that educators can enable students to be in touch with and control over their emotions, the better equipped they will be to develop the resilience that’s needed to survive and thrive in a rapidly changing world.
Experiential education is not just about running a series of activities so students can experience something different and schools can cram another thing on top of their programs to justify their fees and distract parents from the fact that they’re still stuck in the 1980s. It’s much deeper than that. Experiential education is an immersive method of education that when combined effectively with the natural environment, can massively improve student health, well-being and their ability to relax, clear their minds and be open to new thoughts, ideas and ways of doing things, which are all critically important skills in a rapidly changing world. Carefully structuring activities with environmental connectivity in mind, is vitally important in a noise filled world to help students reflect and become mindful of where they’re at in their own lives and where they want to be going. This ability to disconnect from the connected and built up world, even for a short period of time, can provide some amazing long-term benefits that last well beyond a student’s time at school. The noisier the world gets, the more important it will be to ensure you have thoughtful and effective environmental connectivity as part of your experiential education program.
An interesting phenomenon is whenever I’ve taken groups out on canoeing expeditions. We tend to paddle on quite wide lakes. There are very few areas where it narrows to the point that we’re either paddling a rapids or we’re paddling close together or need to be paddling close together. However, given the wide open river, the students I work with tend to all cluster together in really small groups. They only use a tiny part of the river. The same is true when they’re setting up their tents. They clustered together in a really small groups despite having masses of open space which they can utilise. This is interesting from the aspect of is this something that we’re finding with city students. Are they afraid of open space or are they made to feel uncomfortable by open space?
As the camps progress, this distance seems to increase. They feel more comfortable in the environment. They don’t need to be as close together to each other as before. There’s a sense that it is quite safe where we are. That’s quite safe doing what we’re doing. It’s this interesting transition that occurs because of being in the natural environment.
This is why it’s so important to use the natural environment as part of any of your Experiential Education Programs. It opens students’ minds to so much more. It enables them to relax. It enables them to switch off from a massively connected world. It enables them to focus on the beauty of the world and to focus on how much bigger the world is than just their own lives and their own experiences.
You can even try with exactly the same question, the same topic basically. See how effective it is covering an important topic and it could be talking about bullying. It could be talking about dogs. It could be talking about decision making. It could be talking about relationships. If you talk about any of these in the classroom, you get one same answers. However, if you talk about these in a different setting, in a wilderness setting, in a bush setting, you will get an entirely different set. It is going to be more involved. It’s going to be more relevant and it is going to be more effective as a learning process for those students. It will enable them to reflect on their answers and how they feel about their answers. Whereas if you do it on class, all they’re thinking of is the next recess break or the next class. You lose that. Therefore, it is vitally important to use the environment as part of your Experiential Education Programs.
For some strange, inexplicable reason a lot of people love cooking shows. I guess it’s the voyeuristic nature of people wanting to see others under pressure, being shoved outside their comfort zones, yelled at, fail, recover (or not) and it’s ok, because it’s not you! I’m not here to judge the moral compass of these shows and their viewers, as some people love the spotlight and the pressure and it can indeed fulfil an important desire in their life. However, what happens when you swap out the adults and replace them with children?
Cooking is a fantastic activity in which kids can be involved. The sooner you can get children helping out with cooking, making cookies, cakes or meals, the better. It’s a great activity to be doing, giving children the opportunity to measure, follow recipes, experiment and taste a range of different flavours. Added to this, it enables them to be more independent sooner as cooking is a skill to which many children are not exposed until they leave home. Despite the mess, the benefits of spending time with your kids cooking can be wonderful and good bonding time. Ultimately, they can then cook for you and that makes your life way easier!
With all these amazing benefits of cooking for kids, someone had to come along and corrupt it. As I was channel surfing the other day, I came across one of these cooking shows, but for kids. It was the stupid intense part of the show where they have all the children lined up, standing nervously. Some boring douchebag judges are sitting in judgement on how well the children baked a cake, making them feel increasingly anxious, as they provide their expert criticism of each cake and deciding who will stay and who will go.
Whilst I’m a huge fan of honest feedback for kids and it’s healthy to let them try things, fail, help them to understand why it didn’t work and then try again. However, this sort of intense public display of judgement and failure is totally unhealthy and in my opinion, emotionally destructive. Why parents let their kids be subjected to this I have no idea. If you’re an adult on one of these shows, you’ve made a conscious decision to be on there and compete. As an adult, you have the ability (generally speaking) to make rational, informed decisions and understand the risks and rewards that come with being on a TV show with endless armchair critics, ready to jump on Twitter or whatever else and ridicule and blast you for everything you do. However, as a child you have no idea and as a parent, well… you’re idiots for exposing your kids to such an experience.
With mental health issues on the rise amongst young people, there’s absolutely no reason to unnaturally expose them to high levels of stress and anxiety for a tiny bit of public exposure, which even if they won a TV cooking competition, any benefit will quickly fade into insignificance. You only have to look at the trail of destruction left in the wake of childhood actors such as River Phoenix, Cory Haim and countless others to see how false the notion of fame and fortunate from a childhood experience on TV or the big screen really is.
It’s important that we let kids try new things, challenge themselves and do things together with mum and dad such as cooking to help build their experience, relationships and confidence in life. However, it’s also just as important to protect kids from such awful soul-destroying experiences such as reality TV. There’s plenty of time in their lives as they grow and mature to do something stupid like this. However, whilst still a child, it’s important to be protected from an experience that’s merely a shallow marketing exercise created and run by people who are purely interested in the massive amount of money that comes with TV productions such as this, not the welfare of the kids. At the end of the day, why not just turn the TV off and spend some quality time baking cookies with the kids.
It’s always awesome when you get to go to a conference that’s in a great part of the world. If possible, take a day either side of the conference to explore and enjoy the area.
Recently, I had the chance to go to Queenstown, New Zealand, the adventure capital of the world! It’s an amazing town set upon a picturesque lake and surrounded by jagged mountains. It was the end of the ski season, so despite it being fun to ski slush sometimes, it wasn’t what I was looking to do whilst out here. My mission was to take a day off and explore!
As an entrepreneur, you often get so caught up in juggling all the aspects of your business, you don’t take time to rest and recover. After two massive months, a relaxing day of drinking coffee and adventures was exactly what was needed ready for the conference the next day.
Wandering around the town in the morning, I found so many outlets and options from which to choose. For no particular reason, I walked into one place and started exploring some brochures. I saw one with a helicopter on it! Despite the significant amount of flying I’ve done over the years, including time spent learning to fly, I’d never been in a helicopter before. However, today was going to be the day and there was a great looking package deal that combined flying, a jet boat and a luge ride. This sounded just like my sort of thing. Turns out… it totally was!
First up was the jet boat along the lake and into the Shotover River. The water in the glacial lake was stunningly clear, clean and crisp. The whole way along you could see the bottom come closer and drop further away from you as you sped along. Best not to look at the bottom, as you realise how little water there is below. I’m still amazed by the fact that these boats can operate in three inches of water! Literally skimming along the surface of the water! The best part of the ride was hitting rapids and spinning around 360 deg in a massively tight turn. I was only slightly soaked as the water swamped back into the boat from behind me.
After some thrillingly close calls with trees at the edge of the river, buoys in the water and an angry duck, we cruised back. Getting dropped off at a different jetty near the airport, I was met by Peter who drove me up to the heliport.
For me, this was the most exciting part of the day. My first time in a helicopter! I didn’t know what to expect. As the rotor spun up and accelerated the whole aircraft started to shake. After a call to air traffic control, the pilot revved the engine and with a slight jolt, we lifted off. It was the most unusual feeling as the ground just slipped away, becoming increasingly distant as we crossed the runway of the main airport.
We were quickly whipping along at 100 knots. The view was amazing. I can only imagine how awesome it would have been inside that navy helicopter we saw flying down inside the Shoalhaven Gorge, as where I was there right at that moment was spectacular. About fifteen minutes later, we were at the top of one of the snow capped peaks in the Remarkables. It was at 5000ft with a clear view back down to Queenstown in one direction and Cardrona in the other.
Being back in the snow was a wonderful feeling. It’s been far too long (since January) that I’ve been in the snow and I’ve definitely missed it. Scooping up a handful, I squeezed the icy ball in my hand and threw it off into the distance. After a bunch of obligatory photos, we were back on the chopper and flew past the Remarkables ski resort on the way back.
I managed to fly in the front of the chopper on the way back and it was even better than I’d expected. It was a thrill I hadn’t experienced since the days of learning to fly in a fixed wing plane, thankfully without the engine cutting out on final approach!
The next part of the adventure was a gondola ride to the top of Queenstown, followed by riding the luge! I’d met an American girl by the name of Bree on the ride over from the heliport who was doing the same things as I was and we headed up the gondola and rode the luge around which was lots of fun. As with any adventure, you never know who you’re going to meet along the way!
The luge was basically a downhill go-cart track. Catching a chairlift to the top, you then rode these unpowered carts down this cool, windy track. It was amazing fun and a great way to end the day’s adventures! I couldn’t think of a better place to be coming to a conference than Queenstown NZ!
As your world can sometimes become a blur of different hotel rooms and conference spaces when you’re constantly rushing around and managing different aspects of life and business, it’s important to find opportunities to enjoy your time in amazing locations. Even if it’s just for a few hours or a day, get out there and find yourself an adventure. Business can come and go and will always be there. However, at the end of the day these are the most important things in life and form the memories and experiences we cherish forever.
Whilst a lot of what I like to talk about is constantly pushing limits, trying new things and taking risks, after a recent experience I thought it’s worth dialling things back for a moment and looking at limits with a bit of context around it.
Whenever we feel pushed outside of our comfort zone, we have a choice. Push back and confront the challenge, or step back and say ‘no that’s not for me.’ More often than not, I’ll push back in a big way and take the challenge. However, it’s important to also be considering the risks that are involved in making such decisions.
I was recently in Jackson Hole, Wyoming, in the USA. This is a wonderful country town about 100km from Yellowstone National Park. The town is surrounded by massive steep mountains, most notably Rendezvous Mountain, where Jackson Hole ski resort is. To say this is steep terrain is an understatement. This is one of the steepest mountains I’ve ever skied. As my experience in super steep terrain was limited, I took some ski lessons to work on this.
Jackson Hole Ski Resort
It was a great and valuable time spent developing my skills in unfamiliar and often extreme terrain. Riding up the Tram, the cable car to the top of the mountain, you get a sense of just how gnarly the slopes are as you glide over the top of them. We’d been practising skiing down a lot of black and double black diamond runs, which were, intense, challenging and exhilarating all at once. Whilst I can’t say that I was entirely comfortable with any of these runs, they pushed my limits in a good way. However, there was one run, where I knew I’d reached my limit.
Travelling to the top of the mountain with the ski instructor, we left our skis and walked over to the top of a run called Corbet's Couloir. This is a legendary run amongst extreme skiers and I was about to find out why! The entrance itself was roped off, closed by ski patrol for whatever reason that morning. However, walking around to the side we could see the drop in. A tiny cornice forms at the top of the run and to get in, it’s literally a jump from the cornice into a massively steep chute hemmed by the rocky outcrops that form the peak of Rendezvous Mountain.
If you were to ski this and jump in, from there, given the steepness below, as soon as you land, you’d suddenly accelerate and would have to make two critical turns to avoid the walls and another rocky outcrop before running down into the slightly wider chute below. If you stuffed the landing, you’re gone. If you’re going too fast, you’re gone. If you lose balance, you’re gone. If you catch an edge, you’re gone. You get the picture!
Gauging the entry and the sheer insanity of it sent a nauseating feeling through me. I felt unsteady on my feet and took another step back from the rope. Now I’ve skied some crazy things over the years. I’ve booted off cornices, skied steep and deep powder and even taken on the Lake Chutes double black extreme run in Breckenridge, CO. But this was something completely different, the feeling was different, the feeling was dark.
Breckenridge's Lake Chutes
In that moment, I realised something really important. This wasn’t my run. This was no longer pushing my comfort zone. This was just massive injury or death written all over it. Other than saying the feeling was dark, it’s hard to describe it any other way. Whereas every other place we went to, I felt pushed and challenged. I didn’t feel foreboding. No matter how intangible this may sound, it’s an extremely important measure of what’s reasonable to push boundaries, versus what’s unreasonable and pure insanity. Whilst everyone’s scale of this may vary, understanding your limits is very important in terms of managing risk and not getting yourself killed.
Even though you don’t want to be confronted by situations like this, or experience these sorts of feelings all the time, it’s worth experiencing something like this occasionally, as a healthy reminder that we can push the boundaries of ourselves and those around us, but we also have limits and understanding those limits can help us improve our own management of risk and remind us that we’ve already achieved an extremely high level to even be up at the top of the mountain. Rather than jump off a cliff to get back down, I was much happier to ski down another double black run and live to ski another day.
A short one this week, just to let you know that the Xperiential Education Podcast is Live!
The first two episodes are out and another will go live tomorrow! It’s been a wonderful educational experience for me traveling to meet the different educators and cover a huge range of topics and educational contexts. Please join us on this great journey for updates and some key links check out the website & twitter feed:
Web - www.xperiential.education
Facebook - https://www.facebook.com/experientialeducationpodcast/
You can subscribe to the Podcast on:
If you’re running a cool experiential education program, please get in touch, I’m always searching for great new ideas for shows and exploring different techniques and strategies for experiential education.
A lot of my work has been on long-stay residential programs, running anywhere from 4 weeks to 6 months. The educational benefits of these extended programs are massive, yet so many schools still opt for the quick sub-contracted hit and miss approach with a week here and there, which, from an educational point of view don’t seem to achieve much. However, the merits or lack thereof for short discrete programs is a topic for another time.
With any long-stay program, there are still a number of risks to its educational value. These stem mainly from school administrators who don’t quite understand the real value of the program. Some inherit long-stay programs as part of a new job. The problem is however, when inheriting something like this, it’s like rifling through your long-lost great aunt’s deceased estate. There’s lots of weird stuff that you don’t understand. It looks cool, but you’re not sure what it really does. Therefore, you might keep it… you might not… but perhaps you should just leave it for the moment and it’ll somehow magically become apparent one day what it’s really for! Others panic about students missing out on academic lessons and love to interfere by unnaturally inserting academic content for the sake of it, for fear they won’t make up the mandated hours, or worse, it might affect the Yr 12 marks!!! This is more nonsense than anything else, as it’s usually thought up by people whose only experience has been in schools and as a result, they don’t understand real-life and what students actually need.
The reality is that the social and emotional skills developed in these programs when done correctly can significantly improve overall student performance. There’s often a mad rush to cram more into the daily life of a student, as schools, in the desire to be ‘the best,’ think that more activity and movement means better ‘well-balanced’ children. However, this is a total load of rubbish as quantity never results in quality and you’re just going to burn students out and make them hate learning. Instead, it’s important to improve the quality of each experience and take the time to reflect on how that experience unfolded. Reflect on whether it were effective and successful.
Despite these potential misconceptions of why and how a long-stay program should run, whatever the case might be for the structure of the program, there’s a common and often overlooked problem of student reintegration as they return to their regular life. Unfortunately, this is something I’ve seen done very poorly over the years and can lead to feelings of isolation, frustration and significantly reduce the impact of the educational experience.
When students have been away from home for an extended period of time, something changes in them. There’s a level of independence that’s gained, as well as a valuable bonding with their peers. This is a great outcome in itself, as this should be one of the key aims of these programs to be able to create thoughtful independent young men and women who are set up ready to face challenges and be successful in life.
However, despite this increased independence and the constant buzz of activity that comes with being on camp, what happens when students return home? Life is back to ‘normal’! The community in which you’ve been living is suddenly gone. Mum, dad and teachers are telling you what to do once more and in the evening, the bedroom is empty and the fun chatter that goes with getting to sleep each night is deafeningly silent.
As a result, for students returning home, this can be even more challenging than leaving and spending time away from home. The reality is that students have come back changed, having had some amazing experiences and spent what feels like a significant part of their life away from family. Yet at the same time for everyone else back home, for them, their daily routines and working life have continued and they’re expecting the exact same boy or girl to return as if no time had passed at all. Often families are not prepared for the independent young man or woman who comes back.
Unfortunately, without a good reintegration plan and process, the return home can be extremely frustrating for the student and those around. To avoid this, the reintegration process needs to involve teachers, parents and the students to ensure a smooth and effective reintegration that maximises the benefit of the time spent away.
Teachers need to understand that the students going away, are usually coming back more independent and therefore their teaching style should reflect this. Whilst this isn’t always possible, it should at least be acknowledged in the methodology of teaching post program. If the staff at the main campus are in tune with the aims, objectives and style of learning being utilised on the long-stay program, this enables a far smoother reintegration process back in the regular classroom. A complete lack of understanding can have a dramatic and opposite effect, causing tension and unnecessary disruption in class. One effective way to help develop this understanding, is by rotating each of your staff through a long-stay camp or if this isn’t possible have them go on an extended part of the camp and be buddied up with one of the experienced staff members running the program. Getting them to visit the campus for a day is a complete waste of time, as it provides no understanding of the actual program. You can never truly describe an experiential program and all its intricacies. You just need to experience it for yourself.
Parents also need to understand the potential feeling of isolation and frustration faced by their son or daughter on return. To minimise this, it’s important to meet with all parents prior to the return of the child and run a good debrief session with them. It’s important to explain what experiences their child has had, the style of teaching and learning that was employed and provide specific strategies for how they can continue this back at home. It should be made clear that the long-stay program is just the beginning of a life-long process of experiences, reflection and growth and to make the most of this, it must be continued. The last thing parents should be doing is treating their son or daughter as a poor child who’s just suffered great hardships at ‘bootcamp’ and must be taken care of once more. If parents are going to take this approach, they might as well not send students anywhere or let them doing anything… ever! This is the fastest way to destroy all learning that’s occurred, so try to emphasise this when debriefing.
In the excitement of having the students return, a lot of schools fail to leverage this great opportunity with parents. Whilst schools are amazing at the glossy brochure approach before hand, they’re not so great with the explanation as to why they needed to take the students away in the first place and how this educational experience can be continued in a powerful way back home. It’s essential to have parents as part of the overall learning experience prior to students leaving and especially on the return home. The “next steps or what now?” is so often overlooked, yet it’s vital to help maximise the long-term learning and development that the opportunity of the long-stay program afforded them.
Finally, but most importantly, the students themselves. Over the years we’ve run different reintegration processes and sessions to provide students with strategies as they return home. It usually involves some sort of debrief and celebration. The closing of one chapter and the beginning of a new one.
I started thinking about this and how it could be effectively explained with an experiential metaphor. I was running a mountain bike expedition as the final wrap up for one long-stay program and we’d been riding quite tough and exciting terrain all week. On the last day I decided to change the pace and as an alternative, ride around the bike track of Lake Burley Griffin in Canberra. In comparison with the rest of the week, this was an easy ride. At the end of it, I facilitated the wrap up for the month-long program and set the scene by starting with the change of pace and change of environment that we’d just experienced. As it was such a stark contrast, it made it far easier to do. From there, I tied it back into the fact that the group was about to go back to a change of pace and a change of environment and went on to discuss the challenges they’d faced and skills they’d learnt.
However, why did this mountain bike riding to cycleway riding transition provide a good metaphor? All the skills of persistence, determination and adaptability that were required earlier in the week when riding hard, were still required now in a different context. We had to be aware of different paths. We had to be mindful of pedestrians and we were now back in a cityscape. It was through this very clear connection and example that we were able to make the debrief relatable and powerful. This then opened up the discussion to what other skills can be transferred and how can they be applied when facing other potential challenges and flowing into the fact that life will change for them the next day and strategies to help them continue their journey.
Setting the scene and clearly articulating that this is an important transitional time is vitally important to reduce the chance that your students will feel isolated and frustrated on return. The longer the program, the more intense these feelings may be. On the six month program on which I worked for a number of years, this was often a massive challenge, as they were no longer children, nor acting as children.
It’s important for teachers and parents to acknowledge the change and continue to provide opportunities for students to push the boundaries of their comfort zone, to take responsibility and allow them to grow. Through doing so, the educational benefit of time away and the measurable result will be felt throughout the school and into the future. Most importantly, you will be able to maximise the effectiveness of the long-stay program which will massively improve the ability of each and every student to face life’s challenges head on and succeed in whatever they decide to do with their lives.
This week is just a quick heads up on a podcast I’m launching soon called Xperiential Education (www.xperiential.education)
Over the past year, (in my spare time), I’ve been travelling around and interviewing some fascinating people who work in experiential education. Now my definition of experiential education is very broad and intentionally so. This is not a podcast about classroom practice nor is it about outdoor education. It’s about a whole range of interesting and unique approaches as to how leaders, teachers, trainers and businesses are educating others, be it at home, in school, at a retreat or specialised venue, on the job, or any other context where those with experience in life create valuable and meaningful learning experiences for others.
We’re at a pivotal moment in history. Technology has suddenly impacted on everything that we do, so as the world rapidly changes how does education need to change to remain relevant? Does it digitise? Or does it take a step back into more traditional approaches? Or are we yet to really discover and understand what the next step forward is in education? This is just one of many great topics I’ve been able to cover with my guests, with the overall aim of discovering some really effective and powerful learning experiences.
I’ve tried to keep the interviews as diverse as possible, covering:
Theatre & Performance
I hope you enjoy Season 1 of the podcast. This has been a challenging and interesting learning experience for me as well and I look forward to people’s feedback. The full guest list is below and links and show notes will be added on the Xperiential Education website as each episode goes to air.
Season 1 (not in episode order)
Cyn Smith – Tihoi Venture School - NZ
Adrian Deakes – V&A Museum – London
Dr Brendan Nelson – Australian War Memorial – Canberra
Rebecca Cameron – Former Australian Federal Police Officer
Matt Purcell – GovHack - Canberra Grammar
Glenys Thompson – Australian Science & Mathematics School – Adelaide
Mary Preece – Bundanon Trust
Noel Mifsud – Antarctic Adventures & Christian Brothers College – Adelaide
Tim Nolan – Wesley College Clunes – Victoria
Some of the ideas that these great educational leaders have shared with me are truly amazing. Please send me a message with any feedback, ideas or guest suggestions for Season 2. I look forward to sharing with you some great insights into learning through doing and hope you can use them in your own work!
Recently I was involved in a Year 6 program in which I was one of the lead instructors for the outdoor activities. However, the students’ year 6 teachers were the ones running the overall program. This creates an interesting dynamic and is one with which I've worked over the years. It's something that can work exceptionally well, or end up in an unmitigated disaster.
To avoid such disasters, clear lines of communication and responsibilities are vitally important. However, this is not about demarcations of responsibilities and how to effectively communicate in a team environment. This is about the value of understanding when not to be involved.
My involvement in the camp started on day two. We were running a canoe session for the students to introduce them to some basic canoeing skills before taking them on the expedition the next day. Given the age of the students and their experience, this was very much a day where we were actively teaching and running the activity to ensure skills were being effectively learnt and that the group was being safely managed. In sessions like this, there's a lot of proactive engagement and interaction with the group throughout.
At the end of the training session, the teachers walked the students back up to the campsite, whilst my colleagues and I packed the canoe trailer ready for the next day. For me, this was an important distinction in what we were doing and what we were trying to achieve from an educational point of view. The year 6 teachers who were on the camp were there to develop better relationships with their students and we were there to facilitate a safe, yet appropriately challenging environment in which this could occur.
The next morning, the other outdoor ed teachers and I drove the canoes down to the boat ramp from where we were starting out. Usually, if I were running a high school program, the students would be there doing most of the work themselves. However, this was a different situation and therefore required a different approach. By the time we’d unloaded all the canoes and had everything set up ready to go, the students and the teachers arrived. The other instructor and I organised everyone as quickly as possible with their PFDs and paddles ready to get on the water.
It wasn't long before we had the students working in teams to carry the canoes to the water's edge, at which point I helped them onto the water. As the other instructor took the front of the group and I took the back, we proceeded to paddle our way up river for the next few hours. Covering 8 km in total and having just learnt all the basic canoeing skills the day before, this was a big day for the year 6 students and we spent a lot of the time actively instructing students, helping them to correct and improve their techniques, as well as carefully managing the group.
We eventually made it into camp by mid-afternoon at which point we ran a demonstration as to how to set up a tent and allow the students to work in small teams to replicate what they’d been shown. It was at this point that the other outdoor ed teacher and I transitioned from a very active role into a passive role. The year 6 teachers took over the afternoon's activities, which included gathering firewood and a couple of different games. Meanwhile, we faded into the background to cook dinner.
I do enjoy cooking and it was a BBQ, so it was quite easy to get everything prepared and cooked for the group of around 40 people. It was dark by the time we finished and the students were keen to light the fire. Remaining removed from the situation, we cleaned up from dinner, made a cup of tea and sat back watching the group now sitting around a blazing fire.
With most groups with which I work, I would’ve been over at the fire running a debrief, or an evening session of some sort. However, that wasn't the point of this whole exercise. Even though we all work for the same school, there was a distinct difference in what the group needed from the staff who were there. The year 6 students needed to hear stories and share stories around the fire with their teachers, whom they were now getting to know in a completely different context. It was for that reason, we sat back and didn't directly involve ourselves until much later in the evening.
As outdoor educators, this is a really important thing to understand. What are the educational and emotional needs of the group and how are they best served? It can often be the case that we feel we need to be involved in absolutely everything that happens on a campout or activity. Yet this couldn't be further from the truth. The benefit that the other staff and students received from us taking a back seat at this point of the day was huge. The temptation is often to lead the discussion or allow the focus of the evening to fall upon you as an instructor. After all, you've just safely lead them up a river. Why not spend the next hour regaling them with stories of everything else you've ever done!
To do this would be totally counter-productive, because the relationship that needs to be built at this point is not between yourself and the group that you've just actively managed up the river. The relationship that needs to be built is between the class teachers and their students. At the end of the day, the memory of your instructing them in canoeing will fade into a distant memory. However, the memory of their classroom teacher telling stories, cooking marshmallows and laughing around the fire will last a lifetime.
It's important to understand the context in which you’re running, facilitating and leading any sort of activity. This can help you to understand the needs of the group and adapt your approach and involvement with the group accordingly. As the main part of the evening's activity came to an end, this then provided the opportunity for us to re-join the group and chat with the staff as the students started to make their way to bed.
As teachers, we want to make the most of any opportunity to help and teach others. However, this can lead to the temptation of becoming too involved with a group when there is no need to be. The next time you find yourself in a situation where you're running a session as the expert in that particular activity, when the activity is over, sit back, observe the dynamics of the group and assess whether you really need to be directly involved for the rest of the day, or is it time to sit back, make yourself a cup of coffee and let others take the lead.
Teacher education is a subject that's always hotly debated by teachers, academics and politicians. Depending on which way standardised test results are going and how close to an election it is, can determine how a teacher is taught how to teach. Try saying that quickly!
However, this isn't a great way of determining what the future needs of education should be, nor the best way to determine how the next generation of teachers should be trained. It's high time we added a bit more controversy to this topic. The fact that when I was at school, I was taught by teachers who couldn’t teach at all, led me to think about how I gained the skills I have today both as a teacher and entrepreneur. The reality is that most of it was learning through experience.
There have been many studies into how teachers should be trained and what the focus of their training should be. However, many of these ideas seem to be completely out of touch with how rapidly the world is changing. If we don’t suitably adjust this way of thinking, then we risk failing the next generation of staff and students in an epic manner. How a teacher was teaching twenty years ago, is quite different from how they should be teaching today. The sad reality is that whilst the world has changed, many schools have essentially remained the same and are still stuck firmly in the past, still reminiscing about a world of big hair dos, bad fashion and videos that were killing radio stars.
This doesn’t mean we need to radically change our theories on education and re-imagine a classroom full of holograms and corporate ads. What it does mean however, is that we need actually to look back further than the 1980s to what educational ideas and practices were used in the past and I mean way into the past, before the industrial revolution created today's dysfunctional classroom environment.
What did you just say? We need to look further into the past to find solutions for the future??? Well in a word, yes, but before you don a pair of chaps and jump into the Delorian let me explain.
Most education prior to the industrial revolution was experiential. It was done through apprenticeships, through mentoring and working with others who had mastered a trade or a skill before. You learnt by a bit of theory and a lot of practice and this is something that’s been sadly lost in our rush to become a ‘smart country’ where every well-educated grad student can live a life of under-employment and making coffee in the exploding multitude of trendy cafés.
One of the big problems with current teacher training is that it’s so heavily based upon theory and transferring that theory through a standard style of classroom. Whilst many schools claim to be innovating, the classroom remains the same in nature, no matter how many fancy tables, break out areas or bean bags you’ve put in it. The reason is that most of the learning stems from the teacher’s ability to engage in a meaningful way, rather than how the furniture works. If your teachers aren’t engaging, students are going to struggle to learn anything useful.
So back to teacher training! When I did my training, I did a course called a Graduate Diploma of Education. It was a 12 months add-on after I completed my degree in History and Politics. The year after I finished, the course turned into a 2 year Bachelor of Education. Would spending another mindless year in the classroom have made me a better teacher? No, but it would have made more money for the university and I’d still be paying off crippling student loans having achieved the sum total of nothing.
The reality is that if I’d been forced to complete a 2 year degree in Education, rather than a 12 month Graduate Diploma, I wouldn’t have even bothered. I thought at the time, 5 years worth of university study to become a teacher was a bit of a joke and I still do. It doesn’t improve teaching. It simply perpetuates more of the same repetitive theories of education and adds little value to the overall quality of the teacher.
Unfortunately, due to the large amounts of money involved and the fact that too many politicians equate more pre-service study at uni with better long-term standardised test scores, the university education for teachers is going to even more ridiculous extremes. You now have lots of first year out teachers who have stayed on at uni for so long, they’ve completed a Masters in Education, only proving a little bit of knowledge can be dangerous.
When I look at new teachers with Masters degrees. I laugh because it’s a complete joke that you have a brand-new teacher who has a Masters in something they’re not yet experienced in. I’m not saying Masters degrees are bad, because I have managed to collect a couple of them myself, though none in Education. However, this is something which is now being over-sold/over-studied by new teachers.
If new graduates with Masters Degrees was all that it took to re-engage the 40% of our students who are totally disengaged with education, the standardised test results would be through the roof and we’d be well on the way to surpassing Kazakhstan for literacy and numeracy.
However, despite longer university courses and rigorous ie arduous standards for teacher registration, Australian schools are still not making the impact that’s needed in terms of student engagement.
What other options are there to help address this massive problem? This is where looking to the past can be helpful for the education of the future. In my experience, the most effective teachers I’ve worked with are those who have done something totally different from teaching. The worst teachers I’ve worked with are the ones who have gone to school, gone to university to become a teacher and then returned to the exact same school at which they were a student. There’s usually some deeper dysfunction which drives a person to do this, as they’re often running and hiding from something in the real world (usually themselves), but that’s a far more complex issue beyond the discussion for today. As a general rule, it’s not healthy to return to the school you attended no matter how good you thought the experience was, because your belief in ownership and ties with the school might forever perversely affect your judgment about the nature of education and how it needs to continually evolve to meet the changing needs of staff and students.
Back to the issue of good teachers. What makes a good teacher? One factor is diversity of experience. If you’re teaching students to think for themselves, take risks and become a caring and well-balanced member of society, what better way than to be taught by other caring, risk-taking well-balanced members of society?
Unless you understand and have experienced the world outside of education for yourself, how can you possibly prepare others to do the same? This is where we start looking to the past. As I mentioned earlier, for thousands of years young men and women learnt trades or life skills from the experience of others. They could have had apprenticeships or been indentured in all sorts of trades and professions, but the benefit was, they were learning directly from those who knew exactly what they were doing. Whilst this lacked efficiency in the world of the industrial revolution, the positive adult role modelling and mentoring combined with learning by doing, remains one of the most powerful means through which we learn.
Unfortunately, schools too often perpetuate this cycle of school to uni and back to school by not insisting on anything but uni qualifications. What if teacher registration instead were changed to require a new teacher to have completed at least 12 months of other work outside of education? Therefore, instead of wasting someone’s time with another year of pointless study, line them up with internships in companies, banks, cafes, factories, on farms, in real industries, though perhaps avoiding government departments. This forces new teachers to be adaptable and to take on skills and roles which might make them feel discomfort, but ultimately these provide massive opportunities for personal growth. This could appear to have nothing to do with education on the surface, but the reality is gaining the skill-set that students now need to be developing to thrive in the future. This style of work experience that would be happening outside the sheltered world of schools can provide great life skills which teachers can leverage over the long-term in their teaching practice helping them to be far more genuine and effective.
In addition to this, rotations through industry partners should be encouraged every 5-10 years as part of a well-designed and well-organised professional development program. The reality is that the world has experienced a seismic shift and will continue to change at an increasingly rapid pace. If you want people capable of teaching children how to adapt to this new paradigm, then teachers need to have experienced life in the real world themselves.
There’s no real benefit in being taught by someone who has only had school as the measure for life’s experiences. However, there’s immense benefit that can be gained from teachers who have experienced life’s ups and downs in various diverse contexts. This makes better teachers and can improve student engagement.
The world is never changed by easy options or sheer luck. It’s changed by those who take risks, backed by action and have the moral framework and persistence to see it through. We’re at a time where the direction of the world is in flux and this provides us with a great opportunity to shape our world in a positive and meaningful way. Consequently, we can’t afford to lose the next generation into the emotional wilderness because we’re not prepared to take the action necessary to help build brilliant young men and women who can and will change the world.
It’s time we reconsidered the way we train and maintain our teachers in their careers, to ensure we’re able to maximise the effectiveness of the time students spend at school and help them transition smoothly and effectively into adult life.