Copied: Learning design of linking theory to practice through a field trip
Description:
Description of learning design
Overall teaching plan
3 hours: theoretical basis to “Intro to Nature-based Solutions: Rewilding and Rewetting in Danish Landscapes” (co-teachers) + preparation for field trip (me)
3 hours: field trip to local NbS project: "From agriculture to recreational nature in Vilhelmsborg” (me + external co-teachers)
3 hours: evaluation of field trip (me) + integrated transition into next topic on visualisation(co-teacher)
Intended Learning Outcomes:
- Students should be able to identify specific restorations targets and suggest a monitoring plan to test if restoration has been successful
- Students should be able to identify and discuss ecological barriers for a specific restoration target
- Students should be able to identify and discuss potential conflicts and synergies with other environmental agendas or societal agendas
- Students should be able to suggest a plan for how to mitigate conflicts and bring potential synergies into play by applying tools from the toolbox
| Resources | Tasks | Supports | |||
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Out-of-class 1: Before field trip |
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Articles: Seddon et al 2021 |
Acquisition trough reading ↓ |
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BrightSpace info |
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In-class 1 |
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Lectures:“Intro to Nature-based Solutions: Rewilding and Rewetting in Danish Landscapes” (co-teachers) + preparation for field trip (me) |
Acquisition through listening, self-reflection, note-taking, asking questions ↓ |
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External lecturers, teacher and co-teacher |
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Out-of-class 2 |
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Former lecture slides prepping for field trip |
Self-reflection on ILOs ↓ |
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Fellow students |
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In-class 2 : field trip |
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Guided field trip to local NbS project: "From agriculture to recreational nature in Vilhelmsborg” (me + external co-teachers) |
Acquisition through listening to guide, smelling, touching, watching, listening to the NbS, ↓ |
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External and internal co-teachers |
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Assignment (group work) |
Small group discussion, writing, reflecting on new knowledge from field trip ↓ |
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Fellow students,teacher, co-teachers |
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Out-of-class 3: after field trip |
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Assignment (continued individually) |
Reflecting on field trip, re-visting earlier learnings (tools), writing, synthesising ↓ |
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Curriculum, lecture slides, responses from group work part of assignment |
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In-class 3 |
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Lecture: Reflection on field trip (me) + integrated transition into next topic on visualisation (co-teacher) |
Acquisition through listening, being prompted, answering questions, asking questions, reading slides |
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Teacher and co-teachers, assignments |
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