{"id":6596,"date":"2011-05-18t13:20:02","date_gmt":"2011-05-18t19:20:02","guid":{"rendered":"\/\/www.imrbdigital.com\/?page_id=6596"},"modified":"2021-04-07t08:54:48","modified_gmt":"2021-04-07t13:54:48","slug":"teaching-outside-the-classroom","status":"publish","type":"page","link":"\/\/www.imrbdigital.com\/guides-sub-pages\/teaching-outside-the-classroom\/","title":{"rendered":"teaching outside the classroom"},"content":{"rendered":"\n\n\n
by lily claiborne, john morrell, joe bandy and derek bruff
\nupdated in 2020 by gregory smith and heather fedesco1<\/a><\/sup><\/em><\/td>\n		print version<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
cite this guide:<\/strong> claiborne, l., morrell, j., bandy, j., bruff, d., smith, g. & fedesco, h. (2020). teaching outside the classroom. 瑞士vs喀麦隆走地 2022年世界杯中国小组赛积分. retrieved [todaysdate] from \/\/www.imrbdigital.com\/guides-sub-pages\/teaching-outside-the-classroom\/.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

teaching and learning experiences that take place outside of the confines of the classroom walls have a range of benefits for both students and instructors. when students are asked to put into practice \u201cin the real world\u201d what they have theorized about from behind a desk, the result is a student-centric learning experience that enhances learning and fosters personal and social development (larsen, walsh, almond, & myers, 2017). further, students that engage in learning experiences outside of the classroom report having higher levels of motivation, recall the course material more vividly, and have improved academic performance in the class (takeuchi et al., 2016; ryan and deci, 2017). moreover, field experiences early in a student\u2019s career can be formative and can inspire students to continue in a field (e.g., hutson, cooper, & talbert, 2011).<\/p>\n

learning experiences outside the classroom are forms of experiential learning<\/strong> (dewey, 1897). these experiences are rooted in the simple principle that \u201cexperience is the best teacher.\u201d under this framework, learning outside of the classroom is an active process, wherein students encounter authentic problems, construct novel hypotheses, test for real solutions, and interact with others to make sense of the world around them. when we do this, we encounter the world as a whole and are forced to engage multiple modalities, no matter which pair of disciplinary \u201clenses\u201d we intended to wear. because experiential learning is inherently interdisciplinary, scientists and humanists alike would do well to consider the ways in which other disciplines might enrich their own disciplinary approach to their field.<\/p>\n

there are many ways to make learning extend outside the classroom:<\/p>\n

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