NAME: Marley Fairclough TIME: 9-9.

40AM DATE: 18/07/18

ACTIVITY: Leadership in Outdoor Education CLASS / YEAR 17 students

EQUIPMENT / Whiteboard SPACES NEEDED Classroom

RESOURCES: Whiteboard markers Sturt gym
2 hoops
Description of each scenario

LEARNING INTENTION
Learning objectives have been adapted from the Flinders University Introduction to Outdoor Education in the Environment HLPE4820
topic (Flinders University, 2018). This lesson will focus on the practical application and management of leadership skills in Outdoor
Educational environments and expose students to varying styles of leadership. Students will acquire knowledge and understanding
through practical application of key concepts that will allow them to familiarise themselves with possible leadership scenarios. Through
collaborative and experimental learning students will work to explore, apply and integrate key principles of communication into practice.
As a result of engaging in this lesson, students will:
UNDERSTAND
- The role of planner, organiser and leader of camps and outdoor education programs
KNOW
- The importance of applying and managing appropriate leadership styles when working with and within group situations
BE ABLE TO
- Adopted appropriate leadership styles based on differing situations
- Use outdoor recreational skills at a leadership level

SPECIFIC STUDENT OUTCOMES: The Students will:

Cognitive & Physical:

Know about group dynamics in student groups
Know the three different styles of leadership
Know and be able to recreate the different games played and why they are played
Personal Responsibility:
Adopting appropriate leadership styles based on different situations
Act appropriately within a group, allowing for equal contribution and participation
Social:
Working collaboratively with groups in a range of different activates
Cooperate positively with others during the lesson by showing respect and including all students
Being respectful to other classmates throughout the lesson, allowing others to speak and contribute to discussions and activities
Affective:
Demonstrate resilience through continued participation and effort in activities throughout the lesson
Active and positive participation in group discussion and activities
TEACHER OUTCOMES: The teacher will:

Management: (Operating Framework & Interactions)

- Teachers will alternate who is leading the lesson, others will stand back/to the side
- Teachers will work together throughout lesson to collaborate ideas, views and opinions of students
Presence: (Verbal & non-verbal communication)
- Provide enthusiasm through non-verbal actions and join in when possible
- Listen to and provide a response to students’ suggestions in group discussions, providing them with your full attention
- At least one teachers with every group at all times to provide assistance and to observe said groups
- Provide enthusiasm through verbal and non-verbal actions where possible
Other Pedagogical Considerations:
- Provide positive feedback when possible
- Ensure to ask directed questions to all students
 SPECIFIC LEARNING OUTCOMES ACTIVITY FOCUS CLASS ORGANISATION TIME
STUDENTS WILL: SHAPE AND METHOD TEACHING CUES OR QUESTIONS DIAGRAMS (Have
allowed
for
additional
time for
discussion)

I Introduction to Leadership in the Self-rating scale: Question: On a scale of extremely The whole class will be in the gym and students are 1min
Outdoors. comfortable to not comfortable at to position themselves in between two cones,
N Students will stand in a position
based on their comfort level of leadership.
Students will be able to reflect on along a continuum of extremely all, how comfortable are you with
T their comfort level with being an being a leader?
comfortable to not comfortable at
R outdoor leader at this point in time; Not Comfortable Extremely comfortable
all in response to the question:
O this will be revisited at the end of the how comfortable are you with
lesson. being a leader?
D
U
C
T
I
O
N
 Students will be able to work as a
team to lift the hoop off the ground
evenly. This will enable them to
understand how groups work and the
different roles people take on within
the group
Hoop Lift: Question: How can you work The class is split into two groups in the gym; the 5 mins
together to lift the hoop off the teacher is walking between the two groups,
In two groups, (one of 8 and one of
ground evenly? facilitating the activity.
9), students work together to lift
the hoop off the ground using only
the index fingers. Each group
Cues: can only use index finger;
member must have two index only touching underneath the
fingers touching underneath the hoop; must be lifted evenly by all
hoop and the hoop must be lifted group members.
up from the ground to standing
height evenly.
 Understand that group dynamics Group discussion and brainstorm: Discussion Questions: What things The whole class will be in the gym, sitting/kneeling 8 mins
plays a role in team activities and had an impact on your group in front of the whiteboard to create a collaborative
D that using various leadership styles As a whole class, discuss the role of
succeeding in the hoop lift? What mind map. The teacher will be at the front of the
enables effective group group dynamics in the hoop lift
E was challenging in the activity? group, using the whiteboard.
management. activity. Teacher to prompt student
How did you overcome this as a
V responses through questioning.
group? What types of group
Discussion about group
E members are there? Was there a
management and how differences
leader who took control of the
L within the group can be overcome.
group and managed the members?
O In pairs, brainstorm what makes a
Brainstorm Questions (in pairs):
good leader and the qualities
P What makes a good leader? What
associated with good leadership.
qualities should a leader have?
M Share back with the whole class.
Then, as a whole class, brainstorm Whole class brainstorm: What are
E
different leadership styles and their the different styles of leadership?
N impact. How do these affect group
dynamics and group management?
T
How to group students to change the Grouping by numbers: Cues: teachers to call out different The class will begin spread out in the gym and 2 mins
group dynamics and work with numbers for students to group students will group themselves together
To re-group students, the teacher
different people. themselves as, eventually finishing depending on what number the teacher calls out.
calls out a number that students
up at 9 to ensure that there is a
need to re-group as. For example,
group of 8 and a group of 9 for the
the teacher calls out 3 and the
next activity.
students need to get themselves
into a group of 3 as quickly as
possible.
Students will apply their knowledge
and understanding of group
dynamics, management and
leadership styles to a given scenario
and discuss and evaluate how they
would overcome the challenges
presented.
Scenario discussions: Questions: What style of leadership Class will be split in two groups, each group 5mins
would be useful in your scenario? working together in different areas of the gym.
Students will be in two groups and
What leadership qualities are Teachers to walk between the two groups and
each group will be given a different
important? What things could be prompting their thinking about the scenarios
scenario to analyse and evaluate
put in place to effectively manage a through questioning.
how they would respond with
group?
reference to leadership qualities.

Students communicate their ideas
about the scenarios, demonstrating
their understanding of group
dynamics, group management and
leadership.
Sharing of scenarios – Part 1
Group 1 will share their scenario
and how they came up with a
solution to the challenge.
Questions: What did you come up
with to overcome the challenge?
What leadership style would you
use in this situation? How did you
work together to come up with
your solution? What group
dynamics and group management
was evident in your discussion?
The whole class will be together, with one group of 5 mins
students taking the lead and sharing their scenario
with the others. Teachers to facilitate and prompt
the sharing of ideas.
Allow opportunities for feedback from the other
group and if they have any other ideas to share.

Students will know how to use a
game to get to know their group
members better. This game is a
useful tool in knowing what people
like by what they wish they could
bring camping with them.
I’m going camping Cues: introduce yourself by saying Students to be in their scenario discussion groups 5 mins
your name, cannot say the same to play the game. Teachers to be walking between
In the two groups, students play a
thing twice. the groups and facilitating the game.
game where they share something
that they wish they could bring
camping. For example, students say
‘my name is …, I’m going camping
and I wish I could bring …’.
However, students cannot say
something that has already been
said.
 Students communicate their ideas
about the scenarios, demonstrating
their understanding of group
dynamics, group management and
leadership.
Sharing of scenarios – Part 2 Questions: What did you come up The whole class will be together, with one group of 5 mins
with to overcome the challenge? students taking the lead and sharing their scenario
Group 2 will share their scenario
What leadership style would you with the others. Teachers to facilitate and prompt
and how they came up with a
use in this situation? How did you the sharing of ideas.
solution to the challenge.
work together to come up with
your solution? What group
dynamics and group management Allow opportunities for feedback from the other
was evident in your discussion? group and if they have any other ideas to share.

Students will be able to reflect on
their comfort level with being an
outdoor leader after a series of
discussions and activities about what
it means to be a leader in the
outdoors.
Self-rating scale: Question: On a scale of extremely The whole class will be in the gym and students are 1 min
comfortable to not comfortable at to position themselves in between two cones,
Students will stand in a position
all, how comfortable are you with based on their comfort level of leadership.
along a continuum of extremely
being a leader?
comfortable to not comfortable at
all in response to the question:
how comfortable are you with
being a leader?

C Students will demonstrate their Lesson closure: Questions: Do you feel more The whole class will be sitting/kneeling/standing 3 min
knowledge and understanding about comfortable with your role as an with the teacher up the front facilitating the
L Through a series of questions, outdoor leader? What have you
leadership, group dynamics and discussion.
students share back what they’ve learned throughout this lesson?
group management through a
O learned throughout the lesson. Did you learn something you will
debrief discussion.
S use in the future? What is
something that stood out the
U most?
R
E