kOEpi Talks 2024 by

Signpost 4: Representation of Place Experiences (John)

2024-05-14 01:41:01 UTC

"The key to unlocking the potential of place-responsiveness as a pedagogic practice extends the relationship and reflection to include the representation of experience."

Lincoln

PSOEB_OE — 2024-05-14 01:42:33 UTC

the idea of opening ourselves up and 'be vulnerable to a place'. while this may constitute ideas of letting go, immersing into the place, absorbing the vibes and feel of the place which we are all comfortable with, being vulnerable pushes that mental and emotional boundaries.

2024-05-14 01:44:38 UTC

Maybe not surprised. But reminded me that as educators we should also allow some time and space for the students to share and sometimes their stories/experiences will surprise us.

2024-05-14 01:46:27 UTC

The outdoors can act as a teacher/ mentor if we allow it, and by apprenticing ourselves to the outdoors, we develop a deeper appreciation and connection w the env. Maxine

Fadly

2024-05-14 01:46:36 UTC

We want our kids to be attentive. To be attentive is when the make effort to make connection to the people or the surrounding and then only they manage to grasp some understanding. And how to do that? They first need to be present.

Signpost 2 - power of place-based stories and narratives (elke)

2024-05-14 01:47:19 UTC

Knowing the different aspects of place is like peeling an onion layer by layer. With greater knowledge of the place, then one can curate stories and narratives about the place. The next challenge is to up the outdoor educator's storytelling skills to facilitate others' stories to connect nature and culture.

Apprenticing ourselves to outdoor places

2024-05-14 01:47:25 UTC

A caution about our “propensity to colonise places with our own intentions, desires and rationalisations” (p.193) is most confronting to me in this segment of the chapter. (Susanna)

Place based stories and narrative

2024-05-14 01:47:40 UTC

It's not the end goal but the process of story telling that matters in OE setting.

Every place holds many stories, layers after layers for the narrator to uncover and tell

KW

2024-05-14 01:51:10 UTC

Shift in Mindset: To allow for the first two signposts, I recognize the need to change my perspective. By immersing myself in a place, I can engage with my surroundings from a fresh viewpoint.
Exploring Stories: I actively seek out stories associated with the location. These narratives become my own, shaped by my unique experiences. Later, I share these stories with others, offering a different perspective.
Curiosity and Questions: The signpost inspires me to approach places with curiosity and ask questions. This mindset encourages deeper exploration and a richer understanding of the world around me.

SP 1- presenter Maxine

2024-05-14 02:00:31 UTC

To build the attentive behavior of our students, we first need them to be present in the outdoors. They will make use of their senses and pay attention to the surroundings. With the time, patience and repeated visit to the place, they will develop a connection and appreciation for the place

They develop the affinity and respect for nature . The outdoor itself can be a teacher/mentor to the students. Students will make effort to take care of the place, as they had developed a connection and respect for the place.

Group 2

2024-05-14 02:03:43 UTC

We use stories as markers to remember the place as our journeys in SG are mostly transient (awareness). Repeated visits to the same place may not be feasible during curriculum hours, so the depth of the culture or narrative may not be achieved easily.

Selection of stories are very important and come up with specific questions to pique students' interest. e.g., Punggol had a private zoo, beach at Punggol waterway that the Japanese massacred many Chinese. Stories can be non-verbal, e.g., using pictures/objects, to compare and contrast, feel.

Personalise your stories to make them authentic and invoke feelings, like Dr Tay

Sayadi, Cindy the Presenter, Kuan Yong & John

2024-05-14 02:09:46 UTC

To be able to make effective representation of places, it requires us to apprentice ourselves to the place (signpost 3). We would need to ask questions about the place, embark on a journey to find out the answers and from it, enrich ourselves with knowledge about the place to represent it.