Lord Kitchener - Wild About Vancouver

Transcription

Outdoor Education Project for
Lord Kitchener Elementary School
A beautiful school located on the West side of Vancouver. This is a brand new school with
spacious outdoor areas all around the building. Lord Kitchener has the following outdoor spaces
for students to explore and learn: community/school garden, learning areas/circle time, shady
areas, playground, balconies and indoor setting.
Summary
The importance of outdoor education is gaining a lot of momentum and connects well to
the new BC curriculum.. To help foster and promote this interest, UBC and the Vancouver
School Board have developed a growing community of learning around the teaching practices of
Outdoor and Experiential Education. The goal is simply to get students outside. Literature on
outdoor and experiential education suggests many benefits towards students education when they
learn in their local outdoor environment. Research is confirming many positive affects including:
1) Improves mood
2) Decreases stress and anxiety
3) Improves grades
4) Improves concentration and attention
5) Builds stronger bonds to environment
6) Grows imagination and creativity
7) Helps thought clarity
8) Increases physical activity
9) Improves social and emotional skills
Lord Kitchener elementary school on West King Edward was recently under construction and
the new building provides various outdoor learning opportunities for students to explore.
• space for classes to grow flowers and other plants. There are sustainable resources and
tools including compost boxes for students to build a community garden
• outdoor learning areas, including circle time and some shaded space, leads to a more
inquiry based learning approach by providing a casual location for discussion and
participation
• There are mini trails along the perimeter of the school for students to utilize for study
breaks
• the brand new playground is another tool the students can use to increase their daily
physical activity
• classroom balconies, on the backside of the school and not seen from King Edward Ave,
gives teachers and students more options for study and work space
Local OEE Resource Survey – Isabella Lam, Kelly Enns and Kim Reymond
Community/School Garden:
There is a sufficient amount of space for classes to grow plants and flowers. The garden has the
appropriate tools, compost boxes and resources for students to build a community garden.
Learning Areas/Circle Time:
There is ample space around the school that allows students to engage in reflective and mindful
practices. Every side of the school has space, either under the trees, by their classroom and
beside the garden/playground.
Shady Areas:
Here are some additional learning spaces that provide shadier areas for students to learn
comfortably on a hot, sunny day. There are also mini-trail walks along the parameters of the
school.
Playground/Balconies:
Not only does Lord Kitchener have a beautiful brand new playground, it also has classroom
balconies all along the backside of the school. Students can have the option to work on their
classroom assignments/activities on the balcony instead of staying indoors.
Indoor Setting:
We managed to get a peek inside the school too. It appears that they have a ton of space for
learning areas in the school as well. We also noticed that the Kindergarten classrooms have an
open area for shared common learning space, as the sinks were outside of the classrooms.
Community/Neighbourhood Parks:
Lord Kitchener also has many parks around the school. These parks are great places for outdoor
education!
Valdez Off-leash Dog Park: 2 blocks from the school
Route: cross Blenheim at crosswalk at Northeast corner of school grounds, walk one block and
then turn East on 23rd Ave West
There are several trees to provide shade and a large grassy area.
Chaldecott Park: 1km away from school, about a 15min walk (20-30min for primary students)
Route: Walk along 24th street going west; take a left on Wallace st
Outdoor Education opportunities:
-Outdoor waterpark
-Baseball diamond
-Forest area: You can regroup students and do ‘circle’ lesson activities, mindfulness activities or
team building activities. Also a great place for games
Pacific Spirit Regional Park: Around 1km away from school (15-25min walk)
Route: Walk along 24th street going west until you hit Crown St. Entrance is at Crown Street and
King Edwards Avenue.
Outdoor Education Opportunities:
-Bike ride through trails
-Comosun Bog
-Nature walks
-Many links with Science, Social studies and Health and Career Curriculum
Balaclava Park: 0.8 km away from school (15 minute walk)
Route: Cross Blenheim and King Edward at the lights (because Blenheim is a bit busy and there
are no crosswalks on the way to the park), follow Blenheim to 29th Ave West and turn East,
walk until you hit the park or turn East on 26th Ave West for a quieter walk down Balaclava St.
Learning Areas/Circle Time/Shady Areas
Huge trees that provide ample shade surround Balaclava Park.
Two highlights of Balaclava Park are these two tree areas. Please see below. For each of the two
areas, three large trees create a wonderful shaded area for meeting with the class. Both areas
have a cleared middle section with plenty of room for students to sit in a large circle or the trees
have low branches, perfect for climbing or perching on.
Space #1: on the South side of the bathroom building
Space #2: on the North side of the
bathroom building
Playgrounds/Sports Fields
There are two playgrounds and cement water park area (although with water restrictions this was
not functioning when we were there)
You can see one of the playgrounds on the left side of the photo; the other playground is in the
distance on the right side of the photo.
There is a softball diamond with backstops at the far West end of the park and a grassy field in
the middle of a large gravel track on at the East end of the park.
Facilities:
There is a bathroom at the park that seems well maintained. However, it may not be open during
the offseason. There is also a water fountain, as seen in the photo of the cement water park pool.
EDCP 423 Outdoor Education recommendations for Lord Kitchener Elementary (p.1-6) Greg Reid Chris Dewreede Curriculum outline for Lord Kitchener Elementary 1.
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Focus, rationale, outcomes
Early, medium & high levels of integration into the curriculum
Possible activities
Assessment: quantitative and qualitative
resources and recommendation
1.1 Focus: Place based learning (school grounds), developing ethics of place ●
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family, community and relations
resources that are grown on land
responsibility and sense of ethics, stewardship towards land
eco-philosophy
1.2 Rationale: To get kids outside to develop a sense of place, to enhance their sense of community 1.3 High quality outdoor education outcomes (English Outdoor Council): 1. enjoyment: participation, competition and achievement
2. confidence: confidence, self-esteem, challenge & success
3. social awareness: develop self-awareness and social skills
4. environmental awareness: awareness of the natural environment
5. activity skills: acquire a range of outdoor skills
6. personal qualities: demonstrate initiative, perseverance, self-reliance, perseverance
7. key skills: develop skills of communication, problem-solving, leadership and teamwork
8. health and fitness: appreciate physical fitness and participation in outdoor activities
9. build intrinsic motivation for learning
10. broadened horizons, well-rounded education: understand safety and risk management
11. Health and wellbeing - physical and mental, individual and societal
2.1 Early integration into the curriculum ● Begin with activities on school grounds
● Every month do one lesson outdoors
● Begin one class of the week, or each day with a circle “check-in” (where each student in
class says something about themselves and how they are doing), or another activity like
ball-passing or name games to develop connection between classmates
● Use method book “Get Outdoors” for lesson plans:
http://www.metrovancouver.org/events/schoolprograms/K12publications/GetOutdoors.pd
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● Method book “Project Wild”: http://www.projectwild.org/documents/projectwild.pdf
● Method text “5 min. Field trips”: http://www.geoec.org/lessons/5min-fieldtrips.pdf
● Many indoor activities can be extended or delivered outdoors. If the activity is not
material driven, it could be done outdoors even in poor weather (added benefit if it can be
tied to the outdoor, but not necessary.(visualizations)
2.2 Medium integration ● School-grounds based activities on a semi-regular basis
● Structured experiential learning outside with critical reflection
2.3 High integration ● Frequent outdoor integration across the curriculum (language arts, science, physical
education, social studies, visual arts, mathematics, music)
● Field trips to forest location (Pacific Spirit park, Camosun bog),
● Use of 2 km school radius field trip form
● Student directed experiential learning
3. Possible activities ● Sustainable school grounds Composting, Recycling, Gardening, Ecological principles,
Management and conservation, Stewardship:
http://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teachingtools/environmental-learning/sustbestpractices.pdf
● BC Agriculture in the Classroom Foundation is a great way to infuse gardening and
outdoor opportunities into the classroom: Spuds in Tubs ois a program where BCAITC
brings sprouting potatoes to schools so students can monitor their growth. Schools will
receive all necessary materials and instructions including a step-by-step handbook and
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lesson plans. There is usually a waiting list however so if teachers are interested, it is
good to apply early: http://www.aitc.ca/bc/programs/spuds-in-tubs-2
(Science) plant differentiation (or identification at an advanced level) - how many
different kinds of trees/shrubs/flowers/ferns can they find on the school grounds students can take pictures if the have phones or document their location on a map of
school grounds
(Science) Cloud viewer: http://www.fourcornersschool.org/lesson-plans/item/549-cloudviewer-dichotomous-key
(Science) Gardening - plant growth stages
(Team building, community, social interaction) - how to tie knots and create a shelter
with a tarp. Create an outdoor village made out of tarps in all seasons of the year (sun,
rain, snow, wind), Use (choose one) a) reef knot b) bowline knot for tarp side and
truckers hitch for anchor side (tree).
Reef knot: https://www.youtube.com/watch?v=0Y_iorha2k4 Bowline knot: https://www.youtube.com/watch?v=Q9NqGd7464U Truckers hitch: https://www.youtube.com/watch?v=TIjqJQ1nTV0 Tarp shelters: http://www.smtexas.org/ftpimages/73/download/download_1180978.pdf http://opp.uoregon.edu/leadership/leaders/bombshelter_setup.pdf http://2j2e0t1q2q5h348nps3hd39w15fg.wpengine.netdna-cdn.com/wpcontent/uploads/2015/01/A-Roof-of-Polypropylene-%E2%80%93-17-Ways-to-Make-aShelter-from-a-Tarp.pdf ● (PE, science) 6 block walk to Pacific Spirit Park, 16 blocks to Camosun Bog:
http://www.camosunbog.org/frames_main_menu.htm
bog history, ecology and animal/plant species lists:
http://www.camosunbog.org/frames_about.htm ● (Social studies) map reading / orienteering - students can first find checkpoints or
locations on a map of the school grounds using compasses, then use that as scaffolding to
look at maps of the world, find north, south directions and coordinates
● (Language arts) Write a daily journal or personal reflection outside
● (Language arts) Write poetry or stories outside!
● (Language arts) soundmapping - sit silently in one spot for a predetermined length of
time without moving, and note all the sounds in the area (animal sounds, mechanical,
natural, human), draw a visual map/artistic representation of the sounds (P.45)
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● (PE) Alphabet walk - find objects that begin with letters of the alphabet
● Painting manhole covers and storm drains with fish to build community awareness
through prevention of disposal of toxic products into city drains:
http://www.yellowfishroad.org/
● Invite local business owners (Stong’s supermarket) to talk about sourcing local produce,
also lumber store (16th and Dunbar)
● Science activities outside: Gravity/projectile motion/friction/forces/simple machines
● Project Wild: Activity guide: http://www.projectwild.org/documents/projectwild.pdf
a) Interview a spider b) Ants on a twig c) Colour crazy –representations of colourful wild animals d) Wildlife is everywhere - find example of wildlife in the outdoors e) Microtrec scavenger hunt - find evidence that wildlife is everywhere f) Everybody needs a home - representations of where animals live g) Whale of a tail – use grid techniques to draw life size drawings of animals
(perhaps sketched out in the gravel field (or chalk in paved area) h) Let’s go fly a kite – design make and fly kites with animal designs (value of
wildlife as inspiration for art) i) Eco-enrichers - earthworm investigation j) The thicket game – predator/prey modeling k) Hooks and ladders – simulation of salmon cycle in the playground l) Where does water go after school – calculating area of schoolground and
volumes of water m) Oh deer – outdoor game-factors affecting wildlife survival n) Too close for comfort – crowding activity o) Turtle hurdles – playground representation of the cycle of sea turtle 4. Assessment Quantitative ● Time spent outdoors (should be documented in photographs and video to represent
to the rest of the school and build culture - modelling - largest influence is to see
others doing an activity)
● number of steps taken (physical activity)
● assessment of student reflections of outdoor experiential learning
Qualitative ● Keep a log of student behavior at the beginning, middle and end of the process - start
with a beginning evaluation, and document activities with feedback, sense of community,
personal growth of character, how has behavior changed over time, community building
and have students self-reflect on benefits.
● Interview students (cross section of at-risk, high achievers, special needs and average
students), parents and other teachers to get a baseline
● A standard form (or questionnaire) can be used for parents and other teachers
● Students can self-evaluate and peer evaluate
5.1 Resources ● Get Outdoors: An Educator’s Guide to Outdoor Classrooms in Parks, Schoolgrounds and
other Special Places:
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● Project Wild: http://www.projectwild.org/documents/projectwild.pdf
● Global, Environmental & Outdoor Education Council lesson plans:
5 minute field trips: http://www.geoec.org/lessons/5min-fieldtrips.pdf ● Four Corners School of Outdoor Education lesson plans:
http://www.fourcornersschool.org/lesson-plans
● Ten Outdoor Education Activities for Teenagers:
https://www.washcoll.edu/live/files/4270-ten-outdoor-education-activities
● (Guidelines) English Outdoor Council - High quality outdoor education:
http://www.englishoutdoorcouncil.org/HQOE.pdf
5.2 Recommendation - add a statement about outdoor education, environmental learning and sustainable schools to the school mission statement. http://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teachingtools/environmental-learning/ele_maps.pdf http://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teachingtools/environmental-learning/sustbestpractices.pdf At Lord Kitchener we value the development of the cognitive, academic, creative, emotional and physical competencies needed in order to succeed as citizens of the global community Incorporating Outdoor Education Into New Curriculum
Kindergarten
Curriculum Area
Mathematics
Big Idea(s)
-Number represents and describes
quantity: Quantities can be
decomposed into smaller parts.
-We can describe, measure, and
compare spatial relationships: Objects
have attributes.
Outdoor Activities
-use outdoor manipulatives (sticks,
rocks, plants, flowers) to make and
take apart numbers
-counting in nature (insects, leaves,
trees…)
-use garden to find patterns,
similarities, differences, measure,
and describe
-compare a variety of things found
in nature based on attributes (rocks,
sticks, flowers)
English Language Arts
-Language and stories can be a source -create a story from something
of creativity and joy.
found in nature
-write/draw a story about and
-Stories can be told through pictures
animal/insect in local community
and words.
-tell stories outside
-share First Nations legends
outside and re-create them
Social Studies
-Rights, roles, and responsibilities
shape our identity and help us build
healthy relationships with others.
-clean-up local community (school
nearby parks) *discuss importance
-research a local business, park,
recreation facility (go there)
-compare/contrast natural and
human-built characteristics of the
local environment (re-create one/or
something new)
Science
-Plants and animals have observable
features.
-Daily and seasonal changes affect all
living things.
-research a local animal/plant
-re-create seasonal changes
through dance/drama
-invite local Elders to share
Science cont.
importance of local plants/animals
-re-create a habitat of a local animal
out of natural materials
Grade 1
Curriculum Area
Mathematics
Big Idea(s)
Outdoor Activities
-Developing computational fluency
comes from a strong sense of
number: Addition and subtraction
can be modeled concretely,
pictorially, and mentally, using
strategies involving counting and
making 10.
-We use patterns to represent
identified regularities and to form
generalizations: Repeating
elements can be identified.
-use natural materials to
represent numbers
-add/subtract a variety of
things found in nature
-groups items found outside to
make 10
-Language and stories can be a
source of creativity and joy.
-Stories can be told through
pictures and words.
-create a story from something
found in nature
-write/draw a story about an
animal/insect in local
community
Social Studies
-We shape the local environment,
and the local environment shapes
who we are and how we live.
-create a map of the local
community or a specific part of
the community (local park,
school, street live on)
-research a natural resource in
the area (impact on
environment)
-create a list of ways to take
care of environment
-Healthy communities recognize
and respect the diversity of
individuals and care for the local
environment.
Science
-Living things have features and
behaviours that help them survive in
their environment.
-Observable patterns and cycles
occur in the local sky and
landscape.
-create patterns with natural
materials
-research a living thing and
share findings with class
-observe and record changes
in sky at a variety of times
(morning, night, rainy,
snowing…) *compare findings
Grade 2
Curriculum Area
Mathematics
Big Idea(s)
Outdoor Activities
-Developing computational fluency
comes from a strong sense of
number: Fluency in addition and
subtraction with numbers to 100
requires understanding of place
value and mental math strategies.
-Analyzing data and chance help
us to compare and interpret:
Concrete items can be
represented pictorially in a graph.
-use natural materials to
represent numbers
-add/subtract a variety of things
found in nature
-Stories help us learn about
ourselves, our families, and our
communities.
found in nature
-teach story elements (what
makes a great story) by creating
stories about local community
Social Studies
-Canada is made up of many
diverse regions and communities.
-research impact of local
recreation activities on
environment (positive/negative) –
go on a field trip
-draw/act out a natural
disaster/climate change that
could effect your community
-All living things have a life cycle.
-Invite First Nations Elders in to
describe and share importance
of salmon
-compare/contrast life cycles of
-create picture graphs and/or bar
graphs of items outside
-conduct surveys of outdoor
activities and show information
pictorially
Social Studies cont.
Science
-Water is essential to all living
things, and it cycles through the
environment.
two or more animals/insects
found in your area
-visit local water sources
-act out/draw/re-create water
cycle with natural materials
Grade 3
Curriculum Area
Big Idea(s)
Outdoor Activities
Mathematics
-Number represents and describes -create fractions using natural
quantity: Parts of wholes can be
materials
represented by fractions.
-describe fractions using natural
materials to represent them
-We use patterns to represent
--create patterns with natural
identified regularities and to form
materials (increasing/decreasing)
generalizations: The regular
change in increasing and
decreasing patterns can be
identified.
-Listening and speaking helps us
to explore, share, and develop our
ideas.
found in nature
-teach story elements by creating
stories about local community
-hold presentations outside
-have students peer assess and
discuss stories
Social Studies
-Learning about indigenous
peoples nurtures multicultural
awareness and respect for
diversity.
-research local culture
differences/similarities and hold
event outside to share food, art,
dance, stories
-invite elders to share oral stories
(have students re-tell, draw, act
out)
-Indigenous knowledge is passed
down through oral history,
traditions, and collective memory.
Science
-Living things are diverse, can be
grouped, and interact in their
ecosystems.
-Wind, water, and ice change the
shape of the land.
-research local environment –
what animals, plants, features it
is made up
-take a walk to observe a variety
of landforms in the area
Grade 4
Curriculum Area
Mathematics
Big Idea(s)
-Developing computational
fluency comes from a strong
sense of number: Patterns and
relations within multiplication and
division develop multiplicative
thinking.
-We can describe, measure, and
compare spatial relationships:
Polygons are closed shapes with
similar attributes.
-outdoor chalk activity on school
sidewalk practicing multiplication
and division facts
-Analyzing data and chance help
us to compare and interpret:
Graphs can be used to show
many-to-one correspondence.
-create similes and metaphors to
describe natural elements (ex. for
clouds in the sky: ‘clouds are like
fluffy piles of soft snow, gentle
white whispers against the blue)
-re-enact First Nations stories using
natural objects found outside
-Text can be understood from
different perspectives.
Social Studies
Outdoor Activities
-The pursuit of valuable natural
resources has played a key role in
changing the land, people, and
communities of Canada.
-measuring/determining perimeter
of outdoor areas (soccer field,
raised garden beds, basketball
court)
-simulate a trading post situation
using natural resources found
outside (ex. students discover a
resource, pine cones under a pine
tree, they setup a trading post there
because that’s where the pine cone
is found. Other students find other
resources and create trading posts.
The class determines the value of
these resources based upon their
demand.
-using the garden, discuss ways to
address the vandalism or other
issues, such as no light or poor
weather, and the strategies to solve
these issues and to think about
Science
how these conditions may have
impacted BC’s European settlers.
-Matter has mass, takes up
space, and can change phase.
-All living things and their
environment are interdependent.
-as a hook, student
mission/scavenger hunt to
document and find examples of
natural and man-made solids,
liquids and gases as matter
-in the garden, make predictions
about what might happen to the
plants in the garden if there was an
early frost, or a long hot summer or
etc.
Grade 5
Curriculum Area
Big Idea(s)
Outdoor Activities
Mathematics
-We can describe, measure,
and compare spatial
relationships: Closed shapes
have area and perimeter.
-Analyzing data and chance
help us to compare and
interpret: Graphs can be used
to show many-to-one
correspondence.
-measuring/determining
perimeter of outdoor areas
(soccer field, raised garden beds,
basketball court)
-time duration of various student
activities outdoors (running from
a to b and back, 10 swings on
swing set, skipping) and then
graph student differences
-Listening carefully helps us
learn.
-group work (2-3 students)
outside to practice parts of
speech: student makes action,
partners guess action and
determine parts of speech: past,
present, future (ex. he is
walking, he walked, he will walk)
-Combining different texts and
ideas allows us to create new
understandings.
Social Studies
-Canada’s policies and
treatment of minority peoples
have negative and positive
legacies.
-be creative; re-enact the Indian
Act using the playground pieces
(monkey bars, swings, slides,
etc.) representing desired places
to dwell (First Nations’ lands).
Relocate the students to the
perimeter of the playground and
enforce strict rules of play.
Debrief by asking students how
they felt this activity was unfair.
-Create a map of the garden.
Create a timeline of the steps to
building the garden.
Science
-Humans use earth materials
as natural resources.
-once concept attainment of
natural resources and their use,
take students outside and photo
document examples humans use
earth’s materials (house
Science cont.
construction – trees, concrete –
gravel, irrigation – water, cars –
fossil fuels)
-in the garden, analyze how the
Aboriginal concept of
interconnectedness of the
environment is reflected in
responsibility for and caretaking
of resources.
Grade 6
Curriculum Area
Big Idea(s)
Outdoor Activities
Mathematics
-Data enable us to draw
conclusions and make
predictions in an unstable
world.
- We can apply mathematics
to inquiry questions and use it
to communicate information
and data.
perimeter and area of outdoor
areas (soccer field, raised
garden beds, basketball court)
-Calculate numbers of something
(ex green beans in a garden).
Figure out number on a plant and
multiply
-Exploring and sharing
multiple perspectives extends
our thinking.
-Exploring text and story helps
us understand ourselves and
makes connections to others
and to the world.
-Language and text can be a
source of creativity and joy
-Learn oral First Nations stories
for local area. (learning circles).
*Compare to historical writings
-Reading outside
*reflect on differences
-Have a class outside
Social Studies
-Economic self-interest can be
a significant cause of conflict
among peoples and
governments
-Complex global problems
require international
cooperation to make difficult
choices for the future
-Systems of government vary
in their respect for human
rights and freedoms
-Be creative; re-enact the Indian
Act using the playground pieces
(monkey bars, swings, slides,
etc.) representing desired places
to dwell (First Nations’ lands).
Relocate the students to the
perimeter of the playground and
enforce strict rules of play.
Debrief by asking students how
they felt this activity was unfair.
-Take a photo of climate
changes' affects on nature and
discuss the repercussion of
economics like oil, forestry,
fishing, mining and farming on
the environment
-Look at the effects of climate
change on the Camosun Bog
Science
and draw or write a paper on
what you would expect to see in
the past and in the future.
-Multicellular organisms rely
on internal systems to survive,
reproduce, and interact with
their environment
-The solar system is part of
the Milky Way, which is one of
billions of galaxies
-Newton’s three laws of
motion describe the
relationship between force
and motion
--Do a science report or project
on one of the multicellular
organisms a student could find
outdoors or is able to take a
picture of.
-Get the students to go outside
and act out the solar system.
How it works and functions.
-Get outside and use ball,
rockets and games to discover
the relationships between force
and motion
Grade 7
Curriculum Area
Big Idea(s)
Outdoor Activities
Mathematics
- Numeracy helps us to see
patterns, communicate ideas,
and solve problems.
-Data enable us to draw
conclusions and make
predictions in an unstable
world.
- We can apply mathematics
to inquiry questions and use it
to communicate information
and data.
perimeter and area of outdoor
areas (soccer field, raised
garden beds, basketball court)
-Calculate numbers of something
(ex green beans in a garden).
Figure out number on a plant and
multiply.
-Use a bee hive, calculate % of
honey collected from which
plants (ex blackberry honey is
collected from a hive where their
main source is blackberry
bushes)
-Exploring and sharing
multiple perspectives extends
our thinking.
-Exploring text and story helps
us understand ourselves and
makes connections to others
and to the world.
-Text are created for different
purposes and audiences
-Learn oral First Nations stories
for local area. (learning circles).
*Compare to historical writings
about the same events. Discuss
and compare differences and
similarities
-Lesson outside
-Write a story around something
you discovered outside
-Develop an ad, pamphlet, poem,
children's story or promotion for
something you saw outdoors
Social Studies
-Increasingly complex
societies required new
systems of laws and
government
-Economic specialization and
trade networks can lead to
conflict and cooperation
between societies
-Geographic conditions
-Discuss the history of First
Nations in the area. Bring some
elders in to do a circle time talk
or take a field trip to learn more
about the First Nations around
your school
-Get out and discover the natural
resources that made the area
appealing to the First Nations.
shaped the emergence of
civilizations
Science
-Earth and its climate have
changed over geological time
-The theory of evolution by
natural selection provides an
explanation for the diversity
and survival of living things
-Get out and discover geological
changes and look at the effects
climate change is having on the
environment today.
-Look at the Camosun bog and
draw or write about how it would
look over geological time
-Go looking for fossils in your
area
-Find an effect of climate change
take a photo and write a report or
bring awareness to it in your
community.
Contributors:
Banack, H., Dewreede, C., Enns, K., Fitzgerald, S., Kimani, P., Lam, I., Lloyd, D.,
Reid, G., Reymond, K., Worsley, M.
Some whys and hows and outdoor learning theory
Outdoor Learning Theory
and VSB Schools
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Table of Contents
Introduction ..................................................................................................................... 3
Pedagogy ......................................................................................................................... 5
HEALTH BENEFITS OF OUTDOOR LEARNING ..................................................... 9
Physical Health Benefits ......................................................................................... 9
Mental Health Benefits ......................................................................................... 10
Why does the natural environment positively influence mental well-being? ....... 11
ENVIRONMENTAL BENEFITS ................................................................................ 13
Outdoor Education as a Means for Teaching Sustainability ......................................... 13
Stewardship: making positive global connections ........................................................ 14
Logistics of Learning Outside the Classroom ............................................................... 16
RISKS AND REMEDIES TO OUTDOOR LEARNING ............................................ 18
Risk and Risk Management .......................................................................................... 18
What is Risk? ........................................................................................................ 18
Is Some Risk Beneficial? ...................................................................................... 19
Considerations when taking Students Outdoors ........................................................... 19
Types of Risk Assessments................................................................................... 19
Emergency Action Plan ........................................................................................ 20
Contributors: ................................................................................................................. 21
References ..................................................................................................................... 21
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Introduction
There are many definitions for outdoor education, also termed outdoor learning.
According to Beams, Higgins and Nicol (2012), there are three compelling reasons to take
students outdoors during class time. They include:
1) providing a means to bring curriculum alive,
2) helping students understand our environment, and
3) simply being outside encourages physical activity and has health and well-being benefits.
Expert knowledge of the outdoors is not a prerequisite for taking students outdoors. There
are four ‘zones’ of understanding outdoor learning: school grounds, local neighbourhood, day
excursions and overnight stays (Beames, Higgins & Nicol, 2012). Do not limit thinking of
outdoor learning to adventure expeditions such as climbing mountains or shooting raging rapids.
The first two of these zones require no special skills, just a sense of adventure and
curiosity with which your students are naturally gifted. These two are also free and readily
available. Outdoor learning provides students more hands on experiences and is interdisciplinary.
Being outdoors, it extends and supplements the curriculum. There are easy, natural, and logical
connections with science, geography, art, music, language arts, foreign language, aboriginal
knowledge, social studies and math, and obviously physical education. The natural environment
is a critically significant resource in the study of these subjects.
Allowing students to share the responsibility of being outdoors and explore their curiosity
is a legitimate teaching strategy. Being co-learners empowers teacher and/as learner to explore
things that interest them (all of them). Outdoors creates space for co-learners to examine who
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they are and where they live. Time in natural settings has been well documented to increase
energy and a sense of well-being (see section on Health Benefits). The Scandinavians have a
well-developed philosophy of being in the outdoors called Friluftsliv which says that simply
“being’ in natural settings is beneficial for the soul. Friluftsliv provides opportunity to, “ Learn
the ways of yourself and the place in the more than human world and learning the ways of every
creature you meet on your journey through life” (Getler, 2000, p.90).
Care theorist, Nel Noddings, suggests that the ethic of care is equally concerned with the
social, moral and intellectual development of students. Going outdoors for portions of the day
creates time and space for students to develop in all of these ways. Care for environment is one
of the clearly identified goals for care (Noddings, 1993)
In our discussions, we shared collectively a sentiment that teachers have an obligation
to allow students time in the outdoors beyond recess and lunch time. This time can link to
curriculum, be pedagogical (including SEL), or simply be time to explore and learn in a distinct
setting. Evidence supports that the benefits of being outdoors outweigh the familiarity and
comfort of being in a classroom inside a building, in terms of experiential learning, daily
physical activity, mental wellbeing, social cohesion.
If you integrate outdoor learning in the school-yard and surrounding neighbourhood, you
are already equipped to be successful in taking learning outdoors. The story of “The
Hummingbird” by Kenyan environmentalist Wangari Maathai, illustrates that everyone can do
something to increase time spent outdoors for learning and we are accountable to do that which
we are able to do.
The story of the hummingbird is about this huge forest being consumed by a fire. All the animals
in the forest come out and they are transfixed as they watch the forest burning and they feel very
overwhelmed, very powerless, except this little hummingbird. It says, ‘I’m going to do something
about the fire!’ So it flies to the nearest stream and takes a drop of water. It puts it on the fire,
and goes up and down, up and down, up and down, as fast as it can.
In the meantime, all the other animals, much bigger animals like the elephant with a big trunk
that could bring much more water, they are standing there helpless. And they are saying to the
hummingbird, ‘What do you think you can do? You are too little. This fire is too big. Your wings
are too little and your beak is so small that you can only bring a small drop of water at a time.’
But as they continue to discourage it, it turns to them without wasting any time and it tells them,
‘I am doing the best I can.’
When we think back on our school experiences, most of us rememeber the majority of
learning happening indoors, in a classroom or school room. Yet, when we ask most people to go
to their happy place, the places are outdoors. If we know and value outdoors in our lives, when it
is not reflected in our teaching and school practices, there can no longer be excuses for not
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getting outdoors more often for learning. The school yard and local neighbourhood are ideal
starting points.
Pedagogy
“If you don’t know where you are, you don’t know who you are.” (Berry, 2002, p84)
This quote from Wendell Berry, the American heritage farmer and poet, emphasizes the
significance of place-based education, inspiring all educators to enhance connections with the
places where they live, learn, and teach, particularly in outdoor settings. According to David Orr
(2011), for a transformation of educational practice to occur, shifts to learning must happen to
how events and processes relate to local regions. This is beneficial towards developing new
understandings of local ecological stewardship and community. In this understanding, we are all
teachers and all learners, we all must be teachers and learners. This is essential to knowledge.
As for pedagogical practices, it seems that the importance of outdoor educators’ and
learners’ place-based experiences and connections has been overlooked and poorly understood.
Firstly, teachers can acknowledge and respond to local places as an expression of culture,
developing knowledge of their school ground (Wattchow, 2011a), and in support of Ministry
curriculum. Stewart (2008) described outdoor pedagogy as a philosophy of reading the
landscape, involving not only natural areas, but cultural geography addressing relationships
between cultures, communities and places. Pedagogy activates both the learners’ and educators’
potential of thinking, knowing and being in the places through interactive approaches such as
integrated learning, inquiry-based teaching and hand-on training.
A pedagogical challenge occurs when teachers cultivate an exotic visitor approach (who
would seldom be beneath the skin of a place), rather than that of an empathetic traveller
approach (Wattchow, 2011b). Based on Thomashow (1995), empathetic travellers establishes a
students’ own ecological identity in various domains of everyday life instead of only in natural
areas. Hence, placing greater attention to the pedagogical relationship between experience,
reflection, and learner’s world is an essential consideration for educators. Educators might begin
by showing inter/connections amongst places and people and how each place has been shaped by
historical events, contemporary land use, and future possibilities. Such learning provokes the
learners’ representation of their real and local place-based reality by developing a critical
capability around current interpretations and uses, while offering possiblities for creating a
personal ecological undersatnding through various forms such as story, poem, music and
painting, etc. Instead of being prescriptive, outdoor pedagogy should be responsive to students,
the community, and places, enhancing a forward-looking pedagogy that responds to the changing
world. (Wattchow, 2011c). Place-based outdoor learning connects to critial thinking and
person/social identy and responsibility.
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Plato’s educational pedagogy believed that “Nature-related experiences tend to foster a
child's emerging sense of wonder” (Wilson, 1996). What Plato suggested was that, a child who is
exposed to any form of nature will develop their imagination, and be able to create a sense of
belonging in the world. This directly ties to development of creative thinking. Environmental
education, according to Palmer and Neal (1994), produces informed and environmentally active
citizens of tomorrow which will help to influence the development of environmental care and
concern of nature. As a community we are responsible for creating opportunities to allow youth
to experience nature, which provides with the tools to take on the responsibility for
environmental sustainability. Again, outdoor learning supports person/social identy, personal
awareness and social responsibility.
Even in light on limited urban outdoor spaces, designing and creating outdoor learning
environments that enhance meaningful relationships, interactions, and experiences has benefit
pedagogical benefits for students. The term learning environment has been interpreted in various
ways both in research and in popular discourse, refering to diverse physical locations (e.g.
schools, outdoor, etc.), contexts (e.g. school policies, classroom settings, ethos, etc.), and
cultures (e.g. motivation, engagement, safety, etc.) in which students learn. Anderson (1973)
defined learning environment as "the interpersonal relationship among pupils, relationships
between pupils and their teachers, relationship among pupils and both subject matter studies and
the method of learning and finally, pupils perception of the instructional characteristics of the
class" (p. 1). Thus, outdoor learning environment are activity spaces where children can improve
their cognitive, physical, social, moral, and emotional skills, creative potential, and knowledge of
natural elements, events and influences (Gubbels et al., 2011). This broad interpretation appears
to support many learning activities, skills, and experiences related to childhood learning and
development.
Acar (2014) suggested that children's outdoor learning experiences can be categorized in
various ways (see Figure 1), and designed to support and enhance children’s learning and
development. From Figure 1, we note that children's outdoor experiences can be direct, indirect
or programmed, and imaginary or symbolic and also children's modes of learning are cognitive,
emotional, and moral. Acar proposes that, "of these, the one that offers most opportunities is the
direct experience. It is so because it enables learning by touching, seeing, hearing and
experience" (p. 848). In other words, children’s interactions with the outdoor learning
environment may be considered meaningful if the learning process involves active, intentional,
authentic, cooperative, and constructive experiences. These attributes of learning in the outdoor
can be recognized as being closely aligned with constructivist learning approaches and
environments.
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Figure 1. Types of experience in nature and modes of learning in childhood development (Acar,
2014).
Children's outdoor learning environments can be designed and constructed so as to
promote meaningful learning experiences. As shown in Figure 2 below, according to Acar
(2014), when designing such learning spaces, sufficient attention must be devoted to analyzing
and understanding the dynamics of the environments around children, children’s minds
(psychological realm), and children’s perceptions, actions and responses (behavioural realm).
“Once such outdoor spaces have been designed, which will meet children’s needs and
expectations, they will contribute to their learning” (Acar, 2014). The motivation for designing
such spaces may stem from the necessities of providing healthy childhood experiences and
interactions with their environment.
Figure 2. Settings for psychological importance and actual use (Acar, 2014).
The rationale for environmental education during the early childhood years is based on
two major premises: positive interactions with the natural environment are an important part of
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healthy child development, and that such interactions enhance learning and quality of life over
the span of one's lifetime (Wilson, 1996). Fjortoft (2001) explained that natural environments
offer landscapes which provide basic life skills: Dynamic and rough plays-capes challenge motor
activity in children. Topography, like slopes and rocks, afford natural obstacles that children
have to cope with. While vegetation provides shelters and trees for climbing. Meadows are for
running and tumbling. Outdoor learning experiences provide opportunities to dvelope life skills
required for being a contributing member of society.
In Van Oord’s article (2010), Hahn developed reasons for what he called, “decay in
youth” due to lack of exposure to the outdoors. Van Oord wrote:
“First, Hahn observed a decline of fitness, due to modern methods of locomotion
which led to physical illiteracy; second, a decline of initiative and enterprise, due
to an epidemic he called spectatoritis; third, a decline of memory and imagination,
due to the restlessness and lack of reflection in modern life; fourth, a decline of
skill and care due to the weakened tradition of craftsmanship; fifth, a decline of
self-discipline due to the availability of stimulants and tranquilizers; and sixth,
worst of all, a decline of compassion due to the haste of modern life which led to
‘spiritual death’” (p. 256).
Hahn believed that nature has the ability to be the remedy of most youth problems, and
contribute to the skills that youth need to be prepared for adulthood.
Wilson (1996) noted that young children tend to develop an emotional attachment to
what is familiar and comfortable to them. If children are to develop a sense of connectedness
with the natural world, they need frequent positive experiences with the outdoors. Providing
outdoor learing opportunities and sharing them with young children is the essence of what
environmental education is all about. Rachel Carson, in The Sense of Wonder (1965), was one of
the first to articulate the importance and characteristics of environmental education at the early
childhood level. In her words, "If a child is to keep alive his inborn sense of wonder...he needs
the companionship of at least one adult who can share it, rediscovering with him the joy,
excitement, and mystery of the world we live in" (p. 45). Environmental education for the early
years focuses primarily on young children exploring and enjoying the world of nature under the
guidance and with the companionship of caring adults (Wilson, 1996).
As educators and adults, we might not have much experience with using the outdoor
environment as part of students’ daily learning experiecnes. Without an intentional shift in
pedagogical practice, this will not change and successes with outdoor learning shall remain on
the periphery. Skills will be required to integrate outdoor learning into practice, and so will a
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lettering go of controlled learning for an encouragement of experiential learning that ignites
student interest, connection to place, and membership in a community of learners.
HEALTH BENEFITS OF OUTDOOR LEARNING
Based on the work of John Dewey, Baxter (2013) stated that research findings show that
outdoor learning promotes physically active learning, exposure to nature is restorative to mental
health and accelerating brain development, and wilderness-based adventure therapy provides
insights relevant to educators and mental health professionals about students and learning. Much
recent literature suggests that outdoor experiential learning has a strong positive effect on
students’ physical health and wellness (Baxter, J., 2013; Godbey, G., 2009; Hubball, H., & West,
D., 2008). There has been direct correlations made between increseases to a child’s time spent
outdoors (TSO) and increased of physical activity.
Physical Health Benefits
“With every year, we are discovering more about how getting teacher and learner out of their
chairs and practicing outdoor experiential learning/teaching kinaesthetically engages students
on cognitive, affective and physical levels – to achieve exceptional outcomes.”
Baxter, 2013
Outdoor learning has become increasingly popular in mainstream schooling recently.
Outdoor learning, accordingly to Baxter (2013), allows students to experience fun and exciting
learning experiences, promoting connections with the environment, and most importantly,
connections that encourage children and youth to build mutually beneficial relationships with
nature. Research indicates that students greatly benefit in physical health when they are exposed
to outdoor learning at an early age. Outdoor learning almost always requires students to be
physically active, reducing the amount of time students are desk-bound. There is a positive
association between movemnt in the outdoors and motivation and stimulation in the learning
process. “When learners are enjoying themselves they are more likely to pay attention, care
about, and retain what they are learning” (Baxter, 2013, p 78).
Recently, Gill (2014) conducted a recent literature review that showed that spending time
in nature is a part of a “balanced diet” of childhood experiences. Students’ experiences in natural
settings promote healthy development, well being, and positive environmental attitudes and
values. Physical benefits include an increase in:
• mental health
• outdoor play
• physical activity
• free play
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•
•
•
emotional regulation
exploration
leisure and child initiated learning
Beames, Higgins, and Nicol (2012) advocated why teachers should take their students
outside during class time. The outdoors helps bring the curricula alive by active, physical
learning and encourages physical activity. Elementary students require opportunities to
experience physical engagement that the outdoors is able to offer. Climbing trees, walking along
logs, leaping across streams, hanging on branches, and running on natural paths all allow for
possibilities of physical activity, meet prescribed daily physical activty suggestions. Outdoors
students learn about their bodies and their abilities, leading to a sense of self-confidence and
ultimately increases in their physical health and wellness.
Mental Health Benefits
Mental illnesses affect the lives of all Canadians, influencing relationships, education,
productivity, and overall quality of life. Approximately 20% of individuals will experience a
mental illness during their lifetime, and the remaining 80% will be affected by an illness in
family members, friends or colleagues (Health Canada, 2002). This makes it increasingly
important that all members of Canadian society undertake and sustain healthy behaviours as
early in life as possible. There is increasing evidence showing that exposure to natural places can
lead to positive mental health outcomes (Barton & Pretty, 2010; Mantler & Logan, 2015;
Mitchell, 2013; Triguero-Mas et al., 2015). Since Canadian children spend a major part of their
lives in school, it seems that it is an ideal place to introduce and increase their exposure to the
outdoors.
Regular engagement in outdoor “green” spaces has been linked with longevity and a
decreased risk of mental illness (Barton & Pretty, 2010). The effects of natural outdoor
environments on mental health include benefits to psychological well-being, perceived mental
health, stress, depression, and/or anxiety symptoms, anxiety or mood disorder treatment, and
stress-related illnesses (Triguero-Mas et al., 2015). Studies have also shown that passive visual
exposure to nature is not enough to receive all the health benefits associated with the outdoors ,
and people actually need to physically interact with nature (Pearson & Craig, 2014; Ryan,
Browning, Clancy, Andrews, & Kallianpurkar, 2014).
Outdoor physical activity in the presence of nature, also known as “green exercise”, has
been shown to provide positive short and long-term health outcomes, helping to foster social
bonds, increase self-esteem, improve mood, and influence behavioural choices (Barton & Pretty,
2010). Studies comparing indoor exercise with exercise in natural environments have illustrated
that green exercise is associated with greater feelings of revitalization and positive engagement,
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decreases in tension, confusion, anger, and depression, increased energy, and an overall
reduction in the risk of poor mental health (Mitchell, 2013; Thompson Coon et al., 2011).
Benefits of the outdoors on mental health have a much greater effect on people who are
stressed, and the mentally ill (Barton & Pretty, 2010). Exposure to natural outdoor environments
has been associated with lower levels of stress and reduced symptoms for depression and
anxiety, while interacting with nature can improve cognition for children with attention deficit
disorders and individuals with depression (Pearson & Craig, 2014). There is also some evidence
suggesting that the associations between natural outdoor environments and health might be
stronger for low socioeconomic statuses (de Vries, Verheij, Groenewegen, & Spreeuwenberg,
2003; Triguero-Mas et al., 2015).
Outdoor learning is an exceptional opportunity to develop social-emotional learning
(SEL).
Why does the natural environment positively influence mental well-being?
Human beings as a species have spent most of their lives in natural environments. For
millions of years our ancestors lived surrounded by nature, and these experiences have shaped
many aspects of modern brain functioning (Mantler & Logan, 2015). It is only in our most recent
history that rapid global urbanization, loss of biodiversity, and environmental degradation have
caused us to become more and more separated from nature. Therefore, it is no surprise that the
natural environment still has a significant impact on numerous levels of human mental health,
such as stress physiology and cognitive restoration (Mantler & Logan, 2015).
Exposure to urban environments forces people to use their attention to overcome the
effects of constant stimulation, which in time induces cognitive fatigue (Pearson & Craig, 2014).
This is in contrast to natural environments, which capture attention by elicit feelings of pleasure
instead (Pearson & Craig, 2014). It seems that viewing scenes of nature stimulates a larger
portion of the visual cortex than non-nature scenes and triggers more pleasure receptors in the
brain (Ryan et al., 2014).
It is not only the visual effects of nature that may have a positive influence on mental
health, but also non-visual stimuli such as smell, sounds, or touch. Natural non-visual stimuli
have been shown to reduce systolic blood pressure and stress hormones, and result in perceived
improvements in mental health and tranquility (Ryan et al., 2014). People feel a perception of
vastness and connectedness in natural outdoor environments that helps them escape from the
stressful demands of daily life (Pearson & Craig, 2014). In short, there are a multitude of
restorative effects from natural environments that positively influence people’s mental health.
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The growing trend of urbanization means that more and more Canadians are spending
less time exposed to natural environments (Pearson & Craig, 2014). Exposure to natural outdoor
environments has been shown to be essential for protecting and improving population mental
health (Barton & Pretty, 2010; Mitchell, 2013; Triguero-Mas et al., 2015). This trend has
potentially very serious implications for the mental health of children growing up in urban
environments. Therefore, it is important that Canadian schools increase children’s accessibility
to the outdoors and encourage greater interaction with the natural environment, particularly for
learning.
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ENVIRONMENTAL BENEFITS
Outdoor Education as a Means for Teaching Sustainability
Suggestions associated with “teaching for sustainable development” have become
controversial (Jickling, 1994) for several reasons, including the “lack of attention to educational
philosophy”, inconsistencies in understanding of the terminology, and the simple fact that
education perhaps should never be teaching toward or for a specific topic. That being said, the
fact remains that if humans continue to exploit Earth’s resources at the rate that we have been
since the Industrial Revolution began, the Earth may not be able to support human life (or many
other forms of life) in the future (Vitousek, Mooney, Lubchenco, & Melillo, 1997). A clear aim
of Education for Sustainable Development (ESD) from the Brundtland Report (1987) stated that
it is, “development that meets the needs of the present without compromising the ability of future
generations to meet their own needs” (Lugg, 2007; Beames, Higgins & Nicol, 2012; Sibbel,
2009; Clark and Button, 2010; Thomas, 2009; Education Scotland, ND; and many, many others).
It is this concern for a “future generation” that urgently concerns educators, as children and youth
represent that generation to come.
In Learning Outside the Classroom, Beames, Higgins and Nicol (2012) adopted the
position that sustainability is “more of a direction of travel than a definition”, stating, “‘education
for sustainable development’ can be viewed simply as education that aides us on our journey to
sustainability” (p. 31). This outdoor learning is well supported with the inclusion of lived
experiences, and as Sobel (2008) wrote that educators need to ensure that students have
relationships with the nature in their own backyards. As children experience less and less time in
nature as society becomes more and more urbanized (Louv, 2008), it becomes the task of
teachers to ensure that our students are not completely detached from their surroundings. Lugg
(2007) noted that there is disconnect, “between a lack of direct experience of natural
environments and a world-view that separates humans from the rest of the natural world”, and
that outdoor education allows students opportunities to regain their connectedness with their
surroundings. In so doing, they are more likely to tend towards “sustainable ways of living in
and with the world” (Lugg, 2007). Sipos, Battisti, & Grimm (2008) infered that outdoor
education allows student to access information using their heads, hands, and hearts, enabling
learning to have personal transformative impacts on sustainable practices.
Beames et al. (2012) postulated that a balance between classroom and outdoor education
increases levels of the critical thinking and decision-making skills that are essential for
sustainable development. By bringing students outside, they can experience the
interconnectedness of all species on Earth, as well as the relationships between the non-living
systems of the planet (p. 37). When students learn outside, they can develop a “strong affective
relationship with the natural world”, and this in itself can “predispose the student to take action
‘for’ the environment” (p. 38).
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Stewardship: making positive global connections
According to Stapp et al. (1969), “Our communities are plagued with problems such as: lack of
comprehensive environmental planning, indiscriminate use of pesticides, community blight; air
and water pollution, and traffic congestion”. Many of our challenges are caused by a
disconnection with our immediate environment and the planet as a whole. The Natural Curiosity
(Laboratory School, 2011), recognized that our actions contribute to a “sustainable future for
humans, animals and plant species alike. These acts of stewardship to the global world grow
from a deep respect for and desire to protect, the balance of nature with the earth’s biosphere”(p.
54). The students involved in experiential learning are engaged in a process that provides direct,
active interactions and connections with objects or phenomena in their immediate environment.
Sobel (1993) postulated that, “If we want children to flourish, we need to give them the
opportunities to connect with nature and love the earth before we can ask them to save it”(p.1).
This quote is supported by Harvey’s (1989) research which studied 850 elementary school
students’ attitude towards their school yards. The findings indicated that students exposed to
diverse natural landscape showed an increase in their appreciation of outdoor experiences in the
natural world. Sobel (2005) maintained that, “these changes in environmental attitudes provide
the effective basis for stewardship behaviour for acting in the ways that improve the quality of
the environment” (p.6).
In the words of Rachel Carson, “If a child is to keep alive his inborn sense of wonder, he
needs the companionship of at least one who can share it, rediscovering with the joy, excitement,
and mystery of the world we live in”. The adult in this context might be a teacher, parent,
community member, or school administrator that assists and prompts the student to (re)discover
their connectedness with the environment. The attitude of every educator could be geared
towards motivating students to participate in “biophysical environmental problem solving”
(Stapp et al. 1969). Towards this end, Maathai encouraged teachers in these words, “I am doing
the best I can, I will do the best I can”. There is no ideal moment or manner to begin with
outdoor learning except by getting outdoors, around the school and surrounding neighbourhood.
What measures might schools use to facilitate student stewardship and making positive
global connections to our environment? Kozak and Elliot (2014) recognized that, “Connecting
the world beyond the classroom has many advantages” (p.10). These advantages include:
● Addresses concepts, problems, issues that are similar to ones students have encountered
or are likely to encounter in life.
● More opportunities to learn how our communities and societies work, through
collaboration and social capital.
With these ideas in mind, student disposition to local issues encountered might be
considered with the lived context of the child, the school, and community. Natural Curiosity
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(2011, p.54) provides pathways for teachers and schools to foster stewardship behaviour in their
students:
● Students have agency over their learning process.
● Students spend time in natural settings.
● Student stewardship actions are linked to their classroom settings.
Natural Curiosity (2011) notes a key aim of ESD as to “create discerning active citizens,
who make sustainable life choices by critically questioning how human actions affect the balance
of the world’s social, economic, and natural settings” (p.56). Teachers must (re)create within
their classrooms ability to assess learning around how individual behaviours can affect positively
or negatively local or global contexts. This may be achieved by observing problem solving and
critical thinking development over time.
In conclusion, Sobel (2008) postulated that, “Children need to develop a relationship with
nature before they can be expected to heal its wounds…without that deep abiding sense of
comfort, and love for the natural world, no amount of chastising about turning off the light or
biking to school is going to make a difference” (p. 4).
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Logistics of Learning Outside the Classroom
Teachers’ views, perceptions, and methods of instruction are influenced by their own
experiences and beliefs (Timken & McNamee, 2012). While concepts and benefits of outdoor
learning have been known for over 100 years, outdoor learning still struggles to be incorporated
into education (Eilam & Trop, 2011). Therefore, not many teachers have experience with
creating learning opportunities outdoors and may be hesitant to bring their students outdoors for
learning.
A conception exsists that when students are taken outdoors, effective learning will not
happen, as teacher may lose control of the class. However, Beams, Higgins and Nicol (2012)
noted that, “A more natural environment [the outdoors] seems to stimulate children’s and adults’
ability to pay attention, think clearly and be more creative” (p. viii). One could question, “how
does effective learning happen only indoors?” The real issue is not about indoor instruction
verses outdoor instruction, but rather what is good teaching (Beams et al., 2012) and which
strategies for good teaching can be applied both for indoor and outdoor learning.
Teaching outdoors provides learners with authentic, hands-on, beneficial learning in the
context of the real world. Teachers need not have extensive outdoor or local knowledge, as their
goal should be to educate students for learning, and use the local school yard and neighbourhood.
This means providing a context and environment for student to not only learn information, but
also learn how to learn. Teachers and learning facilitators might aim to harness students’ natural
curiosity towards developing responsible learners (Beams et al., 2012). In this scenario, creating
a community of inquiry within the class and teaching students to develop understanding becomes
a goal for every teacher. Outdoor learning is not about changing the curriculum, but rather
changing the context (location) for learning to take place outdoors.
Teaching outside the classroom does require teachers to develop a heightened sense of
awareness to the environment, the group and individuals. “Whether you are leading a group or
going about your daily life, you need to be conscious. You need to be aware of what is
happening and how things happen. If you are aware of what is happening and how things
happen, you can act accordingly” (Kosseff, 2010, p. 48). However, this does not have to equate
to more work for the teacher. Teachers should be, “deliberate about capitalizing on the
knowledge, skills, and interests of parents and families of children attending school” (Beams et
al., 2012, p. 74).
Environmental Awareness: Learning outdoors can bring an unpredictability to the
learning setting and the potential for different distractions than those found inside a school
building. However, the principles behind dealing with the distractions remains the same. For
example, just as you would shut blinds to prevent the sun from shining in students’ eyes, when
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having students focus their attention on a person or object outside, it is prudent to ensure that
they are not being forced to look into the sun. Noise in the hall may require a teacher to shut the
door to the class so students can hear instructions. Similarly, noise from traffic or a construction
site may require a teacher to move the class to an outdoor location where the noise is minimized.
Alternatively, a teacher may choose to introduce or debrief an activity in the classroom, thus
using both indoor and outdoor locations in tandem. Common environmental distractions for
teachers to consider are sun, wind, percipitation, temperature, noise, and animals (including other
humans).
It is also prudent for teachers and students to have proper clothing when outdoors. This
may require the teacher to pose a question such as, “We are going outside-what will we need to
take with us to keep warm?” (Beams et al., 2012, p.100). When going outside for prolonged
periods, extra layers of clothing should be brought along in case the weather changes. Knowing
the proximity of an outdoor shelter (and bathrooms) is beneficial, allowing teachers to be able to
take students there in the event of excessive rain or sun exposure. Having some (spare/extra)
pieces of clothing available for students who may not have appropriate additional clothing with
them prevents students from having to miss the activity or be uncomfortable (i.e cold or wet). It
is practical for teachers and students to have a change of clothes at school so they have the
opportunity to change out of wet clothing if needed. Asking parents and local neighbourhood for
used outdoor clothing (fleece, rain grear, boots) and creating a gear area is valuable for schools
and teachers. Clothing should not be a barrier. There is also a need to figure out how students can
sit on the ground, particularly on wet and cold days. This involves getting some sleeping pads
and cutting them into bum sized sections that students can bring outdoors.
Group Awareness: While supervision of students is ultimately the responsibility of
the teacher, it is also possible to create a culture of care so that students become increasingly
responsible for their own safety and the safety others within the group. For this to happen, it
means having the class (students and teacher) come to an agreement on appropriate boundaries
for the outdoor experience to take place in and ensuring potential hazards within this space are
identified and addressed. Once this is done, a class could be divided up as individuals, pairs, or
pods and be reminded of their established system for regularly checking in with the teacher.
Having additional leaders (older students, parents, community partners) also helps to reduce
group size and increase group awareness around safety. Although the goal is to keep the class
together, students should be reminded of what they should do if they become separated from the
group (Beams et al., 2012, p. 100).
Beams et al. (2012) highlighted that although students regularly cross roads while
outdoors, extra precaution should be taken when students have to cross the road. Clear
instructions should be given to students prior to crossing roads so that they are aware of how
17
they are to cross (as individuals, pairs or as a large group) and where they should meet upon
crossing the street (p. 102).
While in a classroom, teachers may find it effective to communicate to their class by
having their students sit in rows, having students in a circle is a strong arrangement for effective
communication in the outdoors. The circle is inclusive of all students and allows for easy eye
contact between all participants. Not only is it easy to spot if someone is off task, it also brings
voice to the student, encouraging collaboration.
Individual Awareness: The most common physical requirements of students include
hunger, thirst, temperature, and need to relieve one’s bladder. Having students take a water bottle
and food with them will allow them to self-regulate their individual nutrition needs. Knowing the
location of bathroom facilities for the outdoor learning space can allow the class to develop an
appropriate plan to deal with these issues on the trip. Ensuring that there are ways to cool down,
warm up, and dry off are also important.
Off-Site Kit: Beams et al. (2012, p.104) recommended that teachers keep the following
information in a backpack stored in the class to make off-site trips more feasible.
● Generic risk assessment for local outings and the emergency action plan.
● Student and staff medical and personal contact information.
● Hazardous waste kit (‘tuff’ glove and box for picking up sharp objects, gloves and bags
for picking up dog feces).
● Hand wipes and / or anti-bacterial hand wash.
● First aid kit.
● Blank trip/journey plans and hazard assessment for student to complete.
● Extra warm layers/hats.
RISKS AND REMEDIES TO OUTDOOR LEARNING
Risk and Risk Management
What is Risk?
More and more schools are offering a range of programs in outdoor settings, whether it is
visiting local parks or participating in multi-day expeditions. How do educators ensure safety and
risk obligations to our students and community are being met? What risks are involved in taking
students outside and how can these be mitigated? Risk was defined as “the likelihood and
severity of being harmed by a hazard” by Beames, et al. (2012, p. 78). In addition, risk can be
18
described as actual and perceived risk. Gilbertson (2006) described perceived risk as “the danger
or harm the participants believe is present,” (p.73) whereas actual risk is explained as the real
risk that is present. Perceptions about risk can often be disproportionate to actual risk and can
alter how students and/or teachers engage with an activity. For example, a student might
participate in a rock climbing activity and perceive the risk as high. However, due to safety
measures in place, statistically the risk is actually quite low. On the other hand, a student may
have a low perceived risk while driving to school in the family car (something done on a daily
basis). The reality is that car accidents are much more frequent and thus the actual risk is much
higher. An awareness of risks and a risk management strategy is paramount, however, it is
impossible to provide a completely safe experiences, where no harm will ever occur. The Youth
Safe Outdoors is a great tool available to BC schools to help consider and mitigate risk.
Is Some Risk Beneficial?
Emerging research argues that, “Imposing too many restrictions on children’s outdoor
risky play actually hinders their development” (Brussoni, et al., 2012, p. 3134). Gill (2007)
offered four arguments to support the need for risk during childhood: (1) Certain types of risks
can help children learn risk management strategies and how to handle future challenges; (2)
“children have an appetite for risk-taking” (p.16) and if ignored they can often seek more
harmful risky activities; (3) Risky play has health and developmental benefits; (4) and children
develop their character and personality through overcoming challenging situations in risk
encounters. Brussoni’s et al. (2012) article further supported Gill’s arguments by stating, “(1)
Children have a natural propensity towards risky play; and (2) keeping children safe involves
letting them take and manage risks” (p. 3134). It is about “keeping children ‘as safe as
necessary,’ not ‘as safe as possible’” (Brussoni et al., 2012, p.3134) and this includes allowing
space for students to take some responsibility for managing the risks and developing assessments
for their outdoor activities. In addition, removing all risk can have the adverse effect of forming
sterile environments and removing opportunities for learning.
Considerations when taking Students Outdoors
Types of Risk Assessments
As educators, we have a duty to protect students from all foreseeable risk of injury or
harm. Although not all risks can be controlled, teachers can take “a balanced, thoughtful, and
enabling approach to what they must do as a reasonable and prudent professional” (Beames et
al., 2012, p. 79). Risk management is “assessing and—where appropriate—taking action to
19
reduce the risks that arise from activities” (Beames, et al., 2012, p. 77). Beames, Higgins and
Nicol listed three types of risk assessment:
● Generic Risk Assessment—common hazards on most out-of-class trips. This usually
includes exposure (weather), vehicular traffic, and terrain and may include other items.
● Event Specific Assessment—what risks exist because of the specific
event/location/group? (i.e. What kind of tools are being used? Where is the activity
located? What is a probable risk in that specific event?)
● Dynamic Risk Assessment—This cannot be done in advance. It is the information
gathered and judgments made on site that may alter the trip plan (i.e. unwanted visitors)
Generic and specific assessments should be completed before a trip and checked by
administration or the school’s health and safety advisor (Beames, et al., 2012, p. 82). Risk
assessments are living documents and should be developed with the specifics of a group, school
and activity in mind.
Emergency Action Plan
An emergency action plan is a brief, accessible flow chart that can guide action during an
emergency (Beames, et al. 2012, p. 83). Usually crises are categorized as life-threatening or nonlife-threatening and the level of severity will alter the direction of an emergency action plan. As
Beames et al. (2012) outlined, consider the following questions in relation to the incident:
●
●
●
●
●
How can I ensure that uninjured members of a group are not harmed?
Who will administer first aid?
Who will I call first? (There should be a designated ‘home base’ contact)
Who will manage the group?
If an incident does occur, whether minor or major, make sure you write down as much
information about the event as soon as possible (time, location, events, dates, people, the
circumstances).
In addition to the risk assessment and emergency action plan, Beames, et al. (2012)
suggest educators should also have a blanket consent form, an outings checklist and a way of
monitoring any incidents. Ultimately we can ask if we have, as “teachers with the duty of care,
done what other reasonable and prudent colleagues would have done”? (Beames, et al., 2012, p.
87)
20
Contributors:
Banack, H., Burton, B., Martin, B.,Tabrizi, B., Egersdorfer, D., Anokwuru, J., Karangu.P.K.,
Tang, K., Caplan, L., Stanick, L., Contant, M., Vinayagam, M., Solmonson, R., Janzen, S.,
Khadem, Z.
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