The recent announcement (May 19, 2020) by the Ministry of Education, while clarifying many aspects of what schooling will look like for the balance of this school year, has also caused concern and questions for both in-service and pre-service teachers. Below, I’ve shared a few resources that might support BEd TCs as they plan for a return to some face-to-face (f2f) instruction and work to follow guidelines laid out by Rob Fleming in the announcement. It is important to note that each district will have guidelines, strategies and support for individual schools. It is vital, as it always is for a professional educator, to stay abreast of any messaging from your Principal, District and SA (or Teacher Ed Program).
One guideline, in particular, caught my eye and hopefully supports more teachers considering ways to engage their students outside the classroom.
Take students outside more often. Organize learning activities outside including snacktime, place-based-learning and unstructured time. Take activities that involve movement, including those for physical health and education, outside. Group sports activities should be organized in a thoughtful way, taking into consideration personal measures.
Outdoor education is mentioned in the BC curriculum for Grades 11 and 12 as part of the physical and health education including several learning goals as:
- Development of skills (monitoring energy levels, monitoring environmental conditions, and increasing confidence)
- Social responsibility (reducing impact on local environment and being aware of cultural and place-based sensitivities)
- Practicing collaboration, teamwork, and outdoor leadership
More generally, outdoor spaces allow for numerous learning opportunities as it allows students to learn through a contextually relevant pedagogy, where subjects could be learned in relevant real-life settings.
For some inspiration and examples of engaging with Indigenous perspectives and knowledge through outdoor and place-based experiences and for some tips on using technology in ‘real’ & ‘virtual’ worlds, check out episode 1 of our interdisciplinary podcast series – Thinking Outside the Sandbox: Outdoor & Interdisciplinary Learning and Teaching” featuring Dr. Hartley Banack, Dr. Shannon Leddy, and Dr. Sandrine Han, faculty members in the Faculty of Education at UBC.
The podcast also includes tips provided by Dr. Hartley Banack on how to create an outdoor learning inventory of useful resources around your school.
Outdoor learning allows for interdisciplinary learning. Watch this interview (part of the new interdisciplinary learning series) with Dr. Hartley Banack, lecturer at UBC’s Faculty of Education and organiser of Wild about Vancouver, where he explains how outdoor education allows for interdisciplinary learning and “de-centers the teacher”; creating a more democratic and student-centered learning environment.
Perhaps even more importantly, spending more time in nature allows for the use of more senses, and thus to be more alive. Richard Louv, author of Last Child in the Woods and The Nature Principle, examines nature-deficit disorder and how it impacts our children.
Tips for teaching outside the classroom
- Megan Zeni, an educator (and UBC graduate student) who champions outdoor learning shares many practical resources on learning various disciplines in outdoor settings in her blog. She recently posted “10 tips for teaching outside” specifically for the COVID return to f2f instruction.
- Dr. Banack also shares some tips on how to take the classroom outdoors in one of CBC Radio’s The Early Edition episodes.
- With the need for larger spaces to allow for social distancing, dedicating a space for an outdoor classroom seems like a practical solution. Here is an example of setting an outdoor learning space (by Langley Meadows Elementary) where children are encouraged to use their imagination to use it as they wish.
- Consider planning for a ‘walking curriculum’ where students have a better understanding of place and learn more deeply about the different disciplines. Read our blogpost to learn more about Gillian Judson’s “The Walking Curriculum”.
- Jacob Martens SD37 shared this table on google docs, that includes many outdoor learning activity ideas and resource links, recently on Twitter
Check out some ideas of how different subjects could be taught in outdoor spaces.
Mathematics & Science Integration
By engaging in the natural world, we are also engaging in the study of ecosystem and biology. This natural pairing of maths and sciences in the outdoors is a powerful vehicle for student learning.
Dr. Susan Gerofsky, associate professor of Environmental and Mathematics Education at the University of British Columbia, explains in this interview how mathematics might be taken outside the classroom. In one of her recent Orchard Garden Workshops held at UBC in March 2020, various examples of teaching mathematics in outdoor settings were shared, including asking students to look for various patterns in the garden and measuring regular and irregular shapes in the garden using possible object(s).
Measurements (of trees for example), observations and sensory experiences (touching trees, listening to birds, smelling, seeing and tasting) all allow for deeper engagement with the natural world and thus deeper learning, as shared by Orla Kelly and Roger Cutting in the chapter “Teaching science outside the classroom” in their book Creative Teaching in Primary Science.
For more examples on teaching mathematics outside the classroom, check our blogpost.
Below are examples of outdoor activities and lesson plans for diverse science topics:
- For lessons on animals, plants, birds, or food chains, check these outdoor games and activities (compiled based on the work done by Delores Franz Los and additional resources) provided by the Stewardship Pemberton Society.
- For embedding connections to the natural world through various subjects based on inquiry learning in outdoor settings, check out these multidisciplinary lessons developed by Earth Rangers.
- KG and Grade 1 environmental inquiry interdisciplinary unit on trees shared on TeachOntario.
- Outdoor activities for teenagers on raising awareness about wildlife and on environmental conservation
- Outdoor lesson on birdwatching
It is important to note that that learning outdoors can be done anywhere and doesn’t require a special set up. There is always room to flexibly find alternatives.
- For example, for a lesson on biodiversity “life in a square meter”, it could be done with a hula hoop set in a garden area, grassy area or even a ‘rough’ area of a school ground.
- Or for the bug hunt activity, alternatives could include using a white sheet under any bush or tree.
Social Studies
Observing and analyzing social phenomena take place best in outdoor settings. Students could analyze real-life problems. For example, students could investigate whether a park is safe for kids and then create a report to present in front of responsible officials.
Or explore the nature of various professions in a real-life setting.
Here is an example of how Grade 8 students at Seneca College (Keele Campus) reenacted the life of a fur-trader through a journey of hiking, scaling a dangel maze, and paddling canoes.
Similarly, students could be involved in community projects that bring a difference in people’s lives.
At times, when it is not possible to organize field trips to museums, virtual museums could offer a good alternative.
Passionate Learning and Outdoor Education
For more ideas on how to foster students’ passionate learning in outdoor settings through various school subjects, check our blogpost.
Guest Post: Nashwa Khedr (EDCP graduate student, project assistant 2020) and the Scarfe Sandbox team Summer 2020
