The health and learning benefits of outdoor learning are being realized in BC schools via a variety of options: outdoor schools, outdoor programs within schools, specific projects and/or courses. However, what does outdoor learning look like for K to 12 classroom teachers within traditional schools and structures?
In addition to our District’s Outdoor Learning Launch featuring keynote speaker, Angela Hanscom (author of “Balanced and Barefoot: How Unrestricted Outdoor Play Makes for Strong, Confident, and Capable Children”) on October 25th at BSS, Langley has created an online OneNote support document called CONNECTED TO PLACE: EXPLORING OUTDOOR LEARNING OPPORTUNITIES intended to support mainstream classroom teachers in effectively incorporating outdoor learning opportunities for their students by:
- outlining a continuum of ‘nature pedagogy’;
- providing curated professional learning resources relevant to outdoor learning;
- and offering lesson ideas for a variety of contexts.
Continuum of ‘Nature Pedagogy’
|Moving Learning Outside||Environment as Teacher||Environmental Stewardship|
|Identify personal and community values and beliefs systems with respect to the environment;|
Develop an environmental ethic by assessing and aligning values and actions.
|Students’ learning is moved from inside to outside to access the psychological and physical benefits of natural spaces.|
Students develop an appreciation for the natural world by reflecting on the impact of being in natural spaces.
|Students purposefully interact with environment to develop curricular and core competencies.|
Students consider the complexity and interrelatedness of natural and human systems.
|Students assess the environmental impact of their decisions and actions.|
Students act as environmental stewards, accepting responsibility for a sustainable lifestyle that respects the environment.
Outdoor learning integrates core competencies and indigenous principles of learning by emphasising connectedness and personal and social responsibility.