The Outdoor Classroom. Active student participation in the outdoors is stressed to discover starting points for inquiry, curriculum enrichment, data collecting,

The Outdoor Classroom

Active student participation in the outdoors is stressed to discover starting points for inquiry, curriculum enrichment, data collecting,

illustration of concepts taught in the classroom, and sensory awareness.

LEARNING FROM NATURE HEAD

Something we know about or want to know aboutSomething that piques our curiositySomething that inspires, challenges, and/or stimulates us

HEARTSomething that reminds of someone or triggers a memory (usually a pleasant one)Something we feel a intimate connection toSomething that makes us feel good

HANDSSomething that sparks an actionSomething with a kinaesthetic connection Something bodily or active

Environmental Education in the Ontario CurriculumEnvironmental education is education about the environment, for the environment, and in the environment that promotes an understanding of, rich and active experience in, and an appreciation for the dynamic interactions of:

•The Earth’s physical and biological systems•The dependency of our social and economic systems on these natural systems• The scientific and human dimensions of environmental issues• The positive and negative consequences, both intended and unintended, of the interactions between human-created and natural systems. (p. 1)

How do we turn kids on to caring about environmental issues?

Experience

How do we turn kids on to wanting to solve problems and be helpful?

Heroes

How do we turn kids on to environmental education?

Personal Connections

How can we infuse Environmental Education into

the existing Curriculum?(STSE)

•develop an appreciation, understanding, and concern for natural spaces, foster engagement with natural spaces and foster responsible environmental citizenship •solve problems through hands-on, inquiry, action-based, higher order thinking and cooperative learning •use the outdoors as a critical component of EE to foster a connection with the environment and provide a unique context for learning•teach children to think globally, about social justice, and beyond our 4 classroom walls.

Reconnecting Children

1. Design These Experiences as per the Butterfly Model

2. Connect These Experiences to Multiple Curricula

3. Begin Where You Are

THE BAKER’S DOZEN: KEY COMPONENTS of OUTDOOR &ENVIRONMENTAL LEARNING EXPERIENCES

Grant Linney “Up Close and Personal” 2009

4. Know & Use the Here & Now

5. Recruit Human & Other Resources

6. Encourage Hands-on Discovery

7. Practice T.L.C.

8. Encourage & Follow Up on Questions

9. Capitalize Upon Serendipity

10.Go Outdoors Regularly

Principles of a Good Nature ProgramCreate a little magic…

•weave a story•forecast events to build anticipation•add a pinch of fantasy•consider all the senses•set up a discovery•wear a costume•send a secret message•prepare a surprise•watch for special moments•demonstrate your care with light-hearted gifts•confound with something amazing•remember to be a good taker•use clues and riddles•create an appealing atmosphere•do the unexpected•add something to make it unusual

David Stokes’ PP’s to helping children explore nature

Process & Product Prepare to Praise

Proper Positioning Proper Names (where’s the P?)

Peek-a-boo Policy Positive Premise

Proper Packing The other Person’s Perspective

Positive Comparisons Pause Please

Proper Questioning

11. Be Proactive About Your Program

12. Be aware of the messages we give our students, explicitly and otherwise

13. Be Safe

DESIGN PRINCIPLES FOR OUTDOOR EXPERIENCES(David Sobel)

“Authentic curriculum refers to curriculum that springs forth from the genuine,unmediated individual and developmental fascinations of children and

teachers.”

Going Outdoors – The Nuts and Bolts•Blanket permission forms

•Let office (and parents, if possible) know you’re going outside

•Have a ‘bag’ at the ready•Class lists•Band-aids and wet swabs•Signaling device – bird call, whistle•Bandanas•Magnifiers•Seed, etc.

•Decide on the focus•Stick to an agenda•Avoid the ‘recess’ mind set•Use the time for doing, give instructions indoors•Allow time for sharing

•Establish the parameters •Make students aware of your the signal and your expectations when you use it•Use a regular speaking voice (or even quieter)•Use the power of a circle•Be aware of the sun, wind and/or rain•Encourage a respect for nature•Try to embrace the unexpected teaching moment!

Resources:

•Teaching Green: The Elementary Years K-5•Teaching Green: The Middle Years 6-8•Teaching Green: The High School Years 9-12•Reconnecting Nature Through Outdoor Education : A Research Summary by Grant Linney and Andrea Foster•Design Principles for Outdoor Experiences by David Sobel•Notes from David Stokes www.dwstokes.com/pages/teacherResources.html