Planning a Long-Term Outdoor Study:
I acknowledge that the Place-based, ecological practices align with practices that have been at the heart of Indigenous worldviews since time immemorial. I am actively working with my Indigenous colleagues to expand my understanding of Indigenous ideologies and to authentically interweave the imaginative ecological learning activities with Indigenous Peoples’ Principles of Learning.
Today many people are acknowledging the benefits of how teaching outdoors studies benefits and enhances students. When we teach important concepts through local environments, the learning is much deeper and more significant. Familiarity with natural spaces within the community encourages children to learn about the inter-relationships between species that live in it, as well as the significant of the cultural heritage associated with it. This leads to meaningful actions of caring for the environment, as the children have a special place to focus these energies: such as a park that is part of their own community.
Students also benefit in an increase of physical and mental wellbeing, and of course, to they have a better understanding of the curriculum. Students learn best when exposed to interesting first-hand experience and have experts to guide them. Projects that are based on important topics are natural vehicles for practising and extending basic academic skills. It is becoming more and more obvious that teaching and learning has to move beyond the walls of the classroom. (More information can be seen here)
Ways that you can engage in a long term study:
Complete an in-depth investigation of a specific area. For example, students could visit a site to collect different data. Students might look at the soil and environmental factors (such as sun/shade, moisture content and direction location (N, S, E, W). In subsequent trips could include: looking at plants, insects, types of wildlife and discovering what the human impact of the area is. The class could also study other areas to compare.
Track seasonal changes by studying a single area during each of the seasons to compare seasonal changes. Tasks are based on seasonal observations and exploration.
Sit Spots:
bring students to the same place daily to sit for 5-20 min to appreciate nature. They can journal, reflect, read, count bird calls, observe flower, insect or tree identification, etc)
Circles:
Sitting in circles helps with learning because everyone is on the same level, can see and hear one another clearly, and can pass a talking stick around to reflect on a topic or share their learning. Use sit-upons or blankets/tarps! Introduce the idea of a ‘talking stick’- only the person with the stick gets to share, and everyone else listens respectfully.
I acknowledge that the Place-based, ecological practices align with practices that have been at the heart of Indigenous worldviews since time immemorial. I am actively working with my Indigenous colleagues to expand my understanding of Indigenous ideologies and to authentically interweave the imaginative ecological learning activities with Indigenous Peoples’ Principles of Learning.
Today many people are acknowledging the benefits of how teaching outdoors studies benefits and enhances students. When we teach important concepts through local environments, the learning is much deeper and more significant. Familiarity with natural spaces within the community encourages children to learn about the inter-relationships between species that live in it, as well as the significant of the cultural heritage associated with it. This leads to meaningful actions of caring for the environment, as the children have a special place to focus these energies: such as a park that is part of their own community.
Students also benefit in an increase of physical and mental wellbeing, and of course, to they have a better understanding of the curriculum. Students learn best when exposed to interesting first-hand experience and have experts to guide them. Projects that are based on important topics are natural vehicles for practising and extending basic academic skills. It is becoming more and more obvious that teaching and learning has to move beyond the walls of the classroom. (More information can be seen here)
Ways that you can engage in a long term study:
Complete an in-depth investigation of a specific area. For example, students could visit a site to collect different data. Students might look at the soil and environmental factors (such as sun/shade, moisture content and direction location (N, S, E, W). In subsequent trips could include: looking at plants, insects, types of wildlife and discovering what the human impact of the area is. The class could also study other areas to compare.
Track seasonal changes by studying a single area during each of the seasons to compare seasonal changes. Tasks are based on seasonal observations and exploration.
Sit Spots:
bring students to the same place daily to sit for 5-20 min to appreciate nature. They can journal, reflect, read, count bird calls, observe flower, insect or tree identification, etc)
Circles:
Sitting in circles helps with learning because everyone is on the same level, can see and hear one another clearly, and can pass a talking stick around to reflect on a topic or share their learning. Use sit-upons or blankets/tarps! Introduce the idea of a ‘talking stick’- only the person with the stick gets to share, and everyone else listens respectfully.
Being Safe in the Outdoors:
For safety suggestions and tips please see the logistics section below. All outdoor activities need to have safety precautions for your organization and area followed.
Consider: Field trip forms, parent awareness, play boundaries, site visits, proper clothing, awareness of weather, behaviour expectations, medical information, supervision, ....
For safety suggestions and tips please see the logistics section below. All outdoor activities need to have safety precautions for your organization and area followed.
Consider: Field trip forms, parent awareness, play boundaries, site visits, proper clothing, awareness of weather, behaviour expectations, medical information, supervision, ....
Outdoor Provocations
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