The Great Outdoors: Here’s How Learning Outside Could Become a Lasting Fixture in American Education
When students at Anser Charter School in Garden City, Idaho returned to in-person classes on September 28th, the school environment had undergone significant changes compared to six months prior.
Anser is an EL Education school, which means it prioritizes learning through hands-on projects and expeditions that often take students beyond the school premises. Learning outside the traditional classroom is not new to experienced Anser students.
However, what is new is that, for at least part of the day, classes themselves will be held outside the school walls. This is a measure taken to reduce the risk of COVID-19 transmission in the 375-student K-8 school. Heather Dennis, the Director of the Anser Organization, explained that they have designated specific areas of the playground or parking lot for each grade level. This allows teachers to take their classes outside whenever they see fit.
Schools across the country, whether charter, private, or district-run public schools, are all finding ways to minimize the spread of COVID-19. As studies increasingly show that the virus is less likely to transmit outdoors, innovative educators and leaders are discovering ways to bring their students into the fresh air.
In Denver, McAuliffe International, a district-run middle school, plans to hold classes in event tents when they resume in-person learning in late October. Kurt Dennis, the executive principal, stated that these event tents can safely accommodate 110 students each, providing 36 square feet per student. This effectively creates an additional 12 classrooms and alleviates concerns about ventilation.
Experienced outdoor educators, like many of the Anser teachers in Garden City, understand the unique challenges and benefits of learning outside the traditional classroom setting. When done well, outdoor learning enhances the educational experience for nearly all students.
However, there is a growing number of educators who believe that the current disruption caused by the pandemic presents an opportunity to permanently shift towards spending more time outdoors. They argue that learning through experience and in the larger world should become a permanent element of American education, fundamentally changing how children learn.
Wendy Wyman, the former superintendent of the Lake County School District in Colorado, believes that while it is difficult to find silver linings in a pandemic that has cost many lives, increasing outdoor learning could be one of them. Wyman argues that it allows for reflection on current practices and promotes active, experiential learning, which most students thrive on.
While outdoor education advocates easily highlight its benefits, educators accustomed to the controlled environment of a school building may find transitioning to outdoor learning challenging.
Bluum, a nonprofit organization based in Boise that develops new schools and trains leaders, conducted interviews with experienced outdoor educators to gather tips for schools considering a shift towards outdoor learning, even if only temporarily. They emphasized that regardless of the school’s location or type, urban, suburban, or rural; private, public, or charter, certain best practices remain the same.
Here are four key points to consider:
1. Managing Risk: Prioritize the safety and comfort of everyone involved by involving them in assessing and managing the risks associated with outdoor learning. Nate McClennen, head of innovation at Teton Science Schools, highlights the importance of identifying both human and environmental hazards and managing the risks that arise from their intersection. Teachers and students should feel secure whether inside or outside the school building, whether in the classroom or on a city street or hiking path.
2. Be Prepared: Ensure that the necessary supplies and equipment for outdoor learning are available. Distribute large clipboards to students and provide handheld whiteboards for teachers. Additionally, invest in WiFi boosters to extend the internet signal to outdoor areas.
3. Integrate Curriculum: Intentionally integrate outdoor learning into the curriculum. Design lessons that utilize the outdoor environment and encourage hands-on experiences. This will help students connect their learning to real-life situations and develop a deeper understanding of the material.
4. Teacher Professional Development: Provide ongoing professional development for teachers to equip them with the necessary skills and knowledge to effectively facilitate outdoor learning. This could include training on instructional strategies specific to outdoor settings and fostering a sense of connection with the natural world.
By embracing outdoor learning, schools have an opportunity to reimagine education and promote a more engaging and impactful learning experience for students. Though the pandemic has presented countless challenges, it has also revealed the potential for positive transformation in education.
The Independent Santa Fe School of Arts and Sciences has taken a unique approach to enhance the learning experience for its students. Instead of traditional classroom seating, all students from third to eighth grade have been provided with personalized Crazy Creek chairs featuring their names and the school logo. These chairs will remain with the students until they graduate.
According to Principal Todd Stiewing, the chairs have become an integral part of the students’ daily routines. They carry their Crazy Creek chairs to and from the classroom, maintaining social distancing by placing them apart. This practice adds a different dynamic to their learning experience, known as "Crazy Creek learning."
In addition to comfortable seating, it is crucial for schools to ensure that students are properly dressed for various weather conditions. A popular saying from Sweden states that there is no such thing as bad weather, only bad clothes. This applies to schools situated in areas with extreme climate conditions, like the K-8 school located at 10,000 feet above sea level. With the right clothing, students can continue their outdoor learning activities regardless of the weather.
For schools in low-income areas, providing warm winter clothing can be challenging. Lake County schools have been fortunate to have access to a grant-funded gear library. However, establishing partnerships with local service organizations can help solicit and manage donations for schools that lack these resources. The Knights of Columbus, for example, has been instrumental in managing a donation program in Lake County.
In the era of COVID-19, schools must be prepared to provide students with the necessary gear for an extended period. This eliminates the need for frequent laundering of outerwear, ensuring a smoother learning experience.
Even during remote learning periods, educators are encouraged to incorporate outdoor components into their lessons. As children spend more time in front of screens at home, the need for outdoor activities becomes increasingly important. The benefits of connecting with nature and fulfilling the human need for outside experiences cannot be overstated. Whether it involves reading in the grass or exploring their immediate surroundings, these outdoor activities contribute significantly to a child’s development.
In normal circumstances, many schools practice place-based learning, utilizing the community as a classroom. With remote learning, however, students’ homes and neighborhoods can serve as their classrooms. It is crucial to ensure that learners are still connected to the world around them, rather than solely focusing on screens.
Schools should consider how the practices they have been forced to adopt during these unprecedented times can lead to positive and permanent changes in learning environments and opportunities. This involves instilling teacher confidence in creating flexible classrooms that can exist both online and in physical settings. It is important to provide proper training and support to educators so that they can adapt to these new learning environments with ease.
Implementing this shift in a thoughtful and prepared manner is essential, as doing it haphazardly may cause resistance. Becca Katz, who runs the grant-funded program Get Outdoors Leadville! in Lake County, emphasizes the importance of teachers having a successful experience in order to embrace outdoor learning permanently. Adequate support for teachers is crucial in making this transition a success.
In conclusion, the Independent Santa Fe School of Arts and Sciences has demonstrated a unique and effective approach to enhance the learning experience for its students. By providing personalized chairs, focusing on outdoor learning, and preparing for flexible learning environments, schools can create a positive and long-lasting shift in education practices.
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