Outdoor Education Keywords and the LLC

Outdoor Classrooms and the Literature

(Photo retrieved from Catherine Nickerson of ASM's outdoor garden)

I read three articles and two blogs around outdoor gardens and school goals in elementary schools.  The idea of students taking their learning outside seems to be popular.  In urban settings, what that looks likes varies significantly.  School gardens are common, like the one show above from ASM itself.  What is less common is taking the actual inquiry in the broader context of science, socials and library learning commons support to the limited outdoor spaces we have access to.  Megan Zeni seems to be a leader in the field and she is a local BC teacher from the lower mainland.  What follows are the annotated bibliographies on the readings around outdoor classrooms.

Outdoor Classroom - Blog by Megan Zeni - Garden Literacy

A big take away from Megan Zeni's Outdoor Classroom blog is that learning is fluid from outside to inside.  Taking nature and using it in an art/literacy/inquiry lesson blends the curriculum effortlessly.  One take away from this blog is the first outdoor classroom activity I plan on doing with the grade 3/4 classes I will be working with in November.  Megan describes story stones in the gardens as joyful learning.  "Through imaginative play with loose parts, it is evident that children in the school garden are innovative storytellers. Story stones offer another opportunity to connect play experiences with oral and written storytelling, which allows for multiple entry points for joyful and engaged story creation."(Zeni, 2019)  lessons described are multifaceted.  In this particular case stones are gathered and students draw images on them that reflect what they connect to in the garden.  Next is up to the students.  Some students create a play using the images as characters.  Some students write up fantastically stories using the images as prompts and others wrote down their research about the animal and its connection to the classroom garden.  Literacy, science, and inquiry combined.  This blog gives educators a deeper understanding of how rich in motivation and inspiration an outdoor classroom can be for garden literacy. "This joyful learning also extends beyond the fence of the school garden to any natural space where children play with story creation. Particularly for children who are overwhelmed by writing tasks, images painted or drawn onto stones can be exciting and inspiring sources for stories, and it is incredible to see hundreds of stories generated based on one story stone." (Zeni, 2019).  The LLC knows stories and the collaborative work a TL and a classroom teacher could do in an outdoor classroom and storytelling is endless.

(image retrieved from: https://meganzeni.com/story-stones/)

Zeni, M. (2019). Garden Literacy with Story Stones.  Retrieved from: https://meganzeni.com/story-stones/

Supporting Whole-Child Learning in Nature-Filled Outdoor Classrooms - Susan Wirth & Nancy Rosenow

This article offers helpful ideas for educators to embrace the outdoors as another classroom.  Outdoor spaces should be used daily and not sporadically.  "The best outcomes for children are the result of outdoor classrooms designed with as much thought and care as indoor classrooms." (Wirth & Rosenow, 2012).  When an educator views the outdoors as a learning space and not just a playground the child becomes curious and ready to engage in inquiries that result from being outdoors. "Nature-filled outdoor classrooms support children's holistic development by encouraging inquiry and communication.  A simple activity, such as encouraging children to look for, describe, and draw something in nature that is beautiful to them, fosters close observation skills, creative representation, descriptive language, and an appreciation for diversity (different points of view). (Wirth & Rosenow, 2012).  We know that our illustrators and authors of the books we house in the LLC have been inspired, by the outdoors.  Creativity comes naturally in an outdoor setting and when I reread that last quote from the article it describes so much of what a LLC represents.  Keeping a digital journal of the images found would benefit projects.

Writh, S. & Rosenow, N.  (2012). Supporting Whole-Child Learning in Nature-Filled Outdoor Classrooms. YC Young Children, 67(1), 42-48.

Using the Outdoor Classroom for Writing Poetry - Juliette Green

This article is short and to the point.  Going outside enriches the experience of storytelling and poetry writing by connecting the writer to all five senses.  "the ‘outdoor classroom’ covers a wide range of environments, from the school grounds to the open countryside, towns and cities to rivers and woodlands, seaside to hillsides." (Green, 2012).  I really appreciate the broad scope this article takes in relation to an outdoor space.  Multiple options in an urban setting for inspiration and inquiry. "Remember that the ‘outdoors’ does not just mean the natural environment, but also the urban environment. An awareness and understanding of the built environment can help to develop a sense of place and to inspire pride in the places where children live, particularly those who live in densely populated areas." (Green, 2012).  The scope for an LLC collaborative poetry project in an urban outdoor classroom is big.

Green, J. (2012). Using the Outdoor Classroom for Writing Poetry. Environmental Education. Spring, 22-23.

Consider the Walls - Tarr

When it comes to documenting student learning taking the Reggio Emilia approach makes a lot of sense when working collaboratively with teachers in outdoor classrooms. Consider the Walls reminds us to steer clear of pre-made school supply store posters and create meaningful learning in our indoor spaces that reflect the process and bring the outdoors in.  Tarr writes that “classroom environments are public statements about the educational values of the institution and the teacher” (Tarr, 2004).  The Reggio Emilia approach sees the child as explorer and the learning as child centred.  Knowing that everyone sees the world in a unique way it becomes paramount to have a way to showcase the learning as the learning unfolds.  Bulletin boards or digital portfolios that have room to grow are recommended.

Tarr, P. (2004). Consider the Walls. YC Young Children, 59(3), 88-92.

Confident Learners - Monique West - ASMatheson Blog

Using the Syilx peoples' perspectives with the inquiry in our outdoor classrooms is a school goal for the 2019-2020 school year. "The Food Chiefs are problem-solvers and providers. They are n'tyxtix (action), skəmxist (wise reflection), spitlem (inter-connectedness and relationships), and siyaʔ (creativity)." (Okanagan Nation/Syilx People & West, 2019).  This blog encourages us as educators to remember that learning is not from our perspective alone.  The spittle (bitterroot) represents relationships, nurturing, and compassion.  The learning is described as "holistic, reflexive, reflective  experiential, and relational, focused on connectedness, on reciprocal relationships, and a sense of place.  Learning involves patience and time. (Okanagan Nation/Syilx People & West, 2019).  Using this strength students in grade four begin to explore the tree bark of the willow tree on the playground.  This blog links assessment with inquiry for teachers, students, and parents.  Embedded in the website are the library learning commons blog and the spirals of inquiry blog.  Having all of the communication on one page joins us as a learning community.  

West, M. & Okanagan Nation/Syilx People. 2019. Retrieved from: http://www.asm.sd23.bc.ca/CLP/Our%20Learning%20Plan/Learning%20Evidence/default.aspx#/view/50

Image shared by the Okanagan Nation/Syilx People with ASMatheson.  Retrieved from: http://www.asm.sd23.bc.ca/CLP/Our%20Learning%20Plan/Learning%20Evidence/default.aspx#/view/50