Section outline


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      SECTION 1:  Defining Outdoor Learning

      While it might seem obvious what outdoor learning is, being able to define outdoor learning can be complicated.  In this section, you will explore some definitions and develop your own.  

      TASK:  The Institute of Outdoor Learning defines outdoor learning as: “...a broad term that includes discovery, experimentation, learning about and connecting to the natural world, and engaging in environmental and adventure activities...[involving] the transformation of knowledge, skills, attitudes, and behaviors through direct engagement with the outdoor environment for the personal and social  benefit of individuals, families, society, and the planet.” (IOL, Summer 2021)  

      SECTION 1, ASSIGNMENT:  In your course journal, reflect on the following questions:  

      • What examples of teaching and learning do you have (in past or current teaching/learning) of outdoor learning and how does it fit into this definition? 

      • How would you define outdoor learning?  


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      SECTION 2:  What Does Outdoor Learning Look Like?

      With such a broad definition of outdoor learning, outdoor learning comes in many forms.  In this section, you will explore some of the possibilities.  

      TASK: How does someone who does outdoor learning define it for themselves?  In this task, you will interview someone who does outdoor learning.  This could be someone at a local park, zoo, or nature center, a scout or 4-H leader who teaches outdoors, or a classroom teacher who takes learning outdoors.  You can conduct your interview in person, by phone, or via a survey emailed to them, whichever works best for you.  While you may have some questions of your own, here are some questions you may wish to ask:

      • If you had to define outdoor learning, how would you define it? 

      • What makes outdoor learning different from learning in indoor settings?

      • For you, what are the key elements that make up outdoor learning?

      • What opportunities and/or benefits exist in outdoor learning that might not exist in other learning settings?

      • What are some of the challenges of outdoor learning and how do you address them?

      • If you had one piece of advice for someone doing outdoor learning for the first time, what would it be?

      Conduct your interview and identify the position the educator holds, the settings where they do their outdoor learning and responses to your questions. 


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      SECTION 2, ASSIGNMENT A:  In your course journal, share your reflections on outdoor learning and interview findings with your key takeaways.

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      TASK:  Now that you’ve got a picture of what outdoor learning looks like from your interview, you will be exploring some additional examples of outdoor learning to broaden your understanding.  

      Begin by listening to this clip from teacher Jeanne McCarty briefly talks about outdoor learning.  Next, watch the following video from Edutopia on Outdoor Learning in Schools from Linda Darling-Hamond-Hammond who expands on how outdoor learning deepens students’ understanding of science, themselves, and the world. 

       Next, explore what a stream study looks like as a specific example of outdoor learning in the video below from the National Environmental Education Foundation. 
       
      Finally, view the video below from Edutopia as one more example of outdoor learning through gardening with students. 
       

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      SECTION 2, ASSIGNMENT B:  In your course journal, reflect on the following:

      • What was something you heard that stood out to you and why?  

      • What elements did the examples you viewed have in common?  

      • What do you think was missing from the examples you viewed?

      • What makes you most excited about teaching and learning outdoors?


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      SECTION 3:  Inclusion in Outdoor Learning 

      As you have noted, teaching outdoors can have many benefits for both learners and educators.  In this section, you will explore some considerations to ensure that all students have the opportunity to experience the benefits of outdoor learning.  

      TASK:  Outdoor learning was explored by many during COVID as a strategy for addressing educator and student safety.  Read this article from Education Week to explore some of the challenges and considerations for educators in making sure that outdoor learning is inclusive for all students. 

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      SECTION 3, ASSIGNMENT A:  In your course journal, reflect on the following:

      • Was there anything in the article that you had not considered before about outdoor learning?

      • Was there anything that resonated with you?


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      TASK: As you think about engaging your students in outdoor learning, it is important to consider how these learning opportunities will be inclusive and equitable. When you think about access, this could include access to learning spaces that are safe and appropriate for your students and their learning or access for students with mobility challenges. Equity considerations might include exploring how students with disabilities can have equitable experiences in outdoor learning, how to accommodate English Language Learners, and students with special needs, cultural considerations for students, as well as addressing the needs of students from lower socioeconomic backgrounds.  Finally, historical exclusion and lack of access to nature for people of color and those with low income creates a “Nature Gap” which might impact how students perceive outdoor learning experiences.  

      One resource to explore to address equity and inclusion in outdoor learning is this guide from the University of Minnesota Extension. 

      Your state parks program may also have tools and resources for access to the outdoors:

      Kansas
      Missouri

      Colorado


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      Section 3, ASSIGNMENT B:  In your course journal, identify some of the potential barriers for your students related to access and equity in outdoor learning.  Discuss how you could address those concerns and/or resources that will support you in addressing those considerations.

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      SECTION 4: What Could Outdoor Learning Look Like for You? 

      There are so many potential ways outdoor learning can be a part of your teaching and learning, from a field trip to a fully immersive outdoor or forest school and everything in between!  In this section, you’ll explore some of the potential opportunities to include outdoor learning with your students.  

      TASK: Review the Examples of Outdoor Learning Across the Curriculum

      TASK:  To explore the possibilities for outdoor learning, briefly review the following resources: 

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      SECTION 4, ASSIGNMENT:  Now that you’ve explored the opportunities, use the template provided in your course journal to conduct an inventory/assessment of at least 5 outdoor learning opportunities (or place-based learning) for your students.  You may wish to review this  Assessing Outdoor Learning Spaces Offsite guidance.

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      Submit Course Journal: 

      • Upload your COURSE JOURNAL with MODULE 2 Assignments completed. You may either upload it as a Word document or share a link to your Course Journal Google Document (Be sure that you set the Sharing Setting to “Anyone with the link” and the role of “Commenter” 

      MODULE 2 will be scored using this Rubric Scoring Guide.

    • MODULE 2 FINAL TASK Assignment
      Opened: Wednesday, 15 November 2023, 1:00 AM
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