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    Teaching and Learning Outdoors eeCourse

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    Teaching and Learning Outdoors Course logo. Image of Children playing in the mud.

    Teaching and Learning Outdoors eeCourse Introduction and Instructions

    START HERE:

    • PLEASE READ - Course Introduction & Instructions Click HERE
    • PLEASE READ - Course Journal Click HERE


    After you have read the documents above, start on Introduction to KACEE below. 

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    Introduction to Environmental Education and KACEE







    • Students must
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      Section 1: Introduction to KACEE

      Watch the welcome video from KACEE’s Executive Director and explore the website to learn how KACEE is striving to grow a healthy, vibrant, equitable, and resilient Kansas through the power of environmental education.

      TASK:  Watch a KACEE Welcome Video from KACEE’s Executive Director, Laura Downey   

      TASK:  Explore KACEE's website to learn about environmental education in Kansas. Listed below are a few optional pages to explore.

      *Please note JEDI work is ongoing and we will have more information coming soon!



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      TASK:  Read the Kansas Green Schools and Kansas School Gardens overviews below:

      Kansas Green Schools Overview

      Kansas School Gardens Overview

      • The Kansas School Gardens program was developed by Kansas teachers and gardeners. 
      • The Kansas School Gardens resources are free and provide "How-To" guides for starting and sustaining school gardens.
      • Throughout the "How-To" guide are curriculum connections to help tie the learning in the garden to existing classroom learning objectives.
      • Check out the Kansas School Gardens website to learn more.


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      TASK:  Check out the numerous ways that you can engage with and connect to KACEE and find the connections that are best for you:

      YouTube:  youtube.com/user/KACEEORG/  ~  Twitter:   twitter.com/kaceeandkgs  ~  Instagram:  instagram.com/kacee_1969  ~  Linkedin:  linkedin.com/company/55042923/

      Facebook:  ~  facebook.com/KACEE1969/  ~  facebook.com/groups/kansasgreenschools  ~  facebook.com/groups/KACEEGroupPage  ~  facebook.com/wildkansasstudents



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      SECTION 1, ASSIGNMENT:  In your course journal, write a short reflection about the pieces from the video, the sections of the website, or the Kansas Green Schools or Kansas School Gardens programs that you found interesting or that resonate with you/your work.  

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      Section 2:  Environmental Education Overview

      Learn about the importance of environmental education and the benefits to children/student health and development.

      TASK:  Watch the following video on the importance of environmental education.

       
       


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      TASK:  Nature Focus:

      Before you begin the next steps of the course take a moment to go outside if possible and observe your surroundings trying to use as many of your senses as possible for 5 minutes.  If you're not able to go outside you can also observe the outdoors by looking through a window.

      While you are making your observations consider the following questions:

      How does being outside make you feel?  

      In what ways do you think that time spent outdoors can benefit adults and children? 

      What was your favorite way to spend time outdoors when you were a child?  What is your favorite way to spend time outdoors as an adult? 

      *You do NOT need to record your answers to these questions, just consider them while you're making your observations.



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      TASK:  Review Environmental Education And Why It Matters. 

      SECTION 2, ASSIGNMENT:  In your course journal, record your answer to the following question:  How do you think incorporating environmental education into your initiatives might have a positive impact on the work that you do? 

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      Section 3:  EE Professional Development Learning Objectives

      Learn how environmental education can be utilized within the work that you do and the benefits it can have for student engagement and learning.

      TASK:  Watch the following video about what environmental education is and how that relates to our professional development learning objectives.

       
       

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      SECTION 3, ASSIGNMENT:  In your course journal, write a few sentences about what you are hoping to get out of your professional development experience and how you envision yourself using environmental education in your classroom or program.  



    • INTRODUCTION FINAL TASK Assignment
      Opened: Wednesday, 22 November 2023, 1:00 AM
      Students must
      Make a submission
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    MODULE 1: Why Teach Outdoors?


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      SECTION 1: Connecting to Your Outdoor Learning Experiences

      Each of us has had both formal and informal outdoor learning experiences.  In this task, you will reflect on the most meaningful and memorable experiences you have had learning outdoors. 

      TASK:  Close your eyes and think about a time that was meaningful and/or memorable for you as a learner in an outdoor setting.  Describe the setting, use all your senses, and then reflect on your learning, what has stuck with you, and why do you think that is?  This could be a formal experience with an educator or a non-formal experience with a caregiver, friend, or adult leader.

      SECTION 1, ASSIGNMENT A:  How could your outdoor learning experience influence your teaching today?  Record your reflection in your course journal.  


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      SECTION 1, ASSIGNMENT B:  In your course journal, list 3-5 questions you have about teaching outdoors that you would like to explore throughout this course.


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      SECTION 2:  Benefits of Outdoor Learning

      You may already recognize that outdoor learning can be meaningful and memorable, but what does the research say about the benefits of outdoor learning?  

      TASK: To get you thinking more about the benefits of outdoor learning, watch this short video from Sir Ken Robinson. 

       

      Robinson is a renowned thinker on innovation in education, who garnered international attention for his 2006 TED Talk.  Feel Free to watch this video if you'd like to learn more about him. 


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      TASK: Now dive into the research to identify the benefits of outdoor learning.  Begin with this eeGuidance document which was developed initially by the North American Association for Environmental Education to encourage the use of federal funding to support outdoor learning in schools and which highlights some of the many benefits of outdoor learning for students and educators.  Now explore this Research Digest from the Children and Nature Network.  Additionally, if you would like, you can do your own search in the Children and Nature Network’s Research Library and conduct your own search of the literature.  

      SECTION 2, ASSIGNMENT: In your course journal, identify five benefits that you find especially powerful to your own teaching and learning.  Be sure to cite your source for each benefit you identify. 


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      SECTION 3:  Making Your Own Case for Learning Outdoors

      Sometimes teaching and learning outdoors is viewed as something fun to do--occasionally, but not a part of regular practice. This can sometimes result in pushback from administrators, other teachers, or parents/guardians about taking your learning outdoors.  In this task, you’ll make the case for teaching and learning outdoors.  

      TASK:  Read this article from Education Week which explores some of these challenges.  

      TASK: Thinking about your audience, develop your case for learning outdoors.  This may be in a written form, PowerPoint presentation, infographic(s), video, or whatever medium you feel will be best to make your case. If you need help getting started, see this article and pay particular attention to the section on creating your passion presentation.

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      SECTION 3, ASSIGNMENT: Share your case in your course journal. 

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      Submit Course Journal: 

      • Upload your COURSE JOURNAL with MODULE 1 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 1 FINAL TASK Assignment
      Opened: Wednesday, 15 November 2023, 1:00 AM
      Students must
      Make a submission
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    MODULE 2: What does Outdoor Learning Look Like?


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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
      Students must
      Make a submission
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    MODULE 3: Strategies for Outdoor Learning


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      SECTION 1:  Cultivating Support

      Where can you get support? In this section, we’ll explore what type of outdoor learning you’d like to do and the how, where, and why of gaining support to help that learning take place.

      TASK: Outdoor learning opportunities can vary greatly from as simple as taking students outside the school building to read a book, to taking a field trip, to creating an entire outdoor learning classroom.  Think through what outdoor learning you would like to do.  This might include goals for something in the short, medium, and long term. Starting small with your outdoor learning can be beneficial to its long-term sustainability.  It can help by establishing the building blocks of support and partnerships that can grow and expand along with the outdoor learning that you’d like to do over time.  

      TASK:  Now that you have an idea of what outdoor learning you’d like to do, explore what types of support you might need to make that happen.  Finding support can be greatly beneficial to the sustainability of your outdoor learning.  Support could include things like administrator/supervisor support, funding, buses, donated materials and supplies, etc.  To help you brainstorm, here is a general list of people and places where you might be able to get support:

      • Parents

      • Fellow Teachers

      • Administrators

      • Maintenance Staff

      • Food Service Staff

      • Community Members

      • Local Businesses

      • Local Library, Conservation District, or other resource organizations

      • Grants   

      Once you have thought through what types of support you need you can determine what strategies will be helpful to you in gaining that support.  


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      SECTION 1, ASSIGNMENT:  In the first module you did an initial draft of making your case, now that you’ve had time to think through what you want to do in more detail, you can refine your case statement and strategy.  Keeping in mind who and what type of support you might need, go back and flesh out your case statement and strategy that you did in Module 1.  Include the following:

      • What type(s) of outdoor learning would you like to do (remember this could include short, medium, and long-term goals/projects for outdoor learning)

      • What types of support might you need for your outdoor learning 

      • Who/Where you might be able to gain support from

      • What strategies might you use to gain the support you need

      (Include your refined case statement and strategies in your course journal)


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      SECTION 2:  Considerations for Outdoor Learning

      In this section, you’ll learn about helpful considerations for teaching and learning outdoors and how to manage the considerations that are most relevant to you.

      TASK: There are several overall strategies that can help your outdoor learning be a success.  Review at least two of the following resources on overall guidance for outdoor learning:

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      TASK: Managing students is key to your outdoor learning experience.  Review at least two of the following resources on managing students during outdoor learning:


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      TASK: Planning for the weather helps you and your students be prepared and can help ensure a rich and meaningful experience.  As the saying goes… “There’s no such thing as bad weather, there’s just bad planning!”  Review at least two of the following resources on planning for the weather with outdoor learning:


      TASK: Taking Tech outdoors can be a great way to engage students with the environment and enhance your outdoor learning.  Watch the following video to learn about how to incorporate technology into your outdoor learning: 



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      SECTION 2, ASSIGNMENT:  In your course journal, record your answers to the following questions:

      • What were two overall strategies for outdoor learning that you found most interesting/helpful?

      • What are two student management strategies that you learned about, that you plan to implement in your outdoor learning?

      • In which season/seasons do you plan to implement outdoor learning? What strategies can you implement to deal with the weather in those seasons?

      • How do you think you could incorporate technology into your outdoor learning and what benefits do you think you might see from doing that?


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      Section 3:  Compare and Contrast

      How is teaching outdoors different from teaching in a classroom?  What does a classroom have that the outdoors doesn’t and what do outdoor settings have that aren’t in a classroom? In this section, you’ll compare and contrast an indoor classroom space with an outdoor learning space.

      TASK:  Now that you have thought through what outdoor learning you’d like to do, strategies for gaining support, and considerations for outdoor learning, you can compare and contrast how you would do that type of learning indoors versus outdoors to help broaden your scope of thought and plan for even the little things like not having outlets to plug into.  


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      SECTION 3, ASSIGNMENT: In your course journal, use the chart provided to review the two examples comparing and contrasting learning in an indoor learning space versus an outdoor learning space and continue to fill in the chart (feel free to add more rows) with as many other considerations that you can think of.

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      Submit Course Journal: 

      • Upload your COURSE JOURNAL with MODULE 3 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 3 FINAL TASK Assignment
      Opened: Wednesday, 15 November 2023, 1:00 AM
      Students must
      Make a submission
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    MODULE 4: Creating Your Outdoor Learning Plan


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      To assist you in thinking through your Outdoor Learning plan, use the template provided in your course journal to identify your goals and objectives for outdoor learning and create an actionable plan to teach outdoors!  


      SECTION 1:  Create Your Outdoor Learning Plan

      Use the template in your course journal to develop your outdoor learning plan, and draw upon your previous assignments to refine your plan. 

      SECTION 1, ASSIGNMENT: Complete the "My Outdoor Learning Plan" provided in your course journal. 




    • Students must
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      Submit Course Journal: 

      • Upload your COURSE JOURNAL with MODULE 4 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 4 FINAL TASK Assignment
      Opened: Wednesday, 15 November 2023, 1:00 AM
      Students must
      Make a submission