EducationNews.org

1) First of all, tell us a bit about yourself and your training.

As an Associate Professor of Education in the Department of Curriculum and Instruction at Ashland University in Ohio, I teach both graduate and undergraduate courses. My teaching emphasis is on middle school education, instructional methods and outdoor/experiential education.

I received my bachelor's and master's degrees from Ohio State University and my doctorate in curriculum and instruction from Kent State University. My teaching career includes experiences as a sixth grade teacher; resident outdoor education program teacher and co-director; conservation summit faculty member with the National Wildlife Federation; and environmental education summer workshop series faculty member at Kent State University.

2) What prompted you to write a book about "Schoolyard Enhanced Learning"?

My very positive experiences withoutdoor learning began several decades ago. I saw quickly how the outdoors provided a magnificent change of pace and place that energized students (and me!) Over the years I have been fortunate to work in the areas of curriculum development, instructional improvement and professional development which gave me many opportunities to encourage other teachers to use the outdoors as a teaching tool.

As a strong advocate of outdoor learning, I frequently see teachers struggle to find the resources needed to utilize outdoor teaching conveniently on their school sites. Unfortunately, there are very few comprehensive guides about how to use the outdoors for teaching. There are many activity books, but very few general handbooks that provide step-by-step help so teachers have a high probability of success when using the outdoors as a teaching tool.

I wanted to provide a comprehensive resource that includes sample activities, outdoor classroom management tips, suggestions for ways to make the school grounds "learner friendly" and specific ideas about how to plan and organize outdoor teaching. In addition, I have tried to provide a synopsis of current research – studies that clearly show the positive effects upon student achievement that come from integrating the outdoors into instruction. In today's standards-based environment educators must be able to show a link between student achievement and teaching methodology.

3) I am familiar with the concept of Nature Deficit Disorder. Have you been influenced by Richard Louv?

Louv's book, Last Child in the Woods,was published during the time that I was writing Schoolyard-Enhanced Learning. A friend of mine sent me a review of the book and said "This sounds like you."I was truly delighted to find a book that meshed so well with my own concerns about children's lack of contact with the outdoors. The Louv book strongly reinforced my beliefs about the importance of finding ways to get kids outside once again and the need to offset video vegetation.

4) You have probably been asked this before, but I have to rehash the issue. In this age of No Child Left Behind- with issues of Annual Yearly Progress, and all this testing- can teachers really afford to take the kids outdoors on a daily or even weekly basis?

You bring up an excellent point. One of the major stumbling blocks to using the outdoors for instruction is the old notion that "real" learning has to take place within the four walls of a classroom. Often teachers feel that going outside is something extra and nice, but not really solid "teaching".

In Schoolyard-Enhanced Learning I have emphasized the research that clearly shows that a mix of both indoor and outdoor learning results in higher achievement than the utilization of only indoor instruction.It's really a very logical finding when you consider the clear link that has been found between motivation and student achievement. If students are taking part in engaging activities, they will be motivated; and, if they are motivated, there is a high likelihood that students will achieve. Without a doubt, well-planned outdoor experiences are highly engaging and motivating. In addition, the outdoors presents a marvelous opportunity to take abstract concepts taught indoors and provide concrete examples outside.

In the book, I summarize several research studies that have validated that outside learning does increase student achievement. To be very candid, after carefully looking at the research concerning outdoor learning and place-based education, I feel that teachers concerned about academic progress cannot afford to keep their students indoors!

5) What about field trips? Can and should they be used in lieu of daily outdoor activities?

Field trips are wonderful ways to reinforce concepts in the curriculum. Although I certainly encourage teachers to plan offsite excursions, the reality is that funding issues and time considerations restrict most classrooms to a very limited number of field trips each year.The schoolyard, on the other hand, is immediately accessible every day—no need to arrange transportation or collect field trip permission slips. Field trips and schoolyard-enhanced learning both fall under the heading of place-based education—using the surroundings (schoolyard or community) for enhancing learning.

6) Tell us a bit about the "nuts and bolts "of taking a group of students outside for a lesson.

Good outdoor activities begin indoors, move outside, and then are incorporated into the indoor curriculum. Before going outside it's important to explain the specific tasks that will be accomplished and also teach any vocabulary or procedures that may be needed.A cardinal rule is never to do outdoors what could just as effectively be done indoors. For example, vocabulary and terms that will be needed outside are really better taught initially indoors and then reinforced outdoors.

While still inside, it is also important to dispel a "recess mindset". For students of any age, going outside implies freedom, movement and even different behavior expectations. We want students to feel relaxed in the outdoors, but it is critical that outdoor instruction not be equated with play time.

While still inside the classroom, it's essential to review the behaviors and rules that will be expected outside. Emphasize that many of the rules that apply indoors will also apply outside.

Once you are outside, go over the rules again and also clearly indicate boundaries. Some teachers tie ribbons or colorful string on trees and plants that they want to use as boundaries. I have even stuck long pieces of masking tape on objects to identify the limits of a study area.

I strongly recommend having an outdoor teaching/meeting area where the class gathers initially for a review of the task, or later to share findings. This area can range from the simple (log or boulder seating) to the more elaborate (commercially purchased benches or picnic tables). The teaching/meeting area helps tremendously to reinforce that the class is outdoors to accomplish a specific learning task.

When working with students outside it is important to circulate constantly, gathering the group into a circle when explanation is needed. The circle conveys a sense of purposefulness and also fosters the feeling that we are a part of something special. In a very practical sense, it also makes it possible for you to quickly see everyone and monitor what's happening. Trying to talk to a mass of kids standing three or four deep just doesn't work. The first layer may be engaged, but it's anyone's guess beyond that!

When back inside the building it's important to use what was found or learned outside. Use the data and observations to help you teach content indoors. For a math unit on charts and graphs, use data found outside as your raw material for graphing. Use outdoor observations to fuel a creative writing lesson, or incorporate shapes and patterns observed in nature into artistic expressions.

7) I was quite fortunate when I taught in the South Bronx that I was able to take students to the Botanical Gardens and it was quite an experience.  But how do teachers expose students to the world of nature, flowers, trees, and grass in Boston or Chicago?

I'm assuming that you took a field trip to the Botanical Gardens. Every major city has nature centers and/or metropolitan park interpretive centers, and I strongly encourage the use of those community resources. It also is possible in many cases to bring flowers, trees and grass to the schoolyard. Even a small school garden plot, or an unmowed area, can open the world of nature to students. It's interesting that you mention Boston. The Boston Schoolyard Initiative has been helping Boston schools for more than ten years to design and build schoolyards that provide a rich resource for teaching and learning.

8) Tell us about teaching "content areas "outdoors.

The outdoors can be either a venue for learning or a source of content. Both applications can provide powerful learning experiences. When the outdoors is used as a venue it provides a backdrop for an activity (for example, going outside to read a story or have a discussion). The change of pace and place provided by a move outside can heighten the impact of an activity. The outdoors can occasionally be used as a venue in most any content area.

Secondly the schoolyard can provide the content and serve as an essential element of an activity (e.g. going outside to use a statistical sampling technique to estimate the population of ants in the school lawn). It's important to keep in mind that outdoor learning is not just for science instruction. For example, language arts teachers teach descriptive writing by having students focus on what they see outside; social studies teachers work on mapping skills using the outdoors as a source of content; art instructors focus on form, shape, texture and color by turning to the outdoors as a source of examples.

9) What is "outdoor education "in your mind?

For nearly a century the general term "outdoor education" has been used for learning activities that take place outside-- at a camp, on the school grounds, or in the community. Because "outdoor education" has been around for such a long time, it has morphed into a variety of meanings.Perhaps the reason why it's difficult to precisely label "outdoor education" is because it really isn't a technical term. Rather, "outdoor education" refers to a general concept-- the idea of using the outdoors as a tool for learning.

As I explain in Schoolyard-Enhanced Learning, outdoor education is really a subset of the more general concept of experiential learning. The major elements of experiential learning, utilizing authentic experiences and learning by doing, are also integral parts of outdoor teaching. However, experiential learning refers to a process and is not limited to a specific venue. Students conducting experiments or simulations in a classroom are engaging in experiential learning. The setting of the experience isn't the defining element since students are observing and reflecting upon concrete experiences in order to clarify or formulate abstract concepts.

Outdoor education, however, specifically refers to experiences that take place outside. The observation, reflection and concept clarification are also there, but it just takes place outdoors.
10) For teachers who are near a river- say the great Mississippi—how could that be used to teach social studies, science, and other subjects? For teachers near an ocean- the Pacific or Atlantic- how could you teach literature and language arts concepts?

Wow—that could provide the framework for another book!

First, teachers need to look at the curriculum or content standards that they are expected to teach at a given grade level and subject area. They then need to assess what content could be enhanced by utilizing the outdoors and other resources in the community such as parks or nature centers.For example, if the concept of erosion is part of the science curriculum, utilizing a river or ocean for examples would be a natural. Using local natural features like oceans and rivers as a focal point to explore why settlements occurred would be a way to localize the study of an abstract concept.

The starting point is to evaluate the content that is required at a grade level or course and then evaluate what might be enhanced through the use of a major local natural feature like a river or ocean.

11) I have always been intrigued by caves, and I am now fortunate enough to be by the Carlsbad Caverns. Are there internet resources that inform teachers as to resources near them?

Some of the best resources that I have found for locating local resources are the following:

--Soil and Water Conservation District Offices (SWCD). For example, typing "New Mexico SWCD" into a search engine immediately yielded a website that listed all of the SWCD offices in your state (with phone numbers and web links). Many of the local offices (often located by county) have an education specialist who can provide tremendous help in locating local outdoor-related resources in your area.

--State departments of natural resources (DNR offices). I typed"New Mexico DNR" and found the website of your state department of natural resources. These agencies serve as a clearing house for a wide variety of information—usually including parks and natural areas. These agencies also frequently have education departments that produce outstanding materials specific to your state. By all means explore your department of natural resources site carefully.

--Cooperative Extension Service.Type in your state and "Cooperative Extension"and you will find websites (often quite extensive) of the cooperative extension offices that serve your state. These are primarily managed by state universities with offices frequently located in numerous counties in a state. Education specialists are also frequently a part of the staff and can provide both materials and advice concerning outdoor teaching and locations of interest.

12) How do we communicate to parents the absolute necessity of educating their children about nature- wildlife- trees, forests, streams and nature?

In part because of Richard Louv's book, and also because of a current popular interest in "green living", people seem to be more receptive to talking about the concerns that arise when kids spend all of their leisure time indoors. I think that it is very important that teachers who use the ideas outlined in Schoolyard-Enhanced Learning explain to parents why they are taking students outside. One teacher uses his school website to talk about the outdoor activities his students are doing; another shows a student-produced video during parent teacher conferences in which kids are doing activities outdoors and also explaining what they are learning and why it is helpful to be outside.

13) Do you have a web site where interested teachers and parents can get more information?