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Children with diverse backgrounds, abilities, and behavior issues all succeed in a forest school environment

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Evidence across multiple sources concludes that outdoor learning is a largely positive practice.

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What does the research say about Outdoor Learning

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'We looked at whether school children's learning about their local environment would influence the way they treat it. We found that not only was this the case, but high quality, out-of-classroom learning also influenced how children behave and the lifestyle choices they make.

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Outdoor Education can improve self-discipline and decrease stress

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Children are more creative and use their imaginations more during outside play than inside

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Creativity thrives in the outdoor classroom

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Creativity thrives in the outdoor classroom

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This research supports that there are many physical and social benefits of spending time outdoors in the Early Childhood classroom

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Direct access to learning environments makes science education more meaningful

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Top Ten Reasons to have an Outdoor Classroom

September 25, 2011 by anonymous

1. Shifts educational focus from secondary to primary sources. Traditional classroom teaching uses textbooks, lectures, video and the internet as instructional tools. The Outdoor Classroom exposes students through direct experience to nature areas and demonstration models such as weather stations, water flow systems and renewable energy installations.

2. Uses experiential teaching methodologies to engage students. The Outdoor Classroom fosters active, hands-on, inquiry-based learning in a real world setting. Through group problem-solving activities students embrace the learning process as well as seeking final outcomes.

3. Makes learning a multi-sensory experience. By engaging the senses of touch, smell, hearing, taste and seeing, students retain an intimate physical memory of activities that are long lasting and synergistic. E. O. Wilson's Biophilia Hypothesis reminds us that the human species, having evolved in the natural world, has a deeply-rooted need to associate and connect with nature.

4. Fosters the use of systems thinking. As a mini-ecosystem, the Outdoor Classroom emphasizes the interconnectedness of all things. Through exposure to the intricate web of life, students come to understand that complex natural and societal systems often require holistic rather than linear solutions.

5. Lends itself to inter-disciplinary studies. In seeking a holistic understanding of the outdoor classroom it is often necessary, and desirable, to employ multiple academic disciplines. Laying out a planting bed requires math skills. Distinguishing native from non-native plants provides an opportunity for social studies. Creating a scarecrow is an art project. A garden journal will foster writing and drawing skills.

6. Recognizes and celebrates differing learning styles. As popularized in Howard Gardner's Theory of Multiple Intelligences, people have a variety of aptitudes and ways of learning. Although some students thrive in a text-based environment, others will benefit from a more experiential approach. For example, ESL students, SPED students, and students where reading is not prioritized at home - those that comprise the so-called Achievement Gap - may contribute more in the Outdoor Classroom.

7. Connects the school to the neighborhood and the world-at-large. Through learning and stewardship activities students come to understand that their schoolyard microcosm reflects global environmental issues. Proximity to the surrounding neighborhood often leads to service learning projects that emphasize social involvement and responsibility. Accessibility to the Outdoor Classroom provides opportunities for out-of-school time programming. High visibility and interest encourages local volunteerism.

8. Design and installation is a modest capital expense. School systems often struggle with budgetary issues in prioritizing initiatives. The cost/benefit ratio for installing and sustaining an Outdoor Classroom is attractive and the goal of an Outdoor Classroom in every schoolyard is achievable.

9. Projects a positive message about public education. Schoolyards can be degraded and unsafe or vibrant, dynamic school/community open spaces. Either way, we send a message to students and neighborhood about how much we value the education of our children. The Outdoor Classroom is a reminder that innovation is alive and well in public education.

10. Blurs the boundaries between academic learning and creative play. Kids love the Outdoor Classroom. When a teacher asks who wants to go outside every hand is raised. Absenteeism goes down on Outdoor Classroom days. By preserving a child's innate sense of curiosity and wonder we will foster active and engaged life long learners. Yes, learning can be FUN!

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Top Ten Reasons to have an Outdoor Classroom

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Top Ten Reasons to have an Outdoor Classroom in Every Schoolyard Shifts educational focus from secondary to primary sources. Traditional classroom teaching uses textbooks, lectures, video and the internet as instructional tools. The Outdoor Classroom exposes students through direct experience to nature areas and demonstration models such as weather stations, water flow systems and renewable energy...

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Students with behavior problems are more likely to succeed in an outdoor environment because of increased physical movement

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The average school can integrate an outdoor learning element to their routine with dedicated staff and teachers.

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Students are happier and learn better when they spend time outdoors, research shows. A webinar sponsored by NSBA's National Affiliate programs on Oct. 12 gave examples of how schools, even in the most urban settings, can use outdoor areas as hands-on laboratories.

Laurie Harmon, an assistant professor in the department of parks, recreation, and leisure studies at George Mason University, showed data that says children's and teens' lives are too structured, and getting outdoors helps them unwind, de-stress, and regain focus. One study showed that students ages 6 to 12 cited "too much schoolwork" and "not enough time" as main factors for not going outside.

Already, technology is taking up a larger amount of young people's time - one study showed that teenagers spend 7.5 hours using some sort of media and one-third of that time multitasking, double the time just five years ago, Harmon said. It's important, she added, that schools find ways to engage students through outdoor learning activities.

"While parents are the number one influencer, school programs also have an influence, and schools have room to be more influential," she said.

Barnard Elementary School in Washington, D.C., is an example of school that has successfully integrated outdoor activities into its curriculum. Principal Grace Reid said that she applied for grants to help teachers make outdoor education a part of their lesson plans.

When she realized that students lacked knowledge about where their food came from, she helped build an herb and vegetable garden.

"Many children have never seen vegetables or fruit grow, and they have no idea where they come from," Reid said. "The gardens have provided experiences for authentic learning."

Students are now much more willing to try new foods and choose healthy options in the school cafeteria, which uses vegetables harvested from the garden.

Another panelist, Michael Rizo, a program specialist with the U.S. Forest Service, gave tips for school officials looking for ways to use outdoor spaces to enhance students' learning and overall educational experiences.

"You definitely have to plan a location," taking into account sunlight, proximity to a source of water, and safety, he said.

"And when focusing on schools, first and foremost, you need a dedicated teacher, ideally a team of teachers," he added. Support from the school principal and parents is also critical.

He recommended placing signs to explain the workings of the garden or outdoor area for the community, particularly if it is off-season or a habitat is designed to look "weedy."

What doesn't work, Rizo said, are after-school programs and those not clearly tied to the school's day-to-day activities or supported by school leaders and teachers.

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Students are happier and learn better when they spend time outdoors, research shows. A webinar sponsored by NSBA's National Affiliate programs on Oct. 12 gave examples of how schools, even in the most urban settings, can use outdoor areas as hands-on laboratories.

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Children are able to be louder and have more personal expression outside than inside.

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Math and English are not always associated with the outdoors but this article suggests otherwise

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An outdoor curriculum is more catered to the needs and interests of the children.

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In concert with modern child development research findings, the concept of the Outdoor Classroom is built upon the premise that children are complex beings. To nurture the whole child, early childhood education needs to follow the fundamental principle that children are learning everywhere and all the time. Instead of developmentally inappropriate early academics, children need a broad variety of learning experiences and opportunities to grow in areas such as gross and fine motor development, social-emotional development, language development, and creative expression. Mastery of the skills associated with these areas is critical for healthy development as well as later academic success, and requires an educational format that is very different from a traditional elementary classroom. The Outdoor Classroom evolves from the real needs of children, offers activities that are personally meaningful to them, and fully embraces developmentally appropriate practices in early care.

Characteristics of the Outdoor Classroom

Most activities that can be done indoors can be done outdoors. Some activities occur best outdoors; some can only occur outdoors.

Children spend substantial periods of time outside, and it is easy and safe for them to get there; they are free to move easily between the indoors and outdoors.

There is a full range of activities for children to participate in, including many activities that are traditionally thought of as "indoor activities."

The outdoor space offers a balance of areas for physically active and less active play.

While outside, children frequently have the opportunity to initiate their own learning experiences and activities, with teachers available to support them.

The outdoor curriculum evolves from and changes with children's changing needs and interests.

Children experience nature in as many ways as possible.

Benefits of the Outdoor Classroom
Physical:

An increase in physical development, capability, and activity

Setting up patterns for an active, healthy lifestyle

Fewer children suffering from diseases such as obesity, Diabetes, and ADD/ADHD

Cognitive:

Stronger language, problem-solving, and communication skills through projects and group activity

Developing an interest in science and math through connecting with nature

Fostering learning through self-initiation, control, and personal responsibility

Psychological:

Happier

Higher, more positive self-esteem

Effective relationship building in a cooperative, non-competitive environment

Building a healthy and balanced internal psychology from time spent alone

Manifesting classroom harmony

Social-emotional mastery

Understanding:

Familiarity with and appreciation of nature

Wide, expansive view of how the world works

Building stewardship skills for the environment

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In concert with modern child development research findings, the concept of the Outdoor Classroom is built upon the premise that children are complex beings. To nurture the whole child, early childhood education needs to follow the fundamental principle that children are learning everywhere and all the time.

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Including purposeful outdoor activities and trips increases participation and involvement of students

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.