A gorgeous day, a set of Outdoor Learning backpacks, some new resources purchased at the Reifel Bird Sanctuary, and a couple of primary classes ready to embrace learning outdoors, all conspired to create the conditions for miracles in the Livingstone Garden this week. We grouped in the library for Twitching 101:
Everything in the backpack goes back in the backpack (binoculars, compass, magnifying glass, waterproof notebook, pencil, ruler)
If you can’t see through the binoculars, ask a friend for help
Take good care of the binoculars and put them back in their special case
In Vancouver, the mountains are north – Use this information to check your compass skills
The new resources from the Reifel Bird Sanctuary are kept in Backpack #1. Feel free to use them and then return them to the bench in the garden.
The birds are most likely to come closer if you are very quiet.
There are several sources of food for birds in the garden. See how many you can find.
We converged on the garden. Nothing close to quiet was even remotely part of our Twitching endeavours. Yet, our recent Green Thumb Theatre production had brought a new level of cool to “twitching” – the British term for people out in search of rare birds. In our case, we’re happy with any birds. Frustrations over binoculars that didn’t work were overcome. Sea gulls were spotted in front of the mountain view. All the budding twitchers looked north, some checking the direction with their compasses. None of the usual “murder of crows” appeared. The chickadees were scared away from the bird feeders with the commotion. Then it happened.
“The white head one! It’s an eagle. It’s an eagle! Look!”
“A bald eagle. I’ve seen one before.”
“I’ve never see one but I know they are alive”.
“Look the seagulls are chasing him.”
“He’s circling. It means something!”
And then the second bald eagle appeared. More euphoria from the group. One little girl with saucer eyes, runs up to me with the laminated Pocket Naturalist Guide shrieking, “But where? Where? Where is it?”
I paused to help her find the birds of prey section. My scanning finger hit the Bald Eagle. She looked down. Looked up. Looked down and looked up again. And what did those eagles do? They defied logic and flew closer to the noisy kids in the garden. Perhaps they knew, they were the superstars of our bird watching venture.
“It’s a miracle,” gasped my wide eyed twitcher, still clutching the British Columbia Birds – A Folding Pocket Guide to Familiar Species (2017 Waterford Press Inc.).
These are the pinnacle moments every educator strives to experience with their students. At these times, the joy of the learner is paralleled by that of the educator. It is miraculous and defines why teachers love to teach.
There is no teacher like direct experience to engage the head and heart in the process of learning. Data about students becoming less curious as they move through the school system, is heart-breaking. It begs the question – Why? When my children were preschoolers, the day revolved around playing in the backyard, discovering new backyards of playmates and going to the park. On sunny days they were dressed in clothing to protect sensitive skin and exposed bits were slathered with sunscreen. Other days included sweaters or “muddy buddies” or rubber boots or snowsuits. Bottom line, those preschoolers were going outside for an adventure filled with fresh air and exercise and access to the wonders of the natural world around them. Awe, curiosity, delight and question upon question were the standard of the day.
Richard Louv (2006) raised the alarm about our students who are increasingly demonstrating a “nature deficit disorder” in his book Last Child in the Woods. The nature deficit is something being experienced on a much bigger scale. Baby boomers are perhaps the last generation to be pushed out the door to “Go play outside and be home by dinner”. Accessible hand-held technology, less green space and a heightened sense of fear fed by the media, keeps adults as well as children inside with repercussions for engagement with nature, physical fitness and mental health. Some doctors are writing park prescriptions to assist patients in dealing with depression, high blood pressure and stress. Groups like Wild About Vancouver, have initiatives to encourage people of all ages to get outside and get active. The Japanese started a movement called “Shrin-yoko” or “forest bathing” in the 1980’s to improve physical and mental health. It has taken the world by storm. Regular “forest bathing” opportunities were scheduled in Vancouver’s 400 hectare rainforest, Stanley Park, this summer and many other forested parks with around the world because going outdoors, looking, listening and breathing needs to be taught.
Engaging with nature is a catalyst for curiosity and the learning that comes with it. The first time I saw a “Bear in the Area” sign in our local park when we moved to Coquitlam a suburb of Vancouver, I did the research to find out what I needed to know. I went online, got books to share with my family, and talked to neighbours and friends and even the police officer sitting doing his notes in the parking lot. Sailing, biking, skiing, snowboarding and hiking, all come with required background knowledge and a skill set to keep yourself safe. Every time we try something new, we learn.
The Child and Nature Alliance is astute in pointing out that the best way to get children outside, is to go with them. My husband and I now have adult children. However since their pre-school years, some of our best memories and best laughs are beach, park, biking and ski/snowboard adventures or the times just after, like reading Harry Potter aloud with hot chocolate by a fire. Of course, developing relationship during outdoor activities necessitates putting the phone away and giving your family and friends your undivided attention.
Experience – first hand knowledge – experiential learning, multi-sensory opportunities, unstructured times, emotional connection
“American kids devote more than seven hours daily to staring at screens, replacing reality with virtual alternatives” (Sampson, 2015, p.5). As with the advent of any technology, humans benefit from the advanced development of their prefrontal cortex, and the thinking skills to decide how best to utilize the technology. I am a huge fan of using phones, iPads and computers as tools to access information and communicate learning to a wider audience. When I’m outdoors, I use the camera on my cell phone and my iPad to focus my attention and capture things I find interesting or beautiful or memorable or that I want to explore more later. However just as I was instructed to turn off the television and go play outside as a little girl, parents and educators need to assume responsibility for the amount of screen time they allow for the children in their care to growth and lead healthy lives.
Germany is well-known developing a love of the outdoors. I remember hiking with my family in Schliersee. We were so proud of our stellar progress upwards on our hike, when we rounded the corner and not only had someone been there, but they had installed a bench. Britain is also well known for a population that engages outdoors. The British outdoor kindergarten movement is growing. Italy is known for the Reggio Emilio discovery based school movement. There is widespread recognition that children benefit from learning outdoors in the places they know well. It is outdoors that they can access the materials, solve problems and feed the curiosity that form the basis for important learning. This is the reality of place based learning.
The outdoor classroom does not close because it’s raining. I have recently adopted the slogan I learned from Scott D. Sampson’s book, How To Raise a Wild Child (2015): “There’s no such thing as bad weather, only bad clothing.” The rain in Vancouver does present different opportunities for learning. while extending our understanding and appreciation what is is to live in a temperate rainforest. When my daughter was 6 years old, we were travelling in Venice. The rain started to fall and everyone ran for shelter. Our family was quite delighted with the break from the heat and we splashed puddles down the centre of the street. My little Vancouverite looked up at me, smiled and said “Oh, Mommy. It smells like home.” This is what the poet W.D. Auden (1947) must have been referring to when he coined the word “topophilia” which translates to a “love of place” to describe the bonds people form with the places where they live. When you care about the place you live, both your heart and mind are open to the lessons they provide. This necessitates outside experiences.
Mentoring – side by side exploration, mentors listen more than they talk, observe closely, inspire curiosity, “pull” stories from their mentees by asking questions that push the limits of awareness and knowledge
I have been fortunate to be a teacher in British Columbia. Teaching in Abbotsford meant the farm was in close proximity to learn about mammals, and the smell of manure in the air impacted learning about food systems. In Coquitlam, spawning salmon at the end of a playground provided input for learning about life cycles and perseverance. My current school is located in the Pacific Spirit Park. Teachers are able to take students into the forest to discover more about the “wood wide web” and The Hidden Life of Trees, to the beaver dam to learn about our history and science, and down the beach to investigate yet another habitat. My previous school was not surrounded by untouched wilderness, but it was there that we were able to follow the newly released butterflies to discover one of the best butterfly gardens I have ever seen cultivated by a local resident with a green thumb. The best weather forecasters were the students who had learned to go outside and use all of their senses to make observations. Those students had well-developed background knowledge about clouds and could tell you about the best weather APPS. In all of these school contexts, what makes the biggest difference to student learning is the skillful mentoring of educators. The questions they ask, and the student questions they reflect back to the group, helps students to hone their observation skills and risk asking questions about the things that matter to them personally. The innovators who have mirrored nature in their products have spent time outside studying, observing, hypothesizing and experimenting.
3. Understanding — ponder and learn about big understandings before mastery of discrete pieces of factual knowledge
When I was in elementary school, I had a teacher who closed the curtains when anything particularly interesting was happening outside. It could have been a first snowfall, a heavy downpour or the clouds dropping down to make the mountains nearly invisible. Her intention was to eliminate distraction. She was a conscientious teacher who was committed to our learning. It was not an effective strategy for me. All of my attention was directed to what was happening outside and why. My imagination took me far away from the lessons of the day. I would have a story worked out by the time recess and anxiously focused on the grand opening of the curtains.
Scott Sampson talks about using the power of learning from Indigenous culture that is grounded in nature and creation stories told from the perspective of animals, plants and landforms. He uses the term “Going Coyote” to reference using “the trickster coyote of Indigenous lore (creator with magical powers as a transformer, shape shifter, hiding in plain sight) to inspire caring and empathy for nature. “The Coyote Club” at our school is grounded in active outdoor learning experiences that provide a model for respecting self, others and the environment. It is embraced indoors and outdoors on a continuous basis.
By pre-school age, students have developed inquisitive minds and a skill set to find answers. Children don’t need to be taught to ask questions. They need to know that their questions matter. They need to know that engaging in the world around them is what good learners do. We want our children to continue to be inquisitive and identify the possibilities, to make observations, connection and ask new questions when they are outdoors as well as indoors at school. Our challenge as educators is to redefine ways to feed the inquisitiveness of children coming into school while we broaden their opportunities to access information, to work collaboratively and to hone skills to find answers. The outdoors provides not only an opportunity for physical activity but an opportunity for incredible cross curricular learning and mental health. This is a place to observe and ask questions and learn through play. To make connections with book learning. To use technology to document and access new knowledge. It is a place to be in awe and celebrate curiosity.
For ideas to engage children in nature activities, online information and lesson plans, please see:
Wild About Vancouver is a celebration of the outdoors being held from April 18-25, 2018. Activities are planned by individuals, schools, sports organizations and community groups and centres. All activities planned during the week are free to participants. The goal for the week is to generate lots of energy, ideas and momentum for participation in outdoor learning, activities and fun that continues well beyond the week long celebration. There are lots of opportunities to participate.
Get ideas and register on the Wild About Vancouver website.Tweet out lesson ideas, activities, events and blog links. Be sure to include @WildAboutVan so we can retweet and generate some excitement!
Last week was the annual Grade 6 Camp Elphinstone experience. For students on the South Slope of Vancouver, it is a game changer. Most of the children come to camp and experience a plethora of “Firsts”. This year some of those “firsts” included:
taking a ferry
staying in a cabin with friends
sighting a baby bear
watching a river otter poop
catching a fish
swimming in the ocean
attempting to hit the bell at the top of the climbing wall
Meal time and Campfire ritual of songs and chants and debates
counting the seconds between the forked lightning and thunder
The team building opportunity presented by the camp experience creates a perfect opportunity to develop the essentials of social and emotional learning. This results in a sense of belonging and a wonderful tone going into their final Grade 7 year of elementary school for Tecumseh students. The YMCA has years of providing high quality programming for young people and has all of the elements of the camp experience down to perfection. The camp rituals of family style food service and traditional campfire songs and activities challenge students to take risks, engage in experiential learning and explore their identity. The young counsellors from Canada, New Zealand and Australia are able to keep up with the pace of energetic Grade 6 students and facilitate safe and memorable learning experiences. Our Junior counsellors from David Thompson Secondary and sponsor teachers came together to ensure the best experience possible for our campers.
If you talk to our students, they will tell you they are on a holiday from school. In actual fact, they have simply entered the outdoor classroom to engage in experiential learning masked as fun. The learning is not in just one experience but many experiences in nature and with peers over time. If you have the time and inclination, you may want to open up the redesigned curriculum in British Columbia-Grade 6. The three-day camp experience touched on many big ideas, all of the core competencies and a meaty chunk of curriculum. The social emotional learning is pervasive throughout all of the activities and experiences and indigenous ways of knowing are infused throughout the experience.
Meal time and camp fire included action songs, chants, listening games and debates for students to hone their powers of persuasion. Shelter building required teamwork to come up with a plan to build a shelter from materials on the forest floor that could withstand both the earthquake and water test. Canoeing, kayaking, hiking, the climbing wall and archery challenged students to take risks, learn a new skill and took the development of flexibility, strength and endurance to new levels. The range of games such Running Pictionary, Capture the Flag, Camouflage tag and Wink, Wink, Murder necessitate safety rules, game rules, social interaction, spatial awareness and verbal and non-verbal communication skills.
Upon reflection, the camp experience opens a myriad of possibilities for more intentional curriculum learning. I am not proposing duo-tangs filled with photocopied worksheets. I am proposing that we consider the aspects of curriculum that can be incorporated into the camp experience. Place based Aboriginal perspectives and ways of knowing as outlined in the First People’s Principles of Learning could be clearly articulated. The opportunity to directly teach social emotional skills to allow students to develop coping skills for dealing with stress and for dealing with conflict effectively are present throughout the daily schedule. The consideration of opportunities for direct instruction in mindfulness by tapping into nature and social interaction are plentiful. It means people with background knowledge about the solar system, constellations, local flora, fauna and primary resources become invaluable. Materials such as compasses, Write in the Rain notebooks and field handbooks may need to be purchased. The camp experience may be re-imagined, not as an “extra” but as a vital pathway to develop and incorporate big ideas, core competencies and curriculum knowledge for our students in a meaningful way.
Earth Day has become an established part of the school calendar. Every school district and most schools focuses on taking care of the environment in one capacity or another. In some cases, the focus remains on garbage pickup and recycling. In some cases, it extends to gardening efforts, going outside for Physical Education and composting. I believe that our real task as educators is to nurture an appreciation of the outdoors to prevent the disconnect with nature that many of our students are experiencing, particularly in urban contexts.
Most children naturally experience the physical benefit from outdoor activity. Some children readily participate in community building experiences with peers. All children benefit from scaffolded experiences to develop their curiosity, creativity, problem solving and mindfulness during outdoor learning experiences. For educators with diverse background experiences outdoors, teachable moments and connections to curriculum unfold seamlessly. At our school, the Grade 6 YMCA Camp Elphinstone experience, has been an important way of broadening student perspective of outdoor learning opportunities available to them. The expansion of recycling and organics in all VSB schools, the BC Fresh Fruit and Veggies program, the B.C. Milk Program for K-Gr2 students, bringing the cows to the school and exploration of food sources have all helped students to make connections between nature and their lives.
One challenges is that educators in urban contexts do not always have the background experiences to use the outdoor classroom as a basis for developing cross curricular competencies on a daily basis. As school communities, we need to tease out the resources that are readily available to us. Dr. Hartley Banack ,of Wild About Vancouver, has been instrumental in helping us to engage our students in meaningful learning experiences. Spearheading the Wild About Vancouver Festival has been a labour of love to broaden the accessibility of outdoor learning possibilities to urban dwellers in Vancouver. With the stellar effort of his team, Wild About Vancouver was able to coordinate 65 events, hosted by 48 organizations. Students at Tecumseh Main and Tecumseh Annex experienced nature through games, shelter building and developing their observation skills during the festival. Hopefully this is an event that only continues to grow and increase our personal health, community building, mindfulness and experiential learning throughout the year.
Dr. Banack is a professor in the Department of Curriculum and Pedagogy in the Faculty of Education at UBC. He works tirelessly with students at U.B.C. to develop the skill set to engage students in experiential learning outdoors. Alison Nasato and Alli Tufaro are two students in the Social and Emotional Learning cohort at UBC with Professor Claire Rushton. Their coursework with Dr. Banack and Claire Rushton has been inspirational. They have been engaged in inquiry projects exploring curricular integrations of outdoor learning within a SEL framework during their practicum experiences in Surrey, B.C. This type of learning has the potential to impact how we engage students as the redesigned curriculum unfolds in British Columbia.
The Outdoor Einsteins has been an offering at Tecumseh Elementary for all three of terms of after school programming by the David Thompson Community School Team. CST School coordinator, Tara Perkins, has worked hard with student program facilitators from David Thompson Secondary School and volunteers to implement the program. A grant from ReadingBC (BC Council of International Literacy Association) allowed her to develop the literacy aspects of the program. A eureka moment for many of our students and parents has been that you can even have fun outside, even when it’s raining. Appropriate clothing, hot chocolate, student made shelters, giant umbrellas, Write in the Rain books and inspired activities have kept kids excited about participating and lining up to register each term.
Another source of inspiration I recently happened upon on Twitter in the 30X30 challenge sponsored by the David Suzuki Foundation. The goal is 30 minutes outside for 30 days in May. What a fun way to engage our school communities! Follow us @Tecumseh39 to see what we’re up to in our school community. Let us know if you have other ideas on ways to learn in the outdoor classroom.
HumpDayHighlight: This featured blog post is intended to explore classroom practices and possibilities, including books and units of study.
Hump Day Highlight #3: Wild About Vancouver
As I reported in an earlier blog post on Outdoor Learning (Dec. 2015), Dr. Hart Banack, Department of Curriculum and Pedagogy at UBC, has been heading up Wild About Vancouver in an effort to encourage teachers and students to take advantage of the opportunities to participate in the outdoor classroom. UBC students prepared a document for our school detailing green spaces in the community and several possible outdoor learning activities and connections with the redesigned curriculum.
Our Tecumseh team is growing in numbers and enthusiasm. To date it includes John Mullan, David Thompson- Community (CST) team coordinator, Tara Perkins -CST Programmer, Aman Akilari – UBC volunteer, CST volunteers from David Thompson, Division 11 students, Division 1 students, Mrs. Jang- Grade 3 teacher, Ms. Pearce – Grade 7 teacher and myself. Wild About Vancouver is scheduled for April 16-22, 2016 and will provide dozens of free, outdoor-focused activities around Earth Day 2016. Our team is working together to provide two, or possibly three events during Earth Week. The idea is to share our learning with others. Hopefully this will result in the recipients creating their own idea to share with others within their school community and perhaps even during Wild About Vancouver 2017. The diffusion model works best when learners are engaged in their learning so we are working hard to create learning activities that will be fun as well as educational.
John Mullan has a well developed collection of outdoor learning books. Sharing Nature: Nature Awareness Activities for All Ages by Joseph Cornell has been particularly helpful in designing activities using the flow learning sequence: Stage 1 – Awaken enthusiasm; Stage 2 – Focus Attention; Offer Direct Experience; Stage 4 – Share inspiration. The Vancouver Kidsbooks team also have a plethora of good books that can be purchased. International Literacy Association Members on staff also secured a grant to integrate literacy activities in the outdoor classroom through ReadingBC (BC chapter of the International Literacy Association). This money allowed us to purchase some resources, compasses, tarps, buggy cords, rope and waterproof notebooks from Mountain Equipment Coop. Great things to do Outside 365 Awesome Outdoor Activities has lots of ideas to pursue in the classroom, during after school programs and during home time. Ideas are percolating and we are excited about the possibilities for our Wild About Vancouver sessions. Students and adults are busy brainstorming.
If you are interested in the outdoor classroom, check out the link to Wild About Vancouver and design your own activity to share or attend. We live in Vancouver – filled with sand, sea, mountains, lakes and plenty of liquid sunshine to guarantee green spaces! It’s guaranteed to be wild!