Increased contact with nature can improve the way children learn.
This paper which was referenced in the hundrED article Immerse kids in nature and watch them grow. hundrED states that increased contact with nature can improve the way children learn.
The interest for me comes as I try to manage and maintain a mainstream learning environment and the expectations of that with my forest schools journey. The key for me in this paper is that there were no negative outcomes from offering outdoor learning and that it was only enhanced by time spent in nature for a wide variety of students.
One of the 'key findings' was that „ "Learning outside the classroom was most successful when it was an integral element of long-term curriculum planning and closely linked to classroom activities." (page 4). As I question more and more the input of the teacher and the lack of student contribution in many learning environments, this statement is both encouraging and evidence FOR including forest schools within the school setting but also challenges my belief in a more child led, discovery based learning experience.
Point number 6 (pg 8) shows an example of how "learning outside of the classroom can also help to combat under-achievement". The example speaks of student's involvement in a nature based program where student take part in climbing canoeing etc, things that involve risk, success and failure. The connection that the students have made between this program and their learning asks me to consider the effect of growth mindset ideas without practical experiences that show students what they are capable.
Point number 23 (pg14) "Some schools have made an explicit link between the use of school grounds and education for sustainable development. They effectively promote pupils’ understanding that care for their immediate surroundings is the first step in caring for their planet." This concept ties well with our enviroschools commitment and our extension of this into our own local curriculum.
Point number 47 (pg18) "The lack of detailed evaluation meant that schools and colleges were not able to assess accurately the strengths and weaknesses of their provision outside the classroom or to bring about necessary improvements." How will I do this? What does the school, board of trustees need in order to account for the time/experience/program?
The following section covers concerns around health and safety and is very specific to England. What do I need to know regarding health and safety requirements for running a forest school program 1. within mainstream school environment or 2. independently?
Some interesting points for consideration as I move along my forest schools journey. I find myself looking for evidence of MAGIC but the practical aspects of working under a forest schools ethos needs to be weighed in balance.
The interest for me comes as I try to manage and maintain a mainstream learning environment and the expectations of that with my forest schools journey. The key for me in this paper is that there were no negative outcomes from offering outdoor learning and that it was only enhanced by time spent in nature for a wide variety of students.
One of the 'key findings' was that „ "Learning outside the classroom was most successful when it was an integral element of long-term curriculum planning and closely linked to classroom activities." (page 4). As I question more and more the input of the teacher and the lack of student contribution in many learning environments, this statement is both encouraging and evidence FOR including forest schools within the school setting but also challenges my belief in a more child led, discovery based learning experience.
Point number 6 (pg 8) shows an example of how "learning outside of the classroom can also help to combat under-achievement". The example speaks of student's involvement in a nature based program where student take part in climbing canoeing etc, things that involve risk, success and failure. The connection that the students have made between this program and their learning asks me to consider the effect of growth mindset ideas without practical experiences that show students what they are capable.
Point number 23 (pg14) "Some schools have made an explicit link between the use of school grounds and education for sustainable development. They effectively promote pupils’ understanding that care for their immediate surroundings is the first step in caring for their planet." This concept ties well with our enviroschools commitment and our extension of this into our own local curriculum.
Point number 47 (pg18) "The lack of detailed evaluation meant that schools and colleges were not able to assess accurately the strengths and weaknesses of their provision outside the classroom or to bring about necessary improvements." How will I do this? What does the school, board of trustees need in order to account for the time/experience/program?
The following section covers concerns around health and safety and is very specific to England. What do I need to know regarding health and safety requirements for running a forest school program 1. within mainstream school environment or 2. independently?
Some interesting points for consideration as I move along my forest schools journey. I find myself looking for evidence of MAGIC but the practical aspects of working under a forest schools ethos needs to be weighed in balance.
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